ECI 472

Unit: Cooperative Discipline

NCSCOS objective: #.##

Notes : Power or Revenge – Interventions

Objectives:

There are three different stages and techniques in power/revenge situations:

  1. The ______Stage: ______
  2. The ______Stage: ______
  3. The ______Stage: ______

Always keep in mind:

  • Be Prepared – these situations are going to happen, we can take steps to ______
  • Remain Unimpressed – students want our ______. They feel powerful when we react. Always remember how students are trying to ______us and keep your ______.
  • Use Mental Reminders

1.

2.

3.

4.

5.

  • Check the barometer: ______and ______students at the door; this allows us to check their ______.
  • Keep your black belt handy: Have the mindset to ______NOT fight back or retreat.
  1. THE RUMBLING STAGE – Make a graceful exit

Warning signs:

We must remain ______. Do not use ______or ______. Humor directed at the ______or ______may bring a more graceful exit.

Teachers cannot actually ______students do anything. We can acknowledge this and show that we are both ______. This fuels ______.

Strategy #1: ______

  • Make an important ______
  • Start a ______on a topic of general interest
  • Change the ______
  • Do something ______
  • The key is to ______the rest of the class and also ______from the student
  • ______confrontation

Strategy #2: ______

  • Use ______to postpone resolution
  • Then we can choose the ______to continue the discussion
  • Implement a ______(with guidelines)

Strategy #3: ______

  • Keep a ______handy with a note that says “Please choose the time you prefer a conference with me” and list the ______you are best available.
  • If a student challenges you, ______.
  • Pick up the clipboard at ______.
  • If the student didn’t sign up, ______.
  • What are possible times?
  • Conferences can be as short as ______or as along as ______.

Strategy #4: ______

Respond to ______statements as if they are of ______

  1. ______-- one of the most effective because this is the last response they would expect
  2. ______-- this deflates the student’s challenge
  3. ______-- uses reflective listening and states the teacher’s position. The format is “To you ______. To me ______.”
  4. ______-- Counteract with a positive statement
  5. ______-- inform the student that is not the issue, restate the issue and move on.
  6. ______-- this is a one-liner to communicate to the student the confrontation has ended. We must remain calm!
  7. ______-- “Let me get this straight. I asked you to ______and you are refusing. Is this correct?”
  8. ______-- If you are losing your cool, remove yourself from the situation; this allows you to save face, regroup, and resolve later
  1. THE ERUPTION STAGE – Use Time-Out

Strategy #1: ______

Strategy #2: ______

Strategy #3: ______

Strategy #4: ______

Strategy #5: ______

Implementing Time Out:

  1. Language of ______
  • Defuses confrontation because ______
  • Simply state the ______and the ______
  • Having a choice makes students feel ______
  • The only time this is useless is when the behavior is so disruptive or dangerous the student must be removed immediately
  1. The ______Squad
  • When a student refuses the teacher gives a second choice
  • “Would you like to go by yourself or would you like ______?”
  • Squad should be called immediately whenever ______

Duration of time out:

  • First offenders can be given ______
  • Older students or repeat offenders might get ______
  • Don’t offer the student the option of ______
  • Students can create a ______while in time out
  1. THE RESOLUTION STAGE – set consequences

Guidelines for effective consequences:

  1. ______Consequences
  • ______connected to misbehavior
  • Must establish consequences that take place at ______not at ______
  1. ______Consequences
  • Equal in ______and ______to misbehavior
  • Use consequences to teach students to behave ______not to make them ______
  1. ______Consequences
  • Stated and carried out to preserve ______
  • No ______
  • Not accompanied by ______
  • Consequence is state in ______terms
  1. ______Consequences

Tactic 1: ______

Tactic 2: ______

Tactic 3: ______

Tactic 4: ______

Tactic 5: ______

Selecting the Consequence

  1. Loss or Delay of ______
  • Loss or delay of ______
  • Loss or Delay of ______
  • Loss or Delay of ______
  1. Loss or Delay of ______
  • Denied interactions with ______
  • Required interactions with ______
  • Required interactions with ______
  • Required interactions with ______
  1. Restitution
  • ______of objects
  • ______of time
  • ______to classmates and teachers
  • ______service
  1. ______Appropriate Behavior
  • ______practice
  • ______reports

Forming Relationships with Students We Dislike:

  • Change our ______
  • Change our ______
  • Act ______in our ability
  • ______that we care

Teaching Students to Deal with Their Emotions:

  • ______feelings
  • Developing ______
  • Classroom
  • Move to a ______or ______
  • ______feelings
  • Brief ______
  • Have an ______
  • Personal
  • “What ______my anger?”
  • “What are my ______responses to anger?”
  • “How do I ______my anger?”
  • “Is my ______effective?”
  • “If not, ______?”