attack revengecycle2

Information about attack revengecycle2

Published on January 15, 2008

Author: Marcell

Source: authorstream.com

Content

“The Engine”:  A description of the “engine” of negative student behavior - Or How students react to insults, “disses” and slights. © Feldman-Lambert 2005 “The Engine” MCS:Teacher Edition This presentation is for you and has elements of the student presentation as well. Students should view the student edition. Slide2:  Becomes Offended I don’t like something that is said or done, or I blame others for a distasteful event. When cycle is completed, I have returned life to a balance by making what I perceive as unfair, fair. Feels Satisfied The Replication Cycle Slide3:  Step 1 in the Cycle I don’t like something that is said or done, or I blame others for a distasteful event. This is a reaction to a specific event that triggers a downward spiral into violence and general misfortune. The offense can be mild but because it is a reaction to an event, the student has difficulty in determining how far to go to punish the transgressor. Driving force - Immaturity drives this 1st step because students do not have the skills to recognize where this behavior is leading. Becomes Offended Back to Engine Gets Angry:  I adopt a certain look or make an inappropriate comment, - I stay angry. Step 2 in the Cycle This is an outward expression of the reaction to the perceived slight. The student adopts an aggressive posture. The student verbally abuses the transgressor. This step is often skipped if the perceived slight is so great as to provoke and immediate physical response. Driving Force - Raising my status Gets Angry Back to Engine Reacts Negatively:  I choose to adopt violence, I use angry vocabulary, I engage in name calling, threats, threatening looks, hitting, pushing, kicking - I physically express anger. Step 3 in the Cycle - Reacts Negatively Driving Force - Getting Even (retaliation) Because the students lacks the tools to peacefully resolve the dispute the resulting reaction is often violent. Reacts Negatively Back to Engine Feels Satisfied:  When completed I have returned life to a balance by making what I perceive as unfair, fair. Step 4 in the Cycle I have returned my world back to balance by righting the perceived wrong. I have inflicted or received hurt and made known that I am not a person “to be messed with.” Driving Force - Returning to Equilibrium Feels Satisfied Back to Engine Slide7:  Replication Step 5 in the Cycle The cycle repeats itself, but now it is with the other person. Now the other person is offended and desires to get even. Driving Force - Returning to Equilibrium Back to Engine The attempt is made to return his/her world to the same pre-existing social status. Which Road Will You Choose?:  Which Road Will You Choose? The road filled with choices that expand your knowledge, increase your social standing, “beef up” your status, and prepare you for the future. The road that limits your choices, makes you subject to penalties, bad consequences and general trouble. Back to Engine 1st Wrench:  1st Wrench Say to yourself - “What can I do to stop the cycle?” Pull back - Step back - take yourself out of the picture. Stop talking - Adopt a positive attitude. Think - Do not worry about the perceived slight. Say - “It’s OK, I choose not to!” and go on about your business. Tap me for more ideas! The ”Wrenches” indicate where the “engine” must/should be broken. Back to Engine To Activity 1 2nd Wrench:  2nd Wrench Critical Stage - A great place to throw the WRENCH! “OK -I’m verbally sticking up for myself, but I must measure what I say so that the situation does not escalate.” “I will not go to…Take it back or else!” I choose not go to Step 3 in the cycle! Back to Engine To Activity 2 3rd Wrench:  3rd Wrench I am about to become physical with you! Think - “What can we do to extricate ourselves from this predicament?” Think - “What verbal skills do I possess?” Think - “Who else is here to help me not become physical?” Think - “How can I make the other person laugh?” You won’t be fighting if you are laughing. Try another tactic to get out of this situation. Back to Engine To Activity 3 4th Wrench:  4th Wrench “Life is about learning from experience.” Now that I’ve gone and done it- What consequences must I face? What have I learned from this experience? Should I cut my nose off to spite my face? (Cause more damage to myself than good) Back to Engine To Activity 4 Wrench Ideas:  Wrench Ideas Teacher Counsel individually, out of sight of others. Have a plan of action that will work with the student. Teach skills for identifying aggressive behavior. Teach skills for working with others cooperatively. Teach alternative skills for dealing with the aggressive situation. Student Recognize your position in the “engine.” What “step” are you in? What can you say to yourself to calm yourself down? (develop a strategy) Realize the consequences of starting down this road toward antisocial behavior. Choose the good road because it leads to good things. Back to 1st Wrench There are Many Aspects of Discipline:  There are Many Aspects of Discipline Preventive Discipline -- Strategies used to keep students engaged and on task, and to keep them from thinking about misbehavior. Benevolent Discipline -- Strategies used to refocus students on the task after they have swayed. Restorative Discipline -- Strategies used to take corrective measures when classroom rules are not followed. Teacher’s Page Teachers should…:  Teachers should… set appropriate limits. stay calm. avoid too much criticism. reward good behavior when needed. Never bribe students to complete tasks. treat harmless misbehaviors with just a look. Don’t give trivial problems too much attention. use “I” messages instead of “you” messages. For example, say “ I am upset with