Explain how teachers can engage students in a variety of activities to prevent discipline problems.?
97801
I like B1rchy's answer.\nIt also points out that organisional skills are required from the teacher too, and in particular, that there is a specific plan for what needs to be achieved (the old Aims & Objectives thing - or is it Learning Outcomes now?)\nIntegrating homework into the overall plan is very important; it should not be a rushed add-on. Setting the homework first has so many advantages. Judging by some of the Questions posted here, there are a lot of poorly prepared, puzzled and anxious pupils. I favour starting homework in the last 10 minutes or so of a lesson so that pupils have an opportunity to discover problems before they get home.\nPupils will very quickly adapt, enjoy and relax into a well-planned regime and excuses for indiscipline will decline.\nA transformation will not happen 'overnight' but will occur sooner if you can include a meaningful reward system.
885174
Your science teacher needs to re-arrange the class seating chart.  Who and where the students sit do make a difference on how the students behave.  Students often hate assigned seatings but it does help the students to focus.  Think about it--if the students get to sit by who they want, it is because they want to chat.  The teacher may have to change up the seatings a few times before there is a right combination for student focus.\n\nThen the teacher can set up a reward/punishment system for behavior like detention, parent calls, etc.  \n\nAs a general rule, the more time the teacher spends on student behavior, the less time the teacher can focus on student learning.\n\nThe difference between a good school and a poor school are not the teachers or the principals, but the students.  It is the students that determine how good a school can be.  And that comes down to if the students care or not.
1155226
1. Teacher must understand the mendality,capability of student.\n2. Teacher must follow the Discipline will effect the student also.\n3. Teacher must treat the student as like her/his child.\n4. Teacher must Speak true make the student as this that way.
1010700
Many teachers say that they're just there to teach, and they are not paid enough to have to put up with abuse from students; however, many teachers are not taking time to really get to "know" their students, some teachers are not "cut out" for teaching, and many do not advance themselves to learn recent brain research to really understand why some students are the way they "really" are. Many teachers do not understand many reasons such as environmental, prenatal, brain development, etc, so they don't understand different types of students' negative behavior.  Because of not understanding these factors, many teachers see the "kids" as "bad," so the teachers become mean. And, most importantly, if there is too much class disruption because of negativism, from both teacher and student, much instructional time is lost. And that's a major reason that teachers become more annoyed or meaner! Also, many students are afraid to tell their parents about the abuse, so nothing gets done, and many bad teachers get away with "being extremely mean."  Also, some students come in with personal problems, they don't tell the teacher, and therefore, some teachers go with what they have, and you can figure out the rest for yourself. One of the best books to read about why we have such negative discipline in the schools is Jane Healey's "Endangered Minds." Also, many teachers should be required to attend conferences/workshops on "Conflict Management." There are many pros and cons about this topic, and one of the best solutions is to have the teacher, the student, and the parent/s involved in a peaceful conference to discuss negative issues and how to deal with the student. To put it bluntly, teaching in today's society, with all the factors (which we didn't have many years ago) is a tough job, but somebody has to do it. And, many of us, who are teachers, know the factors, so we stay in the teaching job because we love to teach, plus we love and understand kids. Those who can't understand this, need to get out of education and find another field to work in.
10095
Get them active, in maths for e.g get them picking balls out of bags a write down results, the more involved they feel the more fun it'll be so the more they will remember!  I hope I've helped!!! Good luck teachings hard!!!
924944
Be involved in your son's daily school activities to personally see what's going on.  Have you actually talked with the teacher?  Sometimes kids will make up stories to avoid talking about their discipline situations at school.  Being there will allow you to make up your own mind about what's happening.  (Taking off work or whatever your personal activities are will bring the quiestions to answers sooner and well worth the effort so it doesn't go much farther.)
785139
Teachers need to be taught how they should behave in front of their students.  Knowledable teachers are not good enough.  They language they used and how they present themselves are important too.
550674
D.) Teachers can use surveys as useful tools. If many people in the class enjoy  Activity X (whatever most like to do) the teacher can find ways to teach his subject matter through that activity or through discussion of that activity. For example, an English language teacher learns that his students really like popular music. He can then use examples from song lyrics to teach the students various parts of speech and their usage.
