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//**EDU 560**// //**Chapter 4 - Presentation**// This chapter begins by stating that the key to discipline is through developing positive relationships with students. (Jen)

Research and Theory found that 84% of teachers said that discipline problems could have been avoided by developing better relationships. Many classroom behaviors were due to a problem with students and teachers relating interpersonally. Characteristics of teachers that make them more likable: 1. considerate 2. buoyancy 3. patience

Studies that looked at relationships / discipline Theo Wubbels 2 Dimensions Dominance vs. submission High Dominance-purpose and guidance High Submission-lack of purpose and clarity High Cooperation-concern for the needs and opinions of others / team Extreme Opposition-active antagonism toward others

What was found of effective instructors: friendly helpful, congenial. Empathize with others, understand the student's world and listen, set standards maintain control with giving responsibility and freedom. Rookie Teachers discipline vs Veteran Teacher Discipline First year teachers tend to be on the highly cooperative spectrum where veteran teachers tend to be dominant. Veteran teachers decline in cooperative behavior as they progress through their career.

Lian Chiu and Michael Tulley Management styles: 1. rules/rewards and punishments 2. relationships-listening attending to student concerns 3. confronting-contracting-direct attention to disciplinary problems but not in an inflexible way 4. no preferred approach. Students preferred the confronting-contracting style

Optimal teacher-student relationship consists of equal parts of dominance and cooperation. This portion summarizes how using common sense and developing a good relationship with students is the key to good discipline. //**__Programs__** (Ruby)// One program for staff development that is very popular is the Teacher Expectations and Student Achievement (TESA). It has been referred to as "one of the most-used across the country. The basis for this program is that teachers should make sure their behaviors are equal for all students which in turn makes sure that all students feel accepted. The program concentrates on 15 teacher behaviors and are most used with high achievers. These are further placed into three strands:

__Response Opportunities__
 * equitable distribution of positive types of responses
 * helping individual students
 * response latency (how long a teacher waits for a students response)
 * types of questions

__Feedback__
 * affirmation of correct performance
 * praise
 * reasons for praise
 * listening
 * accepting feelings

__Personal Regard__
 * proximity
 * courtesy
 * personal interest
 * touching
 * desisting

Use specific techniques to establish an approprite level of dominance in the classroom. There must be a healthy balance between cooperation and dominance. Students rely on teacher behavior to decide how they will act. Therefore, teacher behavior must balance dominance with cooperation. Teachers must have procedures and disciplinary interventions in place in order to have a proper level of dominance. Another good way is to exhibit __Assertive Behavior__.
 * Action Step 1** (Bob)

__Assertive Behavior__
 * Constructive assertiveness does not tear down or attack the student.
 * Making and keeping eye contact, erect posture, facing student, not too close, not threatening, facial expressions communicate meaning.
 * Use appropriate tone of voice, speak clearly at a slightly raised pitch, avoid emotion.
 * Persist until students respond accordingly. Don't get distracted by arguing, denying, etc.
 * Using phrases like "This is one Mr. Saunders gets to decide by himself" or "I'll be happy to talk about this when you're speaking as calmly as I am" will give the message to students.

Another good way to establish proper dominance is to establish __Clear Learning Goals__.

__Clear Learning Goals__


 * Establish learning goals early for every unit, quarter, project, etc.
 * Provide feedback when needed.
 * Continually and systematically revisit goals.
 * Provide summative.
 * Use Rubrics.

__Rubrics__


 * Communicate to students what the content is and how important it is.
 * Communicate that teacher cares about student success.
 * Provide academic targets.
 * Give some ownership of grading to students.


 * Action Step 2** (Kelly)
 * Four Specific types of behavior communicate an appropriate level of cooperation
 * 1) Providing flexible learning goals- while establishing clear learning goals you must also allow students to set their own learning goals. This will allow them to take ownership in their learning.
 * 2) Taking a personal Interest in Students- some students need for the teacher to show some personal interest in them and it is paramount to their learning.
 * 3) Using Equitable and Positve Classroom Behaviors- using TESA ( a program) that is effective at fostering effective teacher-student relationships.
 * 4) Responding Appropriately to Students' Incorrect Responses- when using questioning as an instructional technique, the way a teacher responds to a students' incorrect or non responsive answer wil go a long way in establishing a relationship that enhances or detracts from student learning.

Be aware of the needs of different types of students. 1. Passive 2. Aggressive 3. Attention problems 4. Perfectionist 5. Socially inept
 * Action Step 3 -** (Dawn/Stephanie)

Passive This category contains two subcategories: fear of relationship and fear failure

Aggressive This category contains three subcategories: hostile, oppositional and covert

__Attention Problems__ This category contains two subcategories: hyperactive and inattentive.
 * 1) The subcategory of **hyperactive** corresponds to the diagnoses of attention deficit/hyperactive disorder, predominately hyperactive-impulsive type.
 * Poor impulse control
 * Inability to stay seated or work quietly
 * Propensity to blurt out questions and answers
 * Trouble taking turns
 * Propensity to interrupt others
 * Tend to be more impulsive

2. The subcategory of **inattentive** corresponds to the classification of attention deficit/hyperactivity disorder, predominately inattentive type.
 * Failing to give close attention to details
 * Rarely appearing to listen
 * Having difficulty organizing tasks
 * Forgetfulness in daily activities
 * Being easily distracted by extraneous stimuli
 * Tend to be more anxious

__Perfectionist__ The category of perfectionist corresponds to the diagnosis of obsessive-compulsive personality disorder. While perfectionist students are rewarded because of their exceptional work, the end result can be self-destructive behaviors and thinking patterns that eventually lead to depression and even suicide.

Characteristics of perfectionist students include:
 * Driven to succeed at levels that are unattainable
 * Self-critical
 * Low self-esteem
 * Deep-seated feelings of inferiority and vulnerability
 * View being perfect as the only way to gain love, respect, or attention
 * Believe they are liked or loved for what they can produce, not who they are
 * When feeling that they can’t produce exceptional results, they may give up altogether, procrastinate, or make up excuses why they can’t perform the task.

__Socially Inept__
 * Difficulty making and keeping friends
 * Stand too close and touch others in annoying ways
 * Talk too much
 * Make “stupid” or embarrassing remarks
 * Misread others’ comments
 * Don’t seem to fit in
 * Often feel sad, confused, and different from others
 * Difficulty following complex sequences of events
 * Often labeled as immature, tactless, and insensitive
 * Parents often report these children seem different from birth