Competitive rewards can reduce intrinsic motivation and cause resentment among students who do not win.
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Time-out removes the student from reinforcement so they can calm down and regain self-control, not to humiliate or punish long-term.
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Token economies use operant conditioning: tokens are earned for desired behaviors and later exchanged for rewards.
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Few, clear, positively stated rules are easier to remember and follow than long lists of prohibitions.
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Least intrusive intervention: a subtle cue redirects without disrupting the lesson or embarrassing the student.
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Unstructured transition times are prime opportunities for misbehavior; smooth transitions minimize these gaps.
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Safety first: ensure all students are safe, then summon administrative help. Physical intervention should be avoided unless trained.
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Effective management is proactive: it prevents misbehavior through clear expectations, routines, and engaging instruction.
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Avoiding a public power struggle and addressing the student privately and calmly reduces the student's need to prove power.
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Glasser's five basic needs are survival, belonging/love, power, freedom, and fun. Wealth and status are not among them.
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Assertive discipline asserts the teacher's right to teach and students' right to learn in a disruption-free environment.
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Assertive discipline requires clear rules, consistent application, and a balance of positive and negative consequences.
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Dreikurs identified four goals of misbehavior: attention, power, revenge, and inadequacy. Constant minor disruptions are typical of attention-seeking.
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Defiance and attempts to control the situation are classic signs of the goal of power.
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Consistent reinforcement of the hand-raising procedure teaches the student the correct behavior without public confrontation.
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When a teacher corrects one student, other students who observe the correction may adjust their own behavior similarly.
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Moving closer to a student is a subtle, non-verbal way to redirect attention without disrupting the lesson.
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Authoritarian teachers demand obedience, exercise high control, and show little warmth or responsiveness.
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Authoritative teachers set clear limits (high control) while also being warm, supportive, and responsive to students' needs.
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Permissive teachers set few rules or consequences and allow students considerable freedom, often leading to poor self-regulation.
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Withitness means the teacher is constantly aware of what is happening in all parts of the room and addresses issues promptly.
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Skinner's operant conditioning emphasizes that behaviors followed by positive reinforcement are more likely to be repeated.
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Kounin's "signal" refers to subtle cues (e.g., a look, a gesture, a quiet hint) that redirect behavior without disrupting the lesson.
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Rows and columns focus attention on the teacher and are best for direct instruction and independent work, not collaboration.
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A procedure describes a specific way to do a routine task; a rule is a general standard of behavior.
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