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Responsible Classroom Management Cooperative Learning Strategies Collaborative Classroom Consultation
1. Unified Discipline· Writers: Richard White and Bob Algozzine · Key Goals: To have a clearly defined and consistently enforced management system that supports the students to control their own behavior. In addition, the behavior intervention and correction must be implemented in a firm and caring manner. · Definitions: The ability to recognize that effective education affects behaviors, being able to manage behavior is a part of education, “teaching” also encompasses behavior instruction, emotional separation from student’s misbehavior is critical, and other unified attitudes such as “emotional poise” and “firmness” make Unified Discipline work. Within unified expectations, rules are unequivocally set to create clear expectations within the school and its classrooms. Unified correction procedures involve the active monitoring of student behavior and the application of consistent consequences which are procedural not personal. Clear expectations and responsibilities for all school personnel are part of unified team roles. · Philosophy: The students should understand that they are in control of their behaviors. It is essential for school personnel to interact with misbehaving students with a warm, assertive, and firm attitude and voice. · Key Features: Unified Discipline requires school personnel to collaborate in order to define attitudes, rules, consequences, and roles. Clear communication between school personnel as well as between school personnel and students is essential. The principal has the freedom to what is best for the student and maintain faculty support. The faculty must follow all unified procedures and, thus, receive reinforcement for their proper unified behavior and implementation regardless of the student’s attitude or reaction. An analogous situation would be to look at the school setting as a job setting. It is the principal’s job to manage implementation of key job expectations, the teacher’s job to teach and monitor rules and provide consequences that support success, and it is the student’s job to follow rules and accept procedural consequences that produce positive outcomes. · Keys to Implementation: Because of the holistic nature of unified discipline, all the school personnel must come together to begin implementation of this model. Implementation components include: professional development that defines procedures and prepares staff, and establishes unified expectations and correction procedures. The expectations, or rules, and consequences are consistent in every part of the school and supported fully by all faculty. The four-step correction procedure is carried out in a warm but impersonal, firm voice. The four steps are: state the behavior, state the violated rule, state consequence, and offer encouragement. Once implemented the model must be reviewed and revised if necessary. Faculty must stay current on any changes within the behavior intervention. · Key Positives: This particular model of behavior intervention is beneficial in school settings because it essentially unifies the expectations for all children regardless of typical patterns of behavior. This reduces feelings of alienation and unnecessary negativity. This model also builds faculty support for one another because rules and actions are expected to be consistent. This model has been shown to be effective with students who have minor behavioral problems and who are at risk for school failure. · Key Negatives: Unified Discipline does not help those children who have long-term, serious behavior problems. More individualized interventions will be necessary for that particular population. In addition, because of the turnover of faculty the consistency of behaviors is jeopardized. This model requires continual review and revision.
· Writers: Lee and Marlene Canter
· Key Goals: The purpose behind this model is to help students understand that they choose their behavior. When a student chooses responsible behavior, it increases self-esteem and academic success.
· Definitions: Assertive Discipline is straightforward communication by the teacher of expectations and disapproval accompanied with clarification of what students should do. An assertive teacher clearly and firmly states her expectations and her words are supported by actions. She uses methods that maximizes her teaching needs and keeps the best interests of the students in mind.
· Philosophy: When consulting for school systems the Canters found that teachers were experiencing difficulty controlling their students’ inappropriate behavior. They developed a structured, systematic approach designed to help teachers take control of their classrooms and positively influence student behavior. The model provides a very strong system of corrective discipline. The Canters have revised and refined their model over the years so that assertive discipline has evolved since the mid “70’s from an authoritarian approach to one that is more democratic and cooperative. The philosophical foundation of assertive discipline is positive behavioral management. Based on their research and the foundations of assertiveness training and applied behavior analysis, the Canters developed an approach in which teachers use rewards and punishments in the behavioral sense. Positive consequences are believed to be more powerful in shaping student behavior than negative ones. Teachers have the right to determine what is best for their students and to expect compliance. No student should prevent a teacher from teaching, or keep another student from learning.
