《实用课堂管理》英汉口译实践报告
摘要
此文是一篇翻译报告，选自美国心理学会课堂管理模块网络课程中的第一集《实用课堂管理》，这门课程于2013年正式上线。该视频通过丰富、详实及生动的教学案例供大家学习。该视频极具价值，它对教育工作者具有极大的激励鼓舞和引导作用。
该报告共有五个部分组成，第一部分主要介绍翻译任务来源、内容及翻译项目意义；第二部分围绕译前准备工作展开；第三部分主要介绍释义理论及其应用；第四部分主要介绍翻译案例分析，针对翻译难点结合具体问题，分析所采用的翻译策略；在整个翻译过程中，译者主要以释义理论为指导，主要采用转译，增译等翻译方法，使译文更加准确流畅，从而成功完成此次翻译项目；第五部分主要总结从翻译实践中得到的启发及问题。
译者在此次口译过程中选择的主要指导理论是释意学派口译理论。该理论观点认为口译的过程就是释意的过程。释意理论的翻译过程是理解原文，脱离原语外壳，用另一种语言表达理解了的内容和情感。笔者希望可以在这一理论指导下，运用合适的口译方法、口译技巧和策略，提升自己此次的口译水平。
关键词：释义理论；课堂管理；翻译方法
III
目录
Acknowledgements
ABSTRACT ............................................................................................................................... I 摘要...................................................................................................................................... III 英语原文 (1)
汉语译文 (25)
翻译报告 (45)
1 翻译任务描述 (45)
1.1 翻译任务来源 (45)
1.2 口译任务简述 (45)
1.3 口译项目意义 (46)
2 翻译过程 (46)
2.1 译前准备 (46)
2.1.1 译前相关资料搜集 (46)
2.1.2 口译翻译理论准备 (47)
2.2 口译实践过程 (48)
2.3 译后评价 (48)
3 翻译案例分析 (49)
3.1 专业术语的处理 (49)
3.2 顺译法 (50)
3.3 转译法 (51)
3.4 增译法 (53)
3.5 省译法 (54)
3.6 拆分法 (55)
3.7 调整语序 (56)
3.8 被动句的主动式译法 (58)
3.9 翻译中的错误及处理 (59)
V
4 翻译实践总结 (60)
4.1 翻译实践中的问题及相关思考 (60)
4.2 对今后学习和工作的启发 (61)
参考文献 (63)
术语表 (65)
VI
英语原文
英语原文
Class-wide and individual strategies consider the following two scenarios：The first is Ella, a 4th-grade student who has been having behavior problems in class. （例3）She’s frequently leaving her seat which on occasion escalates into talking to or bothering other students.
She shows non-compliance and occasional disobedience when asked to return to her seat, ignoring Ella doesn’t work she simply seems to escalate from wandering to talking to bothering, on the other hand, paying attention to her behavior and especially reprimanding her will cause Ella to resist and engage in power struggles with the teacher.
Ella’s academic skills are generally below average, her reading skills are well below the other students and she’s clearly embarrassed by reading aloud in class.
Her math skills are stronger，but as word problems are becoming more common, her reading skills get in the way.
Recently you’ve noticed that Ella’s become more vocal in her defiance when asked to return to her seat and you worry that she could become a real behavior problem.
Ella’s parents are strong supporters of the school and are happy to be involved with working with you on Ella’s problems.（例10）
The second scenario is Mr. Jones, a 6th-grade teacher. He is approaching the end of this first year of teaching and is concerned about the general state of chaos in his classroom.
It seems as if he has to send a constant stream of students to the office despite repeated harsh warnings to them.
He’s worried about making it through his probationary period. His principal has visited his room twice and both were days that students seemed disinterested and disengaged with his lessons.
The principal observed that the majority of students were off tasks passing notes talking with each other and making hand gestures when Mr. Jones was looking at his overhead presentation on the screen.（例8）
It was also observed that at least 60% of the students did not have the math text on their desk.（例22）
1
The problems were more common in the back of the room where the principal was observing.
