Creating a Productive Learning Environment

Addressing Aggression and Violence at School

Gang Related Problems

Forbid clothing or behaviors that signify membership

Identify the scope and nature of the gang activity within the population

Develop and communicate, enforce policies

Three-Level Approach

Level 3: Provide intensive intervention for students in trouble

Level 2: Intervene early for students at risk

Level 1: Create a nonviolent school environment

Aggression and Violence

Most aggression at school involves psychological harm, minor physical injury, and destruction of property

Dealing With Misbehaviors

Dealing with Misbehavior

Planned, systematic interventions

cognitive behavioral therapy

Meet with parents

Teach self-regulation

Discuss privately with the students

Use a cue to signal appropriate behavior

Ignore

Misbehavior: any action that can

violates basic moral or ethical standards

Puts one or more students' physical safety or psychological well-being in jeopardy

disrupt students learning and planned class activities

Coordinating Efforts With Others

Parents

Encourage involvement in school activites

Communicate on a regular basis

Treat them as partnes

Community

Coordinate activities and efforts with

local judicial systems

churches

community organizations

youth groups

Working with Faculty

Develop sense of school community

School Wide positive behavior support

promote equality and multicultural sensitivity

establish shared set strategies for encouraging student behavior

identify common goals

communicate and collaborate regularly

Creating a Setting Conducive to Learning

Accommodating Differences

Special Needs

Family/socio-economic

Gender

Cultural Ethinc

standards for behavior

Individual

temperament

Developmental

Instructional Strategies

Consider is the instructional strategies are the reason why students display off task behaviors

Monitoring Students

know when and why misbehaviors occur

regular eye contact

Scan the classroom regularly

Know what students are doing at all times (Withitness)

Keeping Students on Task

plan transition times

provide structure for activities and assignments

choose tasks that are appropriate for the students knowledge and skills

ensure students are productively engaged

Setting Limits

Enforce rules consistently and fairly

acknowledge students' feelings about rules and requirements

periodically review

present in an informational manner rather than controlling manner

establish initial rules and procedures

Psychological Climate

general sense of community and belonging

give students some control over class activities

communicate that school and academics are important

goal-oriented, businesslike, nonthreatening atmosphere

Productive Teacher-Student Relationships

work hard to improve relationships

communicate caring and respect for students

Arranging the Classroom

Class wide use of technology

identify locations that allow easy monitoring of student behavior

facilitate teacher-student interaction

minimize distractions

encourages students interaction and discourages it when it is counterproductive

Effective Classroom Management

Take developmental differences and student diversity in account

if you student is a from a different culture, has cognitive development differences

Modify instructional strategies when necessary

Students finding hard to grasp information directly, try indirectly through hands on activities

Regularly monitor what students are doing

Activities that encourage on task behavior

independent work

Reasonable limits for behavior

Psychological climate where students can feel they belong and are intrinsically motivated