· Key Features: Assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior through direct instruction methods such as describing, modeling, practicing, reviewing, encouraging, and rewarding. They are supportive of their students, listening carefully to what their students have to say, and always speaking respectfully to them, even when addressing misbehavior. Teachers are described as assertive as opposed to passive or hostile. The discipline plan for this model consists of three parts: rules that must be followed at all times, positive recognition for following rules, and consequences for not following rules.
· Keys to Implementation: To apply this model in a classroom or with a student, the following steps must be completed. First, decide on clear, observable rules, typically four or five, which will be consistently implemented in the classroom. Second, determine the positive and negative consequences compliance or noncompliance with the rules. Third, conduct a class meeting to state and teach rules/expectations. Routine class meetings should be used as a form of review once the plan has been set in place. Fourth, inform parents of the new program. Lastly, teachers should always use a clear, firm voice and keep eye contact when communicating with students and recognize and quickly respond to appropriate behavior.
· Key Positives: Teachers like Assertive Discipline because it is easy to use and is generally effective. It encourages them to give personal attention to each student, not just those who behave appropriately all the time. This model does not focus on punishments, but rather on “catching the students being good.” It also encourages communication with parents. Teachers have stated that in using assertive discipline, they gave the right type of attention to students with behavior problems and unproductive behaviors lessened notably.
· Key Negatives: Critics of assertive discipline state that children should obey the rules because it is the right thing to do, not because there is some reward associated with obeying or some punishment for not obeying. They state that assertive discipline techniques “control’ the child rather than prepare the child for thinking critically and developing their own sense of self-reliance and responsibility. They also argue that the program prepares children to be followers rather than critical thinkers and problem solvers. 3. Responsible Classroom Management · Writer: J. Allen Queen
· Key Goals: Teacher should always teach and promote responsibility–responsibility can be learned. Help students learn how to handle and resolve their own conflicts. Even students who are struggling with behavior issues can have and achieve higher levels of success.
· Definitions: RCM is also an acronym for responsibility, civility, and maturity. A student who is unable to control her behavior is sent to the ICU or intensive care unit. The ICU is a stark room with a few desks. It is here that the supervising adult – not the teacher- will ask the student what she has done and discuss why she is in the ICU. The student’s teacher will come awhile later to discuss with the student what she needs to do to improve and change her behavior.
· Philosophy: RCM came about during the mid 1990’s. This individualized discipline program supports the developmental level of the student. The student is responsible for his or her actions at all times. The classroom is under the leadership of a strong, capable, and knowledgeable teacher.
· Key Features: The classroom is where both teacher and students collaborate together to create a warm, caring, and positive environment. The teacher is responsible to educate interactively and both model and teach appropriate behavior. It is very important for the teacher to have clear, well-planned instructional objectives. This model does not support the use of rules. Simply, the student is responsible for her actions at all times. The teacher uses fair and logical consequences that are appropriate for each individual child. Rewards are not used in this model.
· Keys to Implementation: To begin to implement RCM the school must go through training and this occurs at the beginning of the school year and then is reviewed and revised during the holidays. It is during training when appropriate overall expectations for each grade level is discussed and clarified. Each teacher must be in full support of this model of discipline. The focus then moves to the individual classrooms where the teacher states the overriding expectation – I am responsible for my actions at all times. It is here that the teacher and the student collaborate on ways to make the classroom efficient and pleasant. Parents should be informed that RCM is being implemented. If a student does not respond to individualized consequences the ICU is used as a tool for the teacher. If this done twice for the same behavior a contract is brought up between student, principal, teacher and parent/s. If the contract is not successful then stricter consequences, such as suspension, are used.
· Key Positives: This model helps students understand that they are responsible for all that they do. In addition, it stresses the responsibility of the teacher to have control over her classroom and to be an effective educator. This model has been successful in urban, rural, and suburban school settings. The idea of responsibility, civility, and maturity are essential for being successful in life.
· Key Negatives: Some students
will object to differences in consequences for the same behavior. There will be
an inconsistency of consequences from different teachers and administrators in
the school. This model requires a student to be both verbal and adept at
expressing feelings.