your conduct!” instead of “You made me upset because… ” This is less confrontational. circulate around the room. use non-verbal cueing. Create some hand signals to relay meaning. (Flipping light switches, cricket clickers, etc.) beware of confrontational escalation. You may have caught a student on a lesser offense, but the next few out of control steps lead to the principal’s office. Remember to stay calm. INEFFECTIVE DISCIPLINE PRACTICES:  INEFFECTIVE DISCIPLINE PRACTICES Avoid the use of vague or unenforceable rules. Do not ignore egregious student behavior which violates school or classroom rules; it will not go away. Blowing your top, loosing your cool, etc. are ineffective strategies! Avoid ambiguous or inconsistent treatment of misbehavior. The same rules should apply for everyone. Avoid draconian punishments and punishments delivered without accompanying support. Let the student know that you are disappointed in their behavior, but limit the punishment to constructive activities. Writing something 500 times is not constructive. Avoid being physical. Corporal Punishment has been banned! Avoid out-of-school suspension whenever possible. Student are not learning if they are not in school. Reserve the use of suspension for serious misconduct only. http://www.nwrel.org/scpd/sirs/5/cu9.html Students should…:  Students should… take charge of their own instruction. Be an active, willing partner, after all “this is your life”, so make it the best one you possibly can. self pace and self regulate. set goals that are attainable. set your own high standards to achieve goals. adopt self critical attitudes toward their own work, to move toward improvement. Think - How can I make this better? work on their weaknesses and use their strengths to their best advantage. engage others in discussions that lead to greater understanding. role playing - practice what to say in stressful situations. seek help from anyone who will help. Asking for help is not a weakness. Back to Engine “The time is always right for doing right.“ MLK Preventive:  Preventive It is better to be proactive than reactive with student discipline. Plan for good discipline by being proactive. You can help prevent discipline problems by planning interesting and engaging lessons. Students who are actively engaged are less likely to present discipline problems. Always try to provide a reason for learning new material. This gives relevance to the material and allows the student to understand why they are learning the new material and its place in the scheme of things. Teach the curriculum with vigor but with a touch of humor. Students want to enjoy their experience, so build interesting activities into the lesson. Approach students with a helpful attitude. Let them see that you are happy to teach them. Seek assistance, input, and advice from your students in developing classroom rules. Revisit and revise the rules with their help. Most rules are not cast in stone. Don’t be afraid to be flexible. Always show good manners toward students, other professionals, parents and community members. Respect all who enter the school. Act in accordance with your own high standards of morality, grace, and decency. Back to Aspects of Discipline Benevolent Discipline:  Benevolent Discipline Have a plan to refocus students on the instructional task after they have swayed. Invoke a reasonable time limit for the instructional activity. Have an extension activity for those students who complete the assigned task. Back to Aspects of Discipline Restorative Discipline:  Restorative Discipline Speak in a controlled tone. Measure what you say. Do not make threats. Steer the class back on track. Be positive. Back to Aspects of Discipline Activity for 1st Wrench:  Activity for 1st Wrench Describe a time when you became offended by someone else’s actions or behavior. Write a few sentences about that time. _ _ _ _ _ Go to 2nd Wrench Back to 1st Wrench Activity for 2nd Wrench:  Activity for 2nd Wrench Draw 3 facial expressions to illustrate Step 2 in the Engine. (getting angry) List 3 inappropriate remarks that would escalate the situation. Go to Wrench 3 Activity for 3rd Wrench:  Activity for 3rd Wrench Project what might happen to me in the next few minutes. List 2 things. (react negatively) Think - What if… (Write some bad “What if’s” .. and some good “What if’s.”) What if… What if… What if… What can I choose to do? Go to Wrench 4 Back to 3rd Wrench Activity for 4th Wrench:  Activity for 4th Wrench Write some words that describe how you feel as your world goes back to equilibrium. Describe your physical state during the transition from step 3 to step 4. Discuss whether name calling, etc. is worth the problems associated with a physical fight? Ticket out! Back to 4th Wrench Ticket Out!:  Ticket Out! List 3 things that you CAN DO to avoid escalating a confrontation. List 2 things that WILL BE the most difficult for you to do. List 1 thing that you WILL DO to help others avoid a confrontation. Back to “Engine” Sources:  Sources Classroom Discipline Resources http://ci.columbia.edu/ci/tools/0511/ http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2stude.htm http://www.honorlevel.com/techniques.xml http://712educators.about.com/od/discipline/ Extended Web Help:  Extended Web Help http://teched.vt.edu/VCTTE/VCTTEMonographs/VCTTEMono2(Discipline).html http://teacher2b.com/ http://teacher2b.com/discipline/discistr.htm http://www.cortland.edu/flteach/FAQ/FAQ-Discipline.html http://www.theteachersguide.com/ClassManagement.htm http://www.iloveteaching.com/discipline/ http://www.knea.org/teachers/teacher_tips/discipline.htm http://www.canteach.ca/elementary/classman.html (Canada) http://712educators.about.com/od/discipline/tp/disciplinetips.htm http://www.nwrel.org/scpd/sirs/5/cu9.html

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