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Gesner, MA, NREMT-P     MMM̙80___PPT10.L$@[ P|(  -  S D"0e0e?Title 6   WCognitive Goals      &"0e0e?,Content Placeholder 9   5At the completion of this module the student-instructor should be able to: Identify unacceptable classroom behaviors Articulate the cost and consequences of uncontrolled classroom environments Discuss possible causes of behavior problems    MMM̙y___PPT10Y+D=' = @B +"[ p(  -  S ."0e0e?Title 6   WCognitive Goals   b   02"0e0e?,Content Placeholder 9   @At the completion of this module the student-instructor should be able to: Describe three strategies for preventing unacceptable behavior Describe how to create a progressive discipline policy within institutional guidelines Given a behavior problem scenario describe an appropriate disciplinary action for the situationA AA   MMM̙y___PPT10Y+D=' = @B +".[ vn$V(  $/ $ S 2"0e0e?Title 1   YPsychomotor Goals    $  @"0e0e?,Content Placeholder 2   At the completion of this module the student-instructor should be able to: Role play a scenario involving a discipline problem by modeling the steps of progressive discipline described in this module    MMM̙80___PPT10. 0"9[ (y(  (# (  x{"0e0e?Rectangle 2   WAffective Goals    (  x4"0e0e?Rectangle 3   JAt the completion of this module the student-instructor should be able to: Appreciate the underlying causes of behavior problems Respect the student s dignity when delivering discipline Value the need to apply discipline in a safe, fair and consistent manner    MMM̙80___PPT10.$"+[ ,k(  ,. ,  x`8"0e0e?Rectangle 2   bWhy This Module is Important    ,  xPA"0e0e?Rectangle 3   1Unacceptable classroom behaviors disrupt the learning process and may pose physical danger to the instructor or students. Instructors and training institutions may have legal liability in providing an appropriate classroom environment.    MMM̙80___PPT10.$5"[ WO07(  0. 0  xpE"0e0e?Rectangle 2   bWhy This Module is Important    0  xp:"0e0e?Rectangle 3   Depending upon the infraction, disruptive students may still have legal rights and it is important for instructors to learn how to appropriately handle classroom and student problems.    MMM̙80___PPT10.$5"[ H@4((  44 4  x`""0e0e?Rectangle 2   h Unacceptable Classroom Behaviors! !(!   4  x 0"0e0e?Rectangle 3   May be grouped into those behaviors that are considered illegal (criminal or tort) and uncomfortable (disruptive or undesirable but not clearly criminal or tort).    MMM̙80___PPT10.$O"[ 8(  8# 8  x`C"0e0e?Rectangle 2   WIllegal Behaviors   n 8  x F"0e0e?Rectangle 3   \Violence Threats of violence Sexual harassment Hazing Discrimination Destruction of property] ]]   MMM̙80___PPT10.$ "z[ <(  <) <  x0H"0e0e?Rectangle 2   ]Uncomfortable Behaviors   Q <  x9"0e0e?Rectangle 3   ?Foul language Loud voices Angry tone Sleeping Non-participation@ @@   MMM̙80___PPT10.$r"[ ?7@(  @1 @  x0="0e0e?Rectangle 2   eCost of Uncontrolled Classrooms      @  x"0e0e?Rectangle 3   Behavior management is the leading cause of career stress for teachers. Behavior management issues are the most common reason teachers leave the profession.    MMM̙80___PPT10.$"[ _WD?(  D1 D  xG"0e0e?Rectangle 2   eCost of Uncontrolled Classrooms      D  x*"0e0e?Rectangle 3   Classroom management affects how others perceive our competence as an instructor Students. Parents. Colleagues. Administrators (fire chief, operations manager, Dean).*Q V QV   MMM̙80___PPT10.$%"[ 0( H(  H1 H  x"0e0e?Rectangle 2   eCost of Uncontrolled Classrooms      H  xP "0e0e?Rectangle 3   An uncontrolled classroom limits our time to teach and learn. An uncontrolled classroom leads to an unsafe and negative learning environment.    MMM̙80___PPT10.$B"[ 0L(  L8 L  x"0e0e?Rectangle 2   l$Possible Causes of Behavior Problems% %(%   L  x#"0e0e?Rectangle 4    }Poor parenting Lack of societal values Anonymity in large schools and departments Boredom Substance abuse Economic situations~ Z~~   L  x'"0e0e?Rectangle 5 p   Lack of recognition for an otherwise high achiever Family stress Poor coping skills Poor communication skills Lack of social skills Weak institutional policies and penalties Z   MMM̙80___PPT10.