· Writers: Rob Horner and George Sugai · Key Goals: To use person-centered interventions within a team-based, comprehensive and proactive system to maintain student success across settings. · Definitions: Unlike traditional behavioral management, which views the individual as the problem and seeks to "fix" him or her by quickly eliminating the challenging behavior, positive behavioral support (PBS) and functional analysis (FA) view systems, settings, and lack of skill as parts of the "problem" and work to change those. School-wide positive behavior support focuses on all children and a Behavior Intervention Program addresses individuals. Within BIP, the tool that is used to assess problem behavior is Functional Behavior Assessment. To conduct FBAs, teams must first come up with hypothesis statements and have observation data that support the hypotheses. The outcome will be a Behavior Support Plan. · Philosophy: These approaches are characterized as long-term strategies to reduce inappropriate behavior, teach more appropriate behavior, and provide contextual supports necessary for successful outcomes. · Key Features: This model is based on the notion that a person’s interaction with the environment pivotal. It teaches new skills for coping with an environment that might be the cause of negative behavior. Most commonly, the support plans have multiple components and more recently have come to include academic supports. · Keys to Implementation: When implementing behavior support, teachers and faculty form teams to determine rules and implementation process. When needed, community based technical assistance is provided for students with severe behavior problems. This goal of this particular model supports the use community partners to conduct assessments that will help planning long-term effective interventions. The implementation of Positive Behavior Support has the following components. First, train a team that can include teacher/s, parents, special education teachers, specialists, and other support personnel. Second, collaborate to plan what kinds of interventions are most appropriate and when they can be most effectively implemented. Third, review the outcomes of the interventions and, lastly, decide on follow-up services. · Key Positives: Positive Behavior Support focuses on direct instruction of appropriate behavior and social rules. It uses of behaviorally appropriate role models, concrete, visual examples of positive interaction and play, consistent, frequent reinforcement of prosocial behaviors, and direct teaching and reinforcement of appropriate behaviors and redirection of antisocial behaviors. · Key Negatives: Teachers are sometimes reluctant to teach appropriate behavior rather than focus on discipline as their approach to classroom management and control. · Writers: Think Aloud by Camp and Bash (1978) and Social Adjustments for Young Students: A Cognitive Approach to Solving Real-Life Problems by Spivack and Shure. · Key Goals: The purpose of cognitive modeling to teach the student that she can manage her own behaviors through thought and internal questions. · Definitions: Behavior modification is the backbone of cognitive modeling. Antecedents and consequences are manipulated in order to change the covert and then the overt behavior of the student. · Philosophy: If a student’s covert behavior is altered, then his overt behavior will be altered as well. In this intervention the students are active participants. This model is supported by the Social Learning Theory. · Key Features: If you change the way a student thinks about a certain task this will change the way she approaches the task. This correlates with the understanding that perceptions guide a person’s response to the world around them. Thus, perceptions must be altered in order to change overt behavior. Through verbal mediation, self-instruction, or problem-solving procedures the student will learn positive approaches to problems. · Keys to Implementation: First, the teacher should cue the student to understand she is copying both her physical and verbal actions. Second, utilize one of the verbal rehearsal techniques. Third, the model will define the problem. Fourth, the student will progress through out-loud, whisper and silent modeling of verbal mediation. Last, evaluate the student and praise her. · Key Positives: The students learn skills which are beneficial throughout life such as problem-solving and managing their own behaviors. Cognitive modeling does not require monetary support. The students learn through observation rather than trial and error. · Key Negatives: Skill practice decreases when more time is spent on verbal rehearsal. Verbalization does not ensure that the task will be completed. The students with language difficulties and disabilities are unable to benefit from cognitive modeling. This intervention requires that the student understand how to attend to and organize information, which can be difficult. This intervention has not proven as useful with disadvantaged children. 