Be able to rephrase a negative “You message” into an “I message” (or other preferred wording).

Be able to recognize example of a “criticism sandwich”.

Be able to rephrase commentary with “No”, “Don’t”, or “Why” into more acceptable wording.

Be able to recognize example of “proactive praise”.

Be able to recognize example of “proximity praise”.

Be able to recognize examples of the various types of praise, and be able to match the type of praise with the example of it.

Be able to change a “contraindicated” or “wrong” type of praise into “descriptive praise”

Be able to recognize or create examples of:

1. Describing the problem
2. Asking a question
3. Giving choices
4. Giving information
5. I messages
6. Various types of notes
7. Short statements or non-verbal signals
8. Clear, concise commands
1. -with reasons for needing compliance
2. -with statements of which penalty can be avoided.

~When given a description of a teacher's behavior management system, be able to identify which of the four components is missing (See the web site link titled "Creating your own behavior management system")

~Study the  "Preventing defiance"  matching exercise inside the home page link titled "Defiant, oppositional,...".  Scroll down the page until you see "Try novel ways to gain compliance".  Then click to go to that page.  Be able to match the type of intervention described on the test with it's name (on the matching activity sheet).

~Know the beliefs of William Glasser (see the description below).

~Read the home page link titled "Managing behavior with your teaching style".  You won’t have to know all of it well; just part of it well (It is your choice as to the part you come to know well). 

 ~Read the home page link titled "Managing behavior with your teaching style". Think about routines that you have implemented (or will do so when you are teaching).

~Be able to recognize examples of the interventions recommended by Jacob Kounin (see the home page link titled "Managing behavior with your teaching style" and scroll down the yellow box that connects you with a paper describing his techniques and how they could be used).

~Remember a few of the suggestions provided inside the www.behavioradvisor.com link titled "Managing the behavior of groups"

~Be able to make use of the assessment system of Rudolph Driekurs.  ("Figuring out why kids misbehave" link on web site).  Questions will require you to identify the reason ("mistaken goal") based upon a description of student behavior or teacher feelings.  Also be familiar with Driekurs' concerns regarding punishment and praise (see the description below).

~Be familiar with the behavior management beliefs of Lee Canter, the three types of teachers identified by him, and strategies of Assertive Discipline ("Assertive discipline" link on web site).

~Be familiar with the material on the web page links for "Managing the behavior of groups" so that you can make suggestions from it.

 ~Review your notes pertaining to arrangement of your classroom (placement of furnishings and materials)  

~Be proficient in the use of the A-B-C model for assessent of behavior

~Be familiar with ignoring and extinction (if not in your notes, you can find it inside the www.behavioradvisor.com link titled "What is ABA")

~Be familiar with the procedure known as FBA (if not in your notes, you can find it inside the www.behavioradvisor.com link titled "What is FBA?")

~Know what is meant by "projective testing"

~Know what is meant by "replacement behavior".  Think of some examples of misbehavior and which replacement behaviors you might want to promote in their place

~Be familar with the practices of "proactive praise" and "proximity praise"

~Know the 6 steps that comprise Gordon's "Problem Solving" strategy.  See the link on www.behavioradvisor.com of that name

Other material to know for the 1st test in 702:

Quick synopsis of the beliefs of William Glasser:
    William Glasser, renowned psychologist and educational theorist believes that teachers should not accept excuses for misbehavior.  A student should take responsibility for his/her actions.  However, we help them by teaching personal responsibility for one's behavior.  We help them to make good choices and learn self-direction/self-management of behavior.

    According to Glasser, inappropriate behavior should be viewed as a result of making bad choices.  Therefore we should help the youngster learn ways to make smarter choices.   This goal is met via classroom meetings, personal discussions with the student, and consistent enforcement of class rules.  Dr. Glasser is, however, opposed to "controlling" kids without the teaching of appropriate behavior.

      The "behavior mod" techniques of applied behavior analysis would not be recommended by him.  Glasser believes that kids need to feel connected to us in order to be motivated to undertake positive change.  Therefore, we should always be looking for ways to develop deeper bonds with them.  Pupils also need to feel as if they are important and influential in their environments (i.e., classroom, home, neighborhood).  That means that we should allow them to contribute to and exert influence upon our class decisions.

    With regard to academics, Glasser recommends that we engage our kids in work that is meaningful to them.  They should see the pertinence and importance to their lives.  We should promote "best effort" versus "accuracy" on assignments. The kids sould also self-evaluate their work and figure out how to improve upon their product/performance.  Our lessons should be entertaining and fun.  Periodic "fun" activities should be incorporated into the schedule.

    As with William Glasser,  Rudolph Driekurs believes that the major need that humans possess is for "belonging".  We all need to feel as if we are valued, appreciated, and respected by important groups and people...family, friends, teachers, classmates, etc.

    According to Driekurs (and Ginott), encouragement is more important and effective than praise.  Teachers should voice/show their belief in youngsters and encourage/promote appropriate future behavior.  "You can do it" is the message we want to get into our students' heads.  If we do praise, it should be "descriptive praise" which recognizes the actions/behaviors of the student.  He recommends that teachers NOT praise the character of the student (e.g., "You're a good boy."  "You're a talented artist.").  Dreikurs recommends that teachers always speak in positive terms (rather than pointing out what the student did wrong) and see mistakes (academic or behavioral) as "learning experiences".  Teachers would use these blunders to teach the student better ways and smarter choices,  NOT just punish the youngster.  Punishment does not teach what to do, teaching does help kids learn new ways.  We work with "difficult" kids, but we NEVER give up on a youngster.  We continue to believe in their ability to change for the better.  We help them to make those changes by TEACHING, not punishing.
 
      Most new theorist/writers stole their ideas from the early writers in the field of behavior management (but sadly give no credit to the pioneers of our feel).  Most of the new theorists say the same things:
    -Treat kids with respect even when disciplining them.
    -Seek long term solutions, not someone to blame.
    -Discipline and management of behavior should increase a student's motivation to learn and behave appropriately.
    -It is important for students to develop inner control of their behavior.
    -Kids need to have a sense of hope...a heartfelt belief (encouraged by our unswerving support)  that they can achieve and have a bright future.

The Wong Text     Questions might be drawn from the following pages: 3-4, 6, 9, 29, 36, 45, 51-53, 66-67, 108, 109, 111, 146, 149, 153, 158, 162, 171, 193, 204, 209-215, 218-219, 222-223, and 270-311 (For pages 270-311, be able to briefly describe your career plan for becoming a consummate professional vs. “worker”).  If the reading of other pages is needed to fully comprehend the material on the pages listed, you are then expected to read that accompanying material.