$_"[ *"@P (  P; P  x!"0e0e?Rectangle 2   o'Correlations Between Behavior and Cause( (((   P  xP6"0e0e?Rectangle 3   }If you are annoyed, the student is probably seeking attention. If you feel threatened, the student is probably seeking power.~ ~~   MMM̙80___PPT10.$z"[ 'PT(  T; T  x@)"0e0e?Rectangle 2   o'Correlations Between Behavior and Cause( (((   T  x#"0e0e?Rectangle 3   zIf you feel hurt, the student is probably seeking revenge. If you are powerless, the student is probably seeking adequacy.{ {{   MMM̙80___PPT10.$z"[ `X(  X* X  x ;"0e0e?Rectangle 2   ^Examples of Correlations   | X  xP+"0e0e?Rectangle 3   TSeeking attention: Calling out Asking irrelevant questions Giving excessive examples* B BU   MMM̙80___PPT10.$@s"[ p\(  \* \  xp$"0e0e?Rectangle 2   ^Examples of Correlations   x \  x %"0e0e?Rectangle 3   PSeeking power: Tantrum-like behavior Arguing Lying Refusing to follow directions* B BQ   MMM̙80___PPT10.$@s"[  `(  `* `  x,"0e0e?Rectangle 2   ^Examples of Correlations    `  x`-"0e0e?Rectangle 3   nSeeking revenge: 1. Cruelty to others 2. Trying to get punished 3. Daring you to punish 4. Pranks 5. 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List all consequences, from mild penalties to removal from the classroom or program.    MMM̙80___PPT10.$bi"[ t(  t- t  x@U"0e0e?Rectangle 2   aPrevention and Pre-planning   q t  xh"0e0e?Rectangle 3   3Share this information with the students in the beginning of the course or program and revisit it periodically if problems arise: Via a student manual, syllabus, code of conduct document, etc. Require students sign documentation of receipt: Give student a copy. Maintain original document in student's file.@ o C oC4   MMM̙80___PPT10.$Px j"[ #x(  x- x  xI"0e0e?Rectangle 2   aPrevention and Pre-planning    x  xS"0e0e?Rectangle 3   nInclude information on grievances: Students need to understand their rights as well as their responsibilities.*# L #Lo   MMM̙80___PPT10.$Px j";[ |{(  |0 |  xpf"0e0e?Rectangle 2   dSteps to Take in the Classroom     |  xH"0e0e?Rectangle 3   ?Begin with strict (and fair) rules and regulations. It is easier to lighten up than tighten up. Do not allow yourself to be intimidated by students and avoid disciplining them as a result of that intimidation.<4 , r 4,r   MMM̙80___PPT10.$0v)j"[  (  0   xi"0e0e?Rectangle 2   dSteps to Take in the Classroom      x \"0e0e?Rectangle 3   rWatch for opportunities to reward good behavior. Utilize class leaders for peer policing of unacceptable behavior.s ss   MMM̙80___PPT10.$0v)j"[ 0((  0   xp"0e0e?Rectangle 2   dSteps to Take in the Classroom      xT"0e0e?Rectangle 3   Be a good role model of courteous and respectful behavior. Be organized and prepared for each class to minimize distractions and waiting time.    MMM̙80___PPT10.$fCj"[  (  0   xPm"0e0e?Rectangle 2   dSteps to Take in the Classroom   h   xpP"0e0e?Rectangle 3   VSee the humor in situations and laugh sometimes. 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Gather facts before jumping to conclusions about the incident.FH Z Z ZHm   MMM̙80___PPT10.$[j"*g @n(      xM"0e0e?Rectangle 4"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ydddrs/shapexml.xmlTMo8/H?Eb a豠$VMZr!eah}g837bi]e~s&unJof̙BB-$<&u Cvi3;sN}4԰C^c j^-*gJҒ?U$Ӑ3-j9Pld u1F{סMa R /\nYIޕ֚c g UcoJrrd0I&`r\ Xws݋Ԕ%ݸ|2AYh4$䐓ǰ}k rPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!ydd)drs/shapexml.xmlPK-!@drs/downrev.xmlPK  ]Delivering Discipline   +    x`N"0e0e?Rectangle 5"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!drs/shapexml.xmlUMo"9u#2J0Mⶽ@~B=f8$eWիzhKkg|ϙԹ)jo[|h9GׇSoB^lbЕ5"=뤗:@ qxJvH_KXF3-](J wC#‰WO\iV&tҼB\y(<]A/b=@MloM0n<EMQ8#bz(]<܋)KЃ`G]3~}{;_L!QK9,!YS JL5apx2ő3GR+Y x$mqXJ}bi_Nyn?;W}ؒfqu-\910F |PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!)drs/shapexml.xmlPK-!{rdrs/downrev.xmlPK `    T     MMM̙80___PPT10.