6. Cooperative Learning Structures · Writers: David and Roger Johnson · Key Goals: Rather than learning through activities that are competitive or individual, this intervention uses group interaction in an instructional activity to help facilitate positive behaviors. · Definitions: Positive interdependence is an integral part of cooperative learning. This is defined as perceiving the need for all members to participate in order to achieve a goal. Collaborative skills are also essential to successful cooperative learning. Collaboration is the ability to listen, respect and support the ideas and actions others can bring to a situation. · Philosophy: Cooperative learning structures allow students to exhibit greater achievement motivation, positive attitudes towards learning, teachers and peers. This intervention also supports trust and self-confidence within the students. · Key Features: A group works together to achieve the academic and affective behavior objectives found in the activity. The teacher acts as a consultant to help facilitate communication and interaction. Activities such as “teams-games-tournament” use the contribution of all the students – each earned point from games between equally-achieving students contributes to the overall heterogeneous team’s score. The Jigsaw approach breaks down assignments to be completed individually and in the end brought together as a whole. · Keys to Implementation: Find the academic and affective behavior objectives and plan the instructional activity. Decide on group size – smaller for less experienced – typically from two to six students. Groups are more successful when they are heterogeneous, because this offers a wider range of attributes and model for the lower-achieving and more misbehaving students. Arrange the classroom to facilitate cooperation. Place the groups in clusters as far away from other groups as possible. Intervene when the students need help and to facilitate cooperative behavior. Evaluate both qualitatively and quantitatively how well the group completes the assignment and interacts together. · Key Positives: Students learn affective behaviors that are continually beneficial. This intervention helps integrate students of varying skill level and functioning into group activities. The students begin to realize that they are unique and can contribute different things to be successful. · Key Negatives: This intervention requires in-depth planning on the part of the teacher. Teacher must know how to effectively switch from a directive role to a facilitative role. 7. Modeling · Writer: Albert Bandura · Key Goals: Modeling is used to teach new behaviors, increase the frequency of newly acquired behaviors, and to teach the student to inhibit negative responses. · Definitions: Social learning theory states that human behavior is a continuous reciprocal interaction between cognitive, behavioral, and environmental influences. A mastery model always displays competent behavior. A coping model will display the same concerns and fears as the student, but then shows how to solve the problem. A prestigious model is a peer who is of the same sex, socioeconomic level, and skill level, but has strong leadership skills. · Philosophy: Students learn from the world around them, most importantly, by watching others. This model is branch of Bandura’s Social Learning Theory. · Key Features: Modeling involves learning through observation and imitation. The model can be live, videotaped or on television. Initially students learn appropriate behaviors without reinforcers, however, they are often needed to maintain a behavior. Teachers, peers, and parents can be used to teach appropriate behavioral models. · Keys to Implementation: Select a behavior and decide on an action that will be consistently used and who will be the model. Gain the attention of the student and tell the student to practice the observed behavior. Modeling often benefits when accompanied by verbal labels. Decide on an incentive to use, however, do not use incentives if unnecessary or use overzealously. · Key Positives: This is an inexpensive method of behavior intervention. The students who are not being purposefully targeted will benefit from casual observation. It is a familiar method for teachers to use. Because language is learned through observational learning, this method is highly beneficial in teaching language to students with severe language problems. · Key Negatives: Peer models are hard to find, thus, requiring more of the teacher’s time to act as the model. If the student is not adept at attending and recall this must be initially taught. It appears that modeling is not as helpful for disadvantaged students. · Writers: Charles Greenwood and others · Key Goals: To use students to help peers on an individual basis. · Definitions: When the peer assistant comes from an outside classroom, a receiving teacher will identify those who will benefit from the program, the individual problem areas, and the goals to be reached. In some cases the receiving teacher will also supervise. · Philosophy: Students can learn from other resources besides teachers. Often times a student a less apprehensive to make mistakes with peers. In addition, the peer can interpret the lesson in a more developmentally and socially appropriate language. · Key Features: One student is assigned to a peer to act as a tutor, companion, or behavior manager. The peer who is selected to assist does not have to be the highest achieving student. This is a good way to build self-esteem for students with low achievement and those with problem behaviors. The peer assistant will practice adult roles and responsibilities. It is best if the tutor is two to three years older than the tutee, which enables the tutor to feel confident and capable. For behavior intervention, matching a tutor and/or companion with a student who has similar, but fewer, behavior problems will create insight and awareness to their own behaviors. · Keys to Implementation: When the