The principal asked Mr. Jones what he thought the reasons were that students who were successful in previous classes were suddenly having problems with his class.
Mr. Jones is searching for answers to improve the behavior in his classroom.
Analysis:
Although the goal of teaching is to establish an environment in which children can learn. As the two scenarios have shown students often engage in behavior that distracts themselves and others from that task.
The case of Ella is fairly typical of the types of mild student disruptions. A teacher is likely to encounter in class.
Think about the case of Mr. Jones, here’s a situation where the teacher contributes to the chaotic state of the classroom, a conversation with Mr. Jones quickly reveals that he is questioning his competence to teach.
Fortunately, classroom management, the ability to handle and reduce student misbehavior is a skill that can be learned by Mr. Jones or any other teacher.
Classrooms are complex environments. When students enter a new classroom at the beginning of the year they bring with them varied previous school experiences and widely differing home histories. （例11）
Likewise, as the teacher you enter the classroom with a set of expectations and a history of experience working with children.
Even the most skilled teachers struggle sometimes with classroom management. Clearly, there are some students whose behavior would pose a problem in any classroom.
For the majority of students, however, behavior can be shaped by appropriate and skilled classroom management.
The purpose of this module is to introduce a set of skills that enable teachers to establish and maintain a classroom in which the amount of time students spend actively engaged in learning is maximized, while disruptions are minimized. (例4)
Overview:
This module will provide an introduction to ways of identifying and understanding classroom management problems.
We will begin by looking at Mr. Jones whole class situation first because understanding how classroom management affects the entire class is critical before one can hope to make sense of an individual case such as Ellis.
By examining Mr. Jones situation, we will illustrate various aspects of instructional and management strategies that for student behaviors, then we will look at Ella’s case to provide strategies in defining the problem when the problem is primarily an individual one.
That section will begin with a review of some strategies that have shown to be counterproductive in dealing with student behavior problems and then follow up with considerations of teacher attention functional behavior assessment and individual behavior plans.
Strategies that can be used when an individual level of intervention is necessary, ultimately, in order to be effective, teachers need both an understanding of how to structure their class to maximize learning for all students and specific skills to deal with individual students.
Classroom management defined: classroom management can be defined as a collection of teaching strategies that promote the self-regulation of behavior by students in order to enable them to take maximum advantage of the available learning time. （例12）Our ultimate goal is to encourage and motivate each student to be fully engaged in the learning task, not to focus on misbehavior.
If the focus is on misbehavior, a behavior vacuum is created. （例23）
The targeted problem may decrease but is often replaced by another undesirable behavior.
However, by increasing appropriate behaviors simultaneously problem behaviors decrease when students are fully engaged in learning, they are not distracting others from learning or causing a teacher to stop teaching.
A note on self-regulation ideally, teachers should not have to spend their time telling students what they should be doing but rather students need to internalize teacher’s expectations so they can be independent learners. (例15)
The overall focus of this module is on moving from reacting to student misbehavior to preventing student misbehavior.
PART 1: CLASSROOM MANAGEMENT STRATEGIES FOR PREVENTING MISBEHAVIOR
What could Mr. Jones have done differently to improve his classroom situation?
There are a variety of well-tested strategies that can increase most students engagement with learning tasks while reducing the likelihood of problem behaviors.
This section of the module begins with a description of the physical layout and instructional and curricular strategies that set a context for a well-managed classroom.
The next section examines strategies for communicating expectations for classroom behavior through rules and procedures.
Finally, a three-tiered model of prevention will be highlighted as a framework to conceptualize efforts to promote an effective learning community.
Aspects of Classroom Management
There are a number of ways in which effective teachers structure their classrooms、their instruction、their curriculum and their rules and procedures.
