Atrisk students can be some of the most difficult and challenging students to work with. They often exhibit very disruptive behavior, and many times these students do not respond well to authority.
The largest battle intervention teachers will face is discipline.
I have had a great deal of success with the following policy:
RELATED POSTS
Using "The Hunger Games" to Manage Behavior Walk into a Kindergarten class, and you will believe in magic. How one lady manages to get 20 5yearolds to snake quietly through the halls with only her smile and a charming, "Follow me, boys and girls", is an amazing thing to see.
Classroom Management with AtRisk Students The root of the word, “discipline” is “disciple,” meaning, “to teach.” When faced with problem behaviors in the classroom, management strategies should be used rather than punishment.
15 Practical Tips for Dealing with "Difficult" Students Praise often. All the time. With overthe top, ridiculous compliments. Your student completed half an assignment after several 0's? Compliment them!
Breaking the Child Teachers and parents constantly lament over some child's willfulness. Certainly teachers need to be in charge of the classroom, but I wonder: How far would you go to gain control of a child?
From Fractions to Felonies (Part 1) Juvenile detention may seem like an odd topic for a math blog, but from my perspective, there is a direct correlation. To illustrate this, let's trace the path for a typical juvenile offender backwards.
The largest battle intervention teachers will face is discipline.
I have had a great deal of success with the following policy:
ENVIRONMENT
This is one of the first things I consider when students are not
acting appropriately. I ask myself these questions:
1. Is
the classroom overly stimulating?
2. Are
my lessons relevant and engaging?
3. Is
this a good seating arrangement?
4. Can
the students do the work?
5. Is
the work appropriate?

POSITIVE REINFORCEMENT
This is the foundation of my classroom management. I seek out
opportunities to provide significant amounts of positive reinforcement.
1. I
give “Good Job” tickets for behavior, academics, and study skills. When
giving the ticket, I am specific in my praise. These tickets are drawn for
prizes every week.
2. Continuous
encouragement – As I walk through the classroom, I offer students praise.
3. Tower
of Strength – As students master new skills, they get an achievement card to
place on our “Tower of Strength.”
4. Motivational
Lessons – I use reallife motivational stories, highlighting character
traits, such as perseverance.
5. Student
Data Tracking – Students track their own data, so that they become
intrinsically motivated to meet their goals

STUDENT CHOICES
I provide students with 23 choices when possible. I ask them
questions such as:
1. Where
would you like to work?
2. Which
of these two assignments would you like to work on now?
3. Would
you like to use a pencil or a pen?
4. Can
you work quietly here, or should I choose a spot where you can focus?
5. Can
you work with music on, or is it distracting?

MINI CONFERENCES
When students are not making appropriate choices, I hold a
miniconference with them.
1. I
talk with the student privately.
2. I
ask the student, “What do you think I’m going to say?”
3. Ask,
“What choice could you have made?”
4. I
ask the student to explain the situation.

BUILD STUDENT’S CONFIDENCE
1. I
give them work they can do successfully.
2. I
give genuine praise – not for easy work, but for accomplishments.

BUILD TRUST
I actively work to build the student’s trust in me.
1. Always
give respect.
2. Always
assume the student wants to learn.
3. Show
that I care by:
a.
Going to their extracurricular events
b.
Making their work relevant
c.
Asking them about their day/weekend

AFTER ALL THIS:
If students are not making positive choices:
1. I
let them know that I will be monitoring their behavior.
2. Student
will be given a set number of reminders for the day (34)
3. After
the 34 reminders, the student will be asked to leave the room to complete a
“Behavior Reflection.”
4. I
will discuss this reflection with them.
5. I
will call the parents.

CONSEQUENCES:
Sometimes consequences will need to be given. These should be
natural, whenever possible. Some consequences include:
1. If
a student can’t work without disruption, the student will need to work
outside the classroom.
2. If
the student has significantly taken away another student’s learning
opportunities, he will be asked to come before/after school to “pay back time
to the community.”
3. If
a student breaks something, we will seek a solution for the student to
replace it.
4. All
school violations will be handled according to the ISMS discipline policy.

RELATED POSTS
Using "The Hunger Games" to Manage Behavior Walk into a Kindergarten class, and you will believe in magic. How one lady manages to get 20 5yearolds to snake quietly through the halls with only her smile and a charming, "Follow me, boys and girls", is an amazing thing to see.
Classroom Management with AtRisk Students The root of the word, “discipline” is “disciple,” meaning, “to teach.” When faced with problem behaviors in the classroom, management strategies should be used rather than punishment.
15 Practical Tips for Dealing with "Difficult" Students Praise often. All the time. With overthe top, ridiculous compliments. Your student completed half an assignment after several 0's? Compliment them!
Breaking the Child Teachers and parents constantly lament over some child's willfulness. Certainly teachers need to be in charge of the classroom, but I wonder: How far would you go to gain control of a child?
From Fractions to Felonies (Part 1) Juvenile detention may seem like an odd topic for a math blog, but from my perspective, there is a direct correlation. To illustrate this, let's trace the path for a typical juvenile offender backwards.
Comments
Post a Comment