student with problem behaviors is the tutor, it is important design the program with the objectives in clear focus. Is the goal to improve academic skills or behavior or both? Most effective peer assisted learning for behavior problems focuses on academic and self-concept. Decide on the role of the peer assistant and just use their own judgment to determine the best match of students. It is important to notify parents so they will be prepared when their child comes home with stories of a peer teaching or helping them. Hold a meeting with the selected tutors so they will be informed of expectations. This will also increase self-confidence and feelings of importance. Have a feedback system this will help both tutor and tutee to communicate openly; in addition, involved teachers must use feedback and communication to better help the students. · Key Positives: Peer Assisted Learning individualizes for the needs of the students. Tutoring increases the level of involvement and responsibility in the learning process. As previously mentioned, this intervention increases the self-confidence of both the tutor and the tutee, the tutor because they feel needed and are capable of helping and the tutees because they feel someone cares. The peer assistants begin to understand the true role of the teacher. For the older students this is a way to learn basic skills without feeling inferior. The peer assistants are practicing adult roles of responsibility and dependability. · Key Negatives: The time that it takes to organize and educate the peer assistants can be lengthy. Some teachers resist the idea that students with severe behavior can assume a responsible role and do not see the benefits. This model requires experimentation and trial-and-error in order to find the best fit. 9. Collaborative Classroom Consultation · Lorna Idol
· Key Goals: The intention of using Collaborative Classroom Consultation is to avoid referrals for special education services and to cooperatively plan and evaluate effective interventions in the classroom.
· Definitions: The prereferral consultation process is a part of the Collaborative Classroom Consultation model. This process focuses on finding appropriate and beneficial academic and/or behavioral interventions. The prereferral screening process is different in that when the student is tested and is found ineligible for services the teacher does not receive the support or needed evaluation of the efficacy of the suggested intervention. A prereferral consultant can come from various roles within the school such as regular classroom teacher, learning disability resource teacher, special education teacher, social worker, school psychologist, reading specialist, speech and language, occupational therapist or physical therapist. It simply depends who will be most qualified and helpful in creating and supporting the best intervention.
· Philosophy: This intervention is a way to keep all students in a general classroom where there full potential is more likely to be stimulated, eliminate the number of misdiagnoses for special services, remove the feelings of isolation that comes with being “pulled-out” of the regular classroom, meeting the educational needs of all students, and to continue the support of collaboration of regular and special educators.
· Key Features: For the cooperative classroom consultation model to be successful it needs to have the full support from the superintendent, school board, and principals. Communicate with curriculum and instruction personnel, supervisors, and staff developers to keep them informed and supportive of change. There are three stages of the prereferral consultation process: preconsultation, collaborative problem solving, and implementation and evaluation.
· Keys to Implementation: During the preconsultation stage, the teacher will identify the problem and ask his or her peers to collect ideas on how to solve the problem. If not solved, the teacher should request assistance from the principal. Interventions such as peer assisted learning might be helpful during this time. If faculty or teacher-assistance-team meetings do not solve the problem then moving onto the second stage is necessary. In the collaborative problem solving stage the teacher and the consultant begin to work together. The collaboration will continue until the problem is solved or sufficient data is available to show that the student not needs to be referred. During this pivotal stage the consultant and the teacher must meticulously identify the problem and create the intervention. In addition, developing methods for systematic monitoring and evaluation of the intervention is necessary. In the last stage, implementation and evaluation, the student becomes involved in the intervention and in self-monitoring her success. The consultant and the teacher must collaboratively evaluate the results of the intervention. The intervention is fine-tuned if needed and then evaluated.
· Key Positives: The student is still a full member of the classroom and their individual needs are being met. The child is not labeled in order to collaborate on interventions. Collaboration is a required ability to be a successful administrator, educator and specialist. The consultant and the teacher are able to be one another’s support – teachers do not feel alone with the problem. Less paper work needed and money is saved. When success occurs, this can change attitudes towards at-risk students. The skills that the teacher learns can be adapted to other students.
