Literaturnachweis - Detailanzeige
| Autor/in | Dhaem, Jeanne |
|---|---|
| Titel | Responding to Minor Misbehavior through Verbal and Nonverbal Responses |
| Quelle | In: Beyond Behavior, 21 (2012) 3, S.29-34 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1074-2956 |
| Schlagwörter | Behavior Problems; Classroom Environment; Student Behavior; Verbal Communication; Teacher Response; Classroom Techniques; Discipline; Punishment; Intervention; Behavior Modification; Nonverbal Communication; Prompting; Faculty Development |
| Abstract | Maintaining a positive classroom environment that will encourage learning is a challenge, particularly in classes that require frequent interventions due to students' disruptive behaviors. Punitive disciplinary reactions are generally ineffective when responding to students who are frequently disruptive. More importantly, negative teacher responses do not foster positive teacher-student relationships or student self-control. Are there any interventions teachers can employ in response to frequent disruptive or off-task behaviors that will help to promote positive teacher-student relationships and student self-control? This study examines actions that teachers can use to quickly and consistently counter disruptive and off-task behaviors. Nonverbal and verbal hints were suggested as a response to prompt students who require several exchanges before they choose to comply with a request and display more appropriate behaviors. Recognizing and accepting that some students will require four or five reminders allows the teacher to plan for this behavior and be ready with interventions that are easy to implement, do not disrupt the pace of the lesson and may not require disciplinary consequences. Rather than a linear hierarchy of response, two stages of teacher reaction to misbehavior were used. In the primary or basic level, the teacher employs a series of quick, primarily nonverbal reminders and hints to the student. In cases where the student does not respond after four or five reminders, the teacher moves to the second level and employs a more direct response that may involve private verbal interaction, a consequence such as the loss of privilege, a phone call home, or a detention. (Contains 1 figure.) (ERIC). |
| Anmerkungen | Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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