451218
It would help to know what specific behaviors are causing you to ask for help.\n\nI have found that there are three primary causes for misbehavior in a special education classroom. Since you (presumably) are able to provide individualized instruction with more 1:1 time available, student frustration should be minimalized. If the kids are acting up, and when you seek to re-direct them, they are stuck about what to do to "get back to work," you need to re-assess your instructional strategies.\n\nAnyway... these are the sorts of things going on in my classroom. I hope some of these are of interest for you to try.\n\n1. The student is new to the program and has bad habits because in regular ed class he/she can just sit there and tune out. Call the student's name more frequently during instruction (in a conversational tone). I also do "round robin" for various skills on a regular basis...nothing like knowing that you're going to be called on to perk up attentiveness. I always make sure that if a student cannot currently answer, they can pass for the moment without penalty. I just smile, nod, say, "OK, well, think about it...I'm coming back to you..." As they crave approval, and they see the others succeeding at their own levels and getting praise and attention for it, they will start to come up with their own ideas.\n\n2. Lack of overall motivation. If a student doesn't understand WHY they have to do all this school stuff, they're not going to be motivated to do hard work with little or no value. I spend lots of time acting as a counselor. I start with the immediate rewards (I do a point system/token economy...you get points for every assignment you turn in, with prizes spaced every 50 points and a huge auction of books, computer programs, collectibles, and educational toys/puzzles at the end of the year). Oh well, no points, no prize!  One of the most valued prizes I have is what we call a "You Pick" in my classroom...the student selects one of the laminated You Pick cards from the prize box (instead of a toy or pencil). At any time, (tests or regular ed make-up work excluded), the student can hand me the card and be excused from the daily work for the time he/she is scheduled to be with me. The work does end up in the student's folder to be completed later. The student may quietly play the whole time (of course, everything in my room addresses academic, OT, and PT goals, but the kids don't know that). An unmotivated student, parked sadly at his desk while others play happily in the free time area, quickly discovers the drive to get one of those cards for him/herself. The interesting thing is that, as students become used to this option being available, they often don't take a card from the prize box, prefering a toy or pencil. They also save their card in their folder (they may only have one at any one time) for a day when they feel really off...and sometimes don't cash it in for a month or two! Anyway, once the student is driven to earn the points and prizes, we work hard on instilling the idea that print is a tool for success. We explore career choices and how print is used in different areas. I emphasize during writing assignments that writing is just talking with your pencil rather than your mouth. As students skills increase, I continually focus with them on how this helps make their lives better.\n\n3. Seeking peer entertainment. Since most of the students are caught up in #1 or #2 above, the occasional class clown is quickly quashed as his/her behavior is responded to negatively by his/her peers. Plus, loss of recess time, loss of points, loss of turn during round robins (hey, you'd be surprised...the class clown is bouncing up and down with his/her hand high in the air, and sighing in frustration as more quiet students are called on first), etc. helps emphasize the point to them...if you play now, you lose your play time for later. In addition
472321
Younger children respond very well to short-term, visible goals like using sticker charts and small rewards at the end of a specific amount of time.  Depending on the kid this can be from good behavior during 1 period of class (particularly kids that are restless or have ADD, ADHD) or 1 week of periods.  Whenever you catch a student displaying good behavior in class you should acknowledge it publicly, it motivates that particular kid and it sets the right example for the rest of the class; be careful not to pick the same kid always since it can lead to labels such as "Teacher's pet, etc", I think all of our students, no matter their differences, behave good from time to time and we should try to find those instances and reward them.  Something that works really well with my students is sending notes to their houses when they have behaved in a particular good way, and I think parents also appreciate teachers that communicate with them for other than give out complaints about their kids.  I try not to criticize students' bad behavior in front of their classmates, unless it was a serious offense like hitting someone; some students like the attention and it may backfire if you criticize in front of the rest.  I ask them to leave the room with me (try to do it a little later, so you have time to think things through and don't say anything you might regret afterwards) and talk to them in private about their behavior and the consequence it will have.  This year I also had a talk with all of my students about how to solve problems among themselves and we settle on 3 rules to do so:  \n1. They should talk to the kid first and tell them that they don't like the attitude they have and to stop please doing ...whatever.\n2. If the problem continues, the student talks to whichever teacher is present in class at that moment.\n3. If the problem continues or the other teacher dismisses it they should approach the homeroom teacher (me).\nSomething very important is that you should make sure that your students understand that under no circumstances you will scold or criticize the other kid in front of them, sometimes they think that you did nothing and they tell their parents that the teacher did nothing to deal with the other student.\nHope it helps
970279
1. some behaviours to treat classmates: be courteous, sharing, thoughtful, patient, kind, helpful, etc. to classmates. wouldn't these character qualities make the classroom a happy place? think about it.\n\n2. i've forgotten my history, so sorry...\n\n3. i've forgotten my history, so sorry...
41942
Books on Educational Psychology and Cognitive Development in Education Programs offer the best info.\n\nBehavior problems and coping w/ indicvidual differences are the two big challenges of teaching.\n\nI found a pretty good summary online; read/print out info on this link:\nAdditional links found:
960151
There are some vital areas you have overlooked. You need to 'catch them being good' and openly reward positive behaviour. The pupils should be involved in the creation of the class rules and sanctions and be very clear in advance of what will happen should these rules be broken. And should the rules be broken you should tell them it's their behaviour they don't like not them. It is vital that you have unconditional positive regard for pupils. You also need to have a very robust and consistent approach to positive behaviour management, agreed strategies on how you will deal with and respond to individuals with individual needs. This needs to be in writing to ensure other visiting specialists or cover teachers are aware of these agreed strategies and use them. And finally, ask yourself - are your lessons worth behaving for? \nGood reading? Anything by Bill Rogers
240487
To know what happen in the surrondings\nso that teachers can communicate with parents and srtudents!\nIt helps
278238
Your training should have  covered  most of  that--how  about talking  with  other, older  teachers  and  maybe  they will  share  their personal  pearls of  wisdom.\n\nBUT , as  an educator, it is  also  your  responsibility to LISTEN to  what  the  students say,  no matter how  far- fetched it may be.Get  to  know  your  students and  gain their  trust-you  may be the first one  to notice continuing abuse  or  neglect of the lil  ones !
978794
Do demonstrations! For volume, for example, you can show a cone has a third the volume of a cylinder with the same radius by pouring water from a cone to the cylinder. Most students guess that the volumes are about the same and it's a demonstration that sticks in their minds. \n\nAnything outside of the classroom is great (if you can do that). Interactive stuff is always good. Get them to estimate the area of the basketball court or other playing surface. Or figure out how many people you could fill your classroom with if they were all lined up lying down.
350131
Your desk should be out of the way...you're not going to be sitting in it during instruction, anyway. Set up students to allow ease of communication during class discussion, based on what you want for that discussion...peer partners, small-group teams, or whole-class. Make sure both standard and "when you're done" materials/center activities are placed for easy access. Create a variety of hands-on, audio, and other extra activities for centers (usable at any age level...just modify content and visual presentation). Find out student interests and find/develop activities that use those interests as a theme tying back into the skills and content area knowledge you're teaching.