· Key Negatives: Often times, teacher and students will resist change. This model requires good deal of precious time. There may be a strong resistance from both general and special educators that students with special needs do not belong in the general classroom. Collaboration calls for sharing of information, respect and understanding that all are on equal footing. 10. Reality Therapy · Key Writer: William Glasser · Key Goals: To help students realize that regardless of what has happened in their lives, they are able to choose more appropriate behaviors. · Definitions: Glasser coined the term “castle” to refer to the time-out desk or area in the classroom. · Philosophy: The environments in which a person exists do not control choices she makes. By accepting to live in the here and now, she can see that she is in control her choices and behaviors. In accepting her behavior and making good choices, a high self- concept is established. Glasser developed this model in the 1960’s after observing in therapy sessions that people tend to blame people or situations for their negative behavior and bad choices. Choice therapy is an outgrowth and part of Reality therapy. · Key Features: Through specific teacher directed questioning, the student will learn how to describe and evaluate their behavior and how to develop a plan change it into more appropriate behavior. Class meetings are held so the students can express concerns about the class, their home, and other things and the teacher acts as a listener. A warm student-teacher relationship is essential for the student to understand that discipline is a part of caring and having concern. · Keys to Implementation: It is very important to establish a good rapport with the student or students, because the success of this intervention is contingent on how eager the student is to discuss the behavior or problem. When applied to an individual child and she displays inappropriate behavior, stop the student and ask her to describe what she is doing. It is important to use “what” questions rather than “why” questions, because the student should not feel she can excuse the behavior. Describe the behavior for her if she is noncompliant. If the negative behavior continues ask if it is against the rules, emphasizing the consequence of the behavior. Ask the student to make a plan by listing alternative behaviors and how to avoid the negative behaviors. A handshake or a written agreement is beneficial once the plan has been established, because it solidifies the responsibility of the student for her actions. Often times the student must be isolated to a non-punitive area of the room and then if necessary to another room all together until she can came up with a solution. Isolation is a logical consequence of breaking rules. Isolation is also used as a consequence if the student fails to meet the requirements of the plan. Do not adjust the consequences and use a firm, but not harsh, tone. Praise the student for successfully following the plan. When using this intervention with a group of students, daily meeting are held and each child is given an opportunity to express how he feels about the problem at hand. Alternative solutions are listed and discussed until a plan is agreed upon. · Key Positives: Realty therapy can be used as a preventive and remedial program. The intervention teaches students that being responsible and in control of oneself is essential for success. Teachers see that caring and discipline are compatible. · Key Negatives: This is more successful for verbal students. When the inappropriate behavior occurs during a group setting, the teacher is unable to stop and direct the necessary questions to the student. Teachers are not trained to easily fill the role of a counselor. 11. Teacher Assistance Teams· Writers: James Chalfant and others · Key Goals: To use a problem solving group of adults to determine strategies for dealing with everyday problems in the classroom.
· Definitions:
Alternately known as support teams, child study team, prereferral intervention · Philosophy: Students have varying levels of needs and each student has the right to receive an education where all of their needs met. Because the referral process is time consuming and needs go unmet while waiting, teacher’s need assistance in creating interventions appropriate for students. This model can be used for behavior problems as well. This assistance should come in the form of a collaborative group process. This model emphasizes the capabilities, knowledge and talent of classroom teachers. · Key Features: Intervention assistance teams are usually composed of five members. Two experienced teachers with expertise in individualizing instruction and intervention, the referring teacher, and the student’s parent/s are most commonly the five members. In addition, other members can be specialists and administrators. One member is designated as the team coordinator. It is the classroom teacher who has the power to use the team’s collaboration to its’ full potential. However, the team as a whole assumes the responsibility of consultation, assessment and resolution of the problem. · Keys to Implementation: First identifying the problem of the student or population is most important and then compiling a team who can be most helpful in collaboration is formed. There must be a consistent meeting schedule, defined agenda and roles for each member. Before meeting the referring teacher must observe the student, review the cumulative folder and develop a list of strengths/weaknesses. In essence, the teacher must come prepared to thoroughly describe the student. The team members read the referral and prepare recommendations for the meeting. Each member presents her suggestion for intervention in a timely and straightforward manner. All suggestions are documented. The referring teacher then goes into the classroom records the success of each intervention and