a paper submitted for a class taken at universalclass.com
There are three different classroom and behavior management tools discussed in this lesson that are effective methods to use with older children and young adults. These methods are "POWER TEACHING," T.E.A.M. Discipline, and Positive Discipline. The POWER TEACHING method works with small amounts of information, utilizing mimicking response techniques, and student interaction. This has proven to have high retention rate results. The instructor will impart chunks of information, and then have the students pick a partner and repeat the instructions to a partner. As the student is doing this, the instructor moves around the class and checks to make sure that those sharing have a correct concept of the chuck of instruction that had been taught, and is sharing it correctly before going onto the next chunk. The T.E.A.M. DISCIPLINE Method promotes sportsmanship, builds character, and guides the interaction of the participants (coaches, parents, officials, and onlookers). This method promotes the Six Pillars of Character: caring, citizenship, fairness, respect, responsibility, and trustworthiness. It is essential that the entire team COMMIT, ENFORCE, ADVOCATE, and MODEL behavior consistant with the Six pillars of character. The entire enforcement team must commit to being on the same page. Positve and negative response to expectations need to be enforced consistantly and in a timely manner. Be an constant advocate of what is necessary and good about what you are trying to achieve, and praise those that achieve any element of success. It is also important that everyone models or sets a good example of what is trying to be achieved. The POSITIVE DISCIPLINE Method focuses upon the behavior rather than the person. For this method to be effective, it is essential for the user to recognize that there are no bad children, just bad behaviors. "Personal Flaw" behavior is ignored and a strong focus is put on the learners positive behaviors. This method advises usage of the following techniques, but not exclusionary. The when/then principle tells the student that when you have completed a desired behavior, you may then do something else. Another one is the incompatible alternative principle. This one suggest that the student be moved to another activity that makes the undesired behavior impossible to maintain. All three of these are worth trying if you are having problems in the classroom in modifying the behavior of your students!
