Name: Deborah Pina
6th six weeks: April 15-May 31
Rachel's Challenge/Field day: May 24
Memorial Day: May 27 (no school)
A Day in My Shoes: May 28
Last day of school; early release: May 31
***Behavior Tip of the Week***
Understanding why students misbehave:
-They want to be noticed and feel connected
Identify classroom practices that give students a feeling of belonging. Most people feel they belong when they feel welcome and important.
-They want to hide feelings of inadequacy
Emphasize their accomplishments, even when minimal, as a way to encourage more effort. These students need to know their effort is at least as important as their achievement.
-They do not know better
Take a fresh look at your rules and expectations. Be sure they are clear and specific. Ask yourself, "How do these expectations promote learning?" Be sure you have fully explained and discussed these reasons with your students.
-They are ruled by impulse
For students who act impulsively, clearly define your expectations and develop organized ways to monitor the students' progress toward meeting those expectations.
-They seek fun and stimulation
When students act silly and play off of one another, it may be time to vary the lesson. When planning a lesson, identify at least three different ways of presenting the information, then vary the presentation as needed.
-They do not see the connection between school and life
As you plan your lesson, ask yourself the same kinds of questions students ask: Why do we have to know this? How will knowing this make me a better person? How does this information connect with real-life events? Make sure you are able to answer these questions before the lesson.
-They cannot empathize
Try to find supervised opportunities for these students to help or mentor other students.
-They want to have influence
Be sure that your rules are clear and specific, and that students have ownership by active and meaningful participation in their development. When there are problems in the classroom, seek problem-solving input from difficult students. Assign classroom jobs for purposes of prevention; don't wait for students to earn these jobs, give it to them and then make continuation depend on demonstrated responsible behavior.
-They want to express anger
Identify as many alternative ways to express anger as you can. Share your methods with students; invite them to share additional methods that are within the rules and can be used at school. Let them see you handle frustrating situations without resorting to hostility and anger.
-from Discipline with Dignity for Challenging Youth