actions taken. A follow-up meeting is held to discuss outcomes and revise interventions. · Key Positives: This model can be used on all grade levels and for various problems. Interventions can be implemented more quickly and with the support of the team. The availability of alternative interventions from the team members is beneficial. This model encompasses the importance of the role of the parent. Teachers and administrators have the opportunity to refine their skills. · Key Negatives: Requires strong commitment from team members. All procedures must be met in a thoughtful and informed manner. The need for some team members who are highly experienced and skilled can be difficult to fill. The coordinator must be skilled in leadership and group dynamics. · Writer: Eric Berne · Key Goals: In learning to trust yourself, think for yourself, make decisions, express your feelings, and take charge of your life, a person will feel in charge of all of her behavior. · Definitions: The individual consists of three ego states. First, the parent acts as the authority figure and the one with the “should messages”. Second, the child is the fun and uninhibited figure and the one with the “want messages”. Third, the adult is the thinker and the one with the “think messages”. A person should know what ego state is influencing the behavior. Strokes are either positive or negative verbal or physical reactions to others. These are also termed as “warm fuzzies” or “cold pricklies”. · Philosophy: The bottom line feeling of: “I’m okay and You’re okay”. To eliminate expectation of negative strokes and learn to feel worthy of positive strokes. To feel good about oneself. · Key Features: Transactional Analysis is a cognitive counseling therapy that suggests procedures for understanding of the self and interactions with others. It is important to know which ego state, parent, child or adult, is appropriate in a given situation. If the right state is in use, the person can give the appropriate strokes. · Keys to Implementation: Introduce older students to the idea that they are in charge of their lives and what they need to work on and know is truly important is to work on the “now”. Explain the three ego states and when each one would be appropriate. Give examples and ask what state would work best in that situation. Have the student practice paraphrasing what others say to them. This will help them understand that certain emotions can be controlled. Present hypothetical, but appropriate problems to the student and ask her to go explain how each of the ego states would approach each one. Teach acceptable ways to express anger physically. Emphasize understanding what others are feeling in a given situation utilizing the “I” and “you” statements and have the student role play authentic situations with another student. · Key Positives: This is a great way to teach children how to express their personal feelings. Transactional Analysis teaches students that the responsibility to change is their responsibility. This is an approach that can be used throughout life. Students learn how to self-reinforce. The student will begin to understand the feelings of teachers and adults, which can be very difficult. · Key Negatives: This model is not age appropriate for younger children. The teacher will need training in order to implement this intervention. The procedures of this intervention are not clearly defined. Children with speech and language problems will have a hard time with this very verbal intervention. · Key Writer: Jane Nelsen · Key Goals: For adults to guide and teach children self-control, responsibility, how to make thoughtful choices, and that they are valued. It is also important when implementing this model for caregivers and teachers to understand what is developmentally appropriate and acceptable for each age level. · Definitions: True misbehavior occurs when a child chooses to do wrong and when she feels “discouraged”. Mistaken beliefs on how to belong will guide how a child chooses to behave. · Philosophy: To preserve children’s self-esteem and dignity in every situation – positive or negative. · Key Features: Within the positive discipline model, it is essential for teachers and caregivers to utilize proactive strategies in order to cut down on misbehavior. These include: clear rules, safe environment, ample leisure time spent with child, show interest in child’s activities, provide meaningful choices, focus on the desired behavior, expect the best from the child, give clear directions, notice and praise when a child does right, take action before the situation gets out of control, set a good example, help child see how her actions affect other, and teach problem-solving skills. Appropriate ways to respond to misbehavior are natural consequences, logical consequences, fix-up, time-out, and redirection. · Keys to Implementation: There is no distinct model to follow, however, there are some key components. Set clear and appropriate rules and consequences. Use praise and encouragement to help the child feel that they are meaningful. Hold class meetings to solve problems with cooperation and mutual respect. Deal with problems at the appropriate times and teach a child to cool-off before discussing the problem. Time-out should be used when the child needs to calm down and as a logical consequence for getting upset. When offering a solution, always remember to follow through. · Key Positives: Clearly this model supports the value of children and teaches love and respect. They learn that although they do not control certain decisions, they do control themselves. Children see that others have needs, too. A feeling of mutual respect is supported between teacher/student and caregiver/child. · Key Negatives: This model is more effective for younger children, because older children might not be as responsive. In a large classroom it is harder to give individual attention to students. |