Chapter 10 punishments and teacher behaviors – Flashcards
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A strategy in which the teacher inflicts physical pain on the student in an attempt to punish him or her for misbehaving. Can include paddling, spanking, slapping, and pinching. Disadvantages can include other negative behaviors emerging, including running away, avoidance, anxiety, fear, tension, stress, withdrawal, poor self-concept, resistance, and counter aggression. SHOULD NOT BE USED. p. 270
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Corporal Punishment
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When the entire class or group is punished because of the misbehavior of an individual. Causes a choice to be made between the teacher and classmate; may result in defiance by the entire class. Intended for peer pressure to modify behavior of the individual. p. 270
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Group Punishment
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A statement that expresses the intent to punish the student if he or she does not comply with the teacher's wishes. Expresses more severe consequences than would normally be expected and is stated when the teacher has lost emotional control. p. 269
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Threats
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Signals that it is time for a selected behavior. ( lights off and on, phrases, bell) p. 261
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Cues
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Directly ask or direct students to stop the misbehavior; also known as a verbal reprimand. (p. 266)
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Desist Order
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Detaining or holding back a student when he or she normally would be free to go and do other things. Student is deprived of free time and perhaps the opportunity to socialize with other students. May include remaining after class or school. p. 268
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Detention
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A courteous request for students to get back on track and stop misbehavior. Often gives the students a sense of ownership for deciding to get back on task and to do as you requested; creates a sense of responsibility. P. 266 - 267
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Direct Appeal
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Teacher takes responsibility and gives command in a straightforward manner. The student is expected to comply with your command. Consequences handed out if misbehavior continues.p. 267
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Direct Command
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Nonverbal response reinforcement principle that states that if you ignore a behavior and withhold reinforcement, the behavior will lessen and ultimately disappear. Student behaviors designed to get your attention ( pencil tapping, body movements, hand waving, book dropping, calling out an answer instead of raising a hand, interrupting, whispering) are likely candidates for extinction. Minor behavior only. p. 263
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Extinction
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An action taken by the teacher that is intended to stop the disruptive actions and return the student to the academic activities. (p. 269 - 270) Intervention decisions are generally based on the teacher's knowledge of who is misbehaving, what the misbehavior is, and when it occurs. Severity based on who the student's history.
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Intervention
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An event arranged by the teacher that is directly and logically related to the misbehavior. The consequence should be reasonable, respectful, and related to the student action. (p. 267)
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Logical Consequence
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Nonpunitive means to get the student back on task, redirecting misbehavior, while providing guidance for appropriate behavior.May be verbal or nonverbal. p. 263
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Mild response
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Nonpunitive means to get the student back on task and may include planned ignoring, signal interference, proximity control, and touch control. These approaches are taken in increasing order of teacher involvement and control.
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Nonverbal responses
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Verbal response used when inappropriate off-task behavior allows you to highlight positive outcomes for appropriate behavior (When you do X (positive behavior), then you can do Y (positive outcome). p. 265
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Positive phrasing
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States that when routine classroom behavior is being handled, misbehaviors should be corrected with the simplest, lease intrusive intervention that will work (Slavin, 2012). Gradually building in intensity-- The main goal is to handle the misbehavior in an effective manner that avoids unnecessary disrupting the lesson. (p. 260)
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Principle of Least Intervention
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Using a physical presence near the disruptive student to help him or her get back on task; used when student is too engrossed in the inappropriate action to acknowledge a signal sent to redirect. (p. 263-264)
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Proximity Control
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An act of imposing a penalty with the intention of suppressing undesirable behavior. You should express confidence in the student's ability to improve and punish only as a last resort. Planned response. (p. 270)
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Punishment
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Moderate responses to deal with misbehavior by removing desired stimuli to decrease the occurrence of the inappropriate behavior. Logical consequences and behavior modification are two types. p. 267
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Punitive response
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Also known as a desist order, and it is given to decrease unwanted behavior. Verbal reprimands most common. p. 266
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Reprimand
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Involves mild, nonaggressive physical contact that is used to get the student on task. It communicates that you disapprove of the action. KNOW the guidelines and legal considerations of appropriate touching. The circumstances of the behavior and the characteristics of the students should be taken into account before this is employed. (p. 264)
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Touch Control
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Non-punitive (p. 262)-- a period of time that the student is away from the instructional situation to calm down and reorganize his or her thoughts. The student then returns to the task with a fresh perspective. Recommended for frustrated, agitated, or fatigued behavior. Removing a student who is disrupting class and interfering with learning; should last no longer than 10 minutes. (p. 268)
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Time Out
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Statements that are directed at embarrassing and criticizing a student. Statements that are directed at correcting or making fun of the students. TO BE AVOIDED! P. 265
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Sarcasm
