classroom management instructor gloria d. campbell- whatleygcampbe1/5270/11cognitive models.pdf ·...
TRANSCRIPT
Classroom ManagementInstructor
Gloria D. Campbell-Whatley
Students should learn to construct their own environment
Learn to respond to external controls and to self-regulation and internally motivated controls
Behaviorist defines self-control as the application of operant procedures to one’s own behavior while cognitive behaviorists include the importance of covert events and the use of private thoughts to control overt behavior.
Cognitive Behavior Modification is a combination of both.
Teaching children to talk to themselves
5 step procedures
1. Defining what is to be done
2. Planning the strategy
3. Directing self while performing
4. Correcting errors
5. Self-reinforcing
1. Define the problem
2. Plan
3. Focus attention
4. Make a choice
5. Self-reinforcement
6. Coping statement
1. Let’s see, what I am supposed to do
2. I have to look at all the possible choices
3. I had better concentrate and focus in, and think only of what I’m doing right now
4. I think it’s this one
5. Hey, not bad. I really did a good job
6. Oh I made a mistake. Nest time I’ll try to go slower and concentrate more and maybe I’ll get the right answer
Students must create their own dialog
The teacher performs the task and talks out loud while the student observes (modeling)
The student performs the same task instructing himself or self out loud (overt self-guidance)
The teacher models the task while whispering the self-instruction
The student whispers the instructions to him/herself as s/he goes through the steps (fade, overt self-guidance
The teacher performs the task using covert self instruction (raising eyebrow, stroking chin)
The student performs the task while using private speech (covert self-instruction)
Overt-outside-see it
Covert - covered
In your group, write a dialogue for yourself on a behavior that you would like to change. Please demonstrate to the class.
The teacher’s variation of his/her own self-guided through processes, problem solving, or self-instructional activity in order to facilitate the learning process
Restructuring techniques are based on the belief that it is our interpretation of facts, not the facts, that influence our lives
There is a close connection among reasoning, emotion and behavior
Cognitive restructuring techniques seek to change the student’s thinking, and the underlying assumptions
Determining the upsetting events
Determine the underlying beliefs that incite negative emotions
Changing these beliefs
John has a firm belief that he is dumb. He knows he must be dumb because he has never done well in school and things seem to be a easier for other students, especially those who aren’t in special classes. If he weren’t dumb he’s be in a regular class wouldn’t he? John believes he could not be worth much. Since eh is dumb, there is no use in trying to complete assignments, they are too hard for him.
How do we alter thinking?
Verbal mediation is the use of inner talk to regulate behavior
The day goes smoothly until Jim receives negative criticism. Even moderate negative feedback sets him off and he begins to argue. Negative feedback is the cue, anger is the answer
The problem solving approach is an important as aspect of cognitive-behavioral therapies because it consist of various cognitive strategies which allow the person to consider all possible options, reflect on potential consequences, and make decisions about he choices.
These skills are relevant to for successful coping in social situations. These are the skills you want the student to develop
Sensitivity to interpersonal problems
Linking cause and effect (causal thinking)
View possible consequences of actions (consequential thinking)
Generate solutions (alternative thinking)
Conceptualize step-by step means for reaching goals (means to end thinking)
View situations from the perspective of others (perspective taking)
Identify problem
Generate a minimum of 3 options
Identify positive and negative consequences
Identify basic criteria for decision making and evaluation
Make a choice and implement the solution
Evaluate the results
Skillstreaming is a step by step process
Delagardelle and Struder’s Step by step processUse hypothetical situations
Provide practice
Modeling
Determine criteria for choices
Make choices among options
Determine how the person will know when the problem is solved
Provide opportunities to practice choices
How do these choices meet the criteria
Identify problems students this age might experience.
Homework
Independent problem solving
Mediation process between a child and what life holds for him
The premise is that a child or adolescent has the ability to solve his or her own problems but needs external support to do this.
Every crisis requires talk and intervention
No special equipment
The intervention will have a long term effect of the procedure
Helps to gain insight and control
The teacher needs to have empathy
Emotional first aid
Clinical exploitation of life events
Drain off frustration
Support the management of panic, fury, and guilt
Maintenance of communication in moments of relationship decay
Regulation of social and behavioral traffic
Umpire service
Reality rub
Symptom estrangement
Massaging numb value areas
New tools salesmanship
Manipulation of the boundaries of self
Focus on the incident
Students in crisis need to talk about the incident
Find the central issue and select a therapeutic goal
Choose a solution based on values Will the solution address the incident?
Will the teacher or student provide the solution
What will the student see as a satisfactory solution that can be owned?
Plan for success
Get ready to resume the activity
William Glasser
Two basic needsThe need to love and be loved
The need to feel that we are worthwhile to ourselves and others
Reflects the sociological model-groups
Ecological model – advocates for student’s rights and changes in the environment
Responsibility and indolent are basic to RT
Responsibility is mental health and is taught though a combination of discipline and love. Disciple must have an element of love and love must have within it an element of discipline. Responsibility is taught through:
Never saying no when you mean yes
Hold students responsible to a course of action
Showing responsible behavior by example
Emotional relationship with students The teacher must be
Tough InterestedHumanSensitiveStrongWilling to watch the student sufferAccept the studentUnwilling accept excusesUnwilling to accept blame
The student must be: Willing to admit responsibility
1. Make a list of what you do when students are disruptive
2. Ask yourself, are these working?
3. Make a small practical plan
4. Please stop it
5. What are you doing and is what you are doing against the rules?
5. We have to work this out. We have to come up with a plan for you to follow our rules.
6. Isolation and time out
7. In school suspension. What kind of plan can you make to do better?
8. Parents notified
9. Expelled
Which steps are teacher directed and which are student directed.
Ann has been placed in the ED room for acting out in school and truancy. She has run away from home twice. Ann and the rest of the students were working on math problems at their seats. Gary walked by Ann’s desk and grabbed the pencil out of her hand. Ann went into a rage. She started screaming and calling Gary obscenities. She threw her books on the floor and said, “I’m leaving this hellhole and I’m never coming back.” Role play or analyze LSI in your group to work through the problem.
In your group, write a dialogue for yourself on a behavior that you would like to change. Please demonstrate to the class.