$:tj[ P(  '   x@`"0e0e?Rectangle 2   [Delivering Discipline   _   xe"0e0e?Rectangle 3   MConsistently enforce rules by moving through the consequences in progression.N NN   MMM̙80___PPT10.$Фj"[ vn`V(  '   xV"0e0e?Rectangle 2   [Delivering Discipline      xU"0e0e?Rectangle 3   #Seek assistance from other members of the education team: Program administrator or coordinator. Medical director. Other faculty: clinical, primary and secondary instructors. Consult with your mentor.*:  :   MMM̙80___PPT10.$Фj"K[ p(  8   x@J"0e0e?Rectangle 2   l$Principles of Progressive Discipline% %(%     x^"0e0e?Rectangle 3   GStart with mild punishment and if needed, continue to removal of the student from the class or program. Certain situations involving illegal activity or threatening safety of others necessitate immediate removal from classroom setting.*h  h   MMM̙80___PPT10.$j"[ B:"(  8   x0i"0e0e?Rectangle 2   l$Principles of Progressive Discipline% %(%     x_"0e0e?Rectangle 3   Actions to take might include a reminder, verbal reprimand, counseling session, removal of privileges, written warning, suspension and then termination.    MMM̙80___PPT10.$j"[ `X@(  8   xQ"0e0e?Rectangle 2   l$Principles of Progressive Discipline% %(%     xPW"0e0e?Rectangle 3   vRespect a student s right to due process. Legal representation and to present an alternate perspective. Discipline in private. Individuals being disciplined still have a right to privacy.T* >  = *>=   MMM̙80___PPT10.$Pj"*[ j(  8   xg"0e0e?Rectangle 2   l$Principles of Progressive Discipline% %(%     x g"0e0e?Rectangle 3   &Document all infractions to establish a pattern: Time and date. Any appropriate witnesses (fellow faculty members). Description of the incident or events. Unacceptable behavior. Corrective action taken.*1  1   MMM̙80___PPT10.$0j"[ (  8   xr"0e0e?Rectangle 2   l$Principles of Progressive Discipline% %(%  H   xpq"0e0e?Rectangle 3   | Document all infractions (cont.) Provide documentation to the student and inform them who will receive copies of this information: Full disclosure is the fairest method and may be enough to stop the behavioral problem. 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What is the leading cause of career stress for teachers? 5. List some possible causes of behavior problems that students have? 6. What are some examples of correlations between behavior and cause?      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՜.+,0    On-screen Show (4:3)DG Enterprises#1 6Arial Wingdings MS PGothicClouds 1_CloudsModule 19 DisciplineCognitive GoalsCognitive GoalsPsychomotor GoalsAffective GoalsWhy This Module is ImportantWhy This Module is Important!Unacceptable Classroom BehaviorsIllegal BehaviorsUncomfortable Behaviors Cost of Uncontrolled Classrooms Cost of Uncontrolled Classrooms Cost of Uncontrolled Classrooms%Possible Causes of Behavior Problems(Correlations Between Behavior and Cause(Correlations Between Behavior and CauseExamples of CorrelationsExamples of CorrelationsExamples of CorrelationsExamples of Correlations%Creating Positive Behavioral ChangesPrevention and Pre-planningPrevention and Pre-planningPrevention and Pre-planningPrevention and Pre-planningSteps to Take in the ClassroomSteps to Take in the ClassroomSteps to Take in the ClassroomSteps to Take in the ClassroomSteps to Take in the ClassroomDelivering DisciplineDelivering DisciplineDelivering Discipline%Principles of Progressive Discipline%Principles of Progressive Discipline%Principles of Progressive Discipline%Principles of Progressive Discipline%Principles of Progressive Discipline%Principles of Progressive DisciplineBehavior Management TeamBehavior Management TeamModule 19 Review QuestionsModule 19 Review QuestionsModule 19 Review QuestionsPowerPoint PresentationAnswers to Review QuestionsAnswers to Review QuestionsAnswers to Review QuestionsAnswers to Review Questions  Fonts UsedTheme Slide Titles1%_ Ken MoorhouseKen Moorhouse  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_abcdefgijklmnovRoot EntrydO)Pictures9Current UserhSummaryInformation(PowerPoint Document(6DocumentSummaryInformation8`