To maximize the likelihood of a positive and effective learning climate in this section we will review those findings in the areas of ：
1.Physical Arrangement of the Classroom
2.Characteristics of Instruction
3.Student Interaction with Curriculum
For each area, we provide a set of questions that can help you in evaluating and perhaps restructuring your own classroom to create the optimum environment for learning.
Classroom Physical Arrangements:
Imagine a classroom where it is difficult for students and teachers to find assignments, desks, and tables are haphazardly arrayed and traffic does not flow smoothly.
It is easy to see how inappropriate behavior could be generated as students wander around in confusion or bump into each other.
Mr. Jones, for instance, agreed with the principle that the problems were worse in the part of the classroom that was farthest from his desk.
Simply we structuring the room can be very beneficial relative to the physical arrangement of the room we could ask the following questions:（例19）
How does the seating arrangement promote or inhibit classroom interaction?
Can the students see the teacher or do they have to move their chairs or turn their desks in order to do so?
How does the seating arrangement promote or inhibit student’s in teraction with each other?
How does the arrangement of student’s desks and workspace accommodate normal traffic patterns?
When they turn in homework/seat work? When they gather and put away materials that are used frequently?
What is displayed on the walls of the classroom? Do the materials displayed contribute to a sense of community in the class?
Are class rules posted?
The layout that seems to be most functional is one where all students face the teacher. This arrangement will be best for classroom flow in most situations.
However, in some cases, small clusters of desks facing each other can be useful if the students are working collaboratively in small groups.
It is up to the teacher to determine the most productive classroom design based upon their individual teaching style and instructional activities.
A teacher who regularly employs group work may prefer clusters while a teacher who favors individualized instruction may find the separate desks most dynamic.
Characteristics of Instruction:
Imagine looking out at your class and see nothing but glazed over eyes, blank stares out the window or fidgety movements and chairs that image is something teachers dread.
Mr. Jones experienced this during his math lessons when the majority of students were off task passing notes, socializing with each other and making hand gestures when they thought he could not see.
What suggestions would you make for Mr. Jones that would help him engage his students?
Questions to Consider:
Concerning the characteristics of instruction that predict better student attention are: How our lessons introduced?
Did the teacher capture and keep student attention with humor and enthusiasm?
Does the pace of the lesson provide appropriate challenge for all students?
Is there a high level of student response in a lesson?
How are the students motivated to become engaged in the lesson?
Are their smooth transitions between activities?
This knowledge comes from hundreds of observed classroom teachers who promoted the highest levels of achievement and the lowest levels of disruption in their classroom.
The teachers that best kept their students on track exhibited behaviors such is clearly telling students what they were about to cover and reviewing previous concepts as they introduce their lesson.
Those teachers also work to capture and keep student attention through enthusiasm, the use of humor, and a well-paced lesson.
Among the most important discoveries from this research was that the more students were actively engaged in a lesson — through the pacing of questions and answers or through hands-on learning — the more they actually learned from the lesson.
You may have noticed that from your own classroom experiences. Have you experienced disturbances in classroom flow when changing from one topic or activity to the next?
Studies have shown that more than thirty transitions can occur in a day in a classroom accounting for approximately 15% of classroom time.
Making transitions planned and organized can be an important aspect to creating a smoothly functioning learning environment.
Student Interaction with curriculum
Children and youth are by nature active and energetic. If they cannot understand the academic material put in front of them, a natural response will be to put their energy and attention elsewhere.
Each teacher can recall students who get frustrated with their schoolwork and end up distracting themselves or others.
Thus, it is important to find out if the material being presented is at a level that students can understand.
Due to a range of abilities and skills among students, this understanding is highly specific to the individual.
It is very valuable to ask students how much of their assignments they clearly understand. The answers may surprise you and can often provide a key to better instruction for students who are having difficulty.
Potential questions to ask students are:
What was the assignment? What materials books are you supposed to have for this assignment? What are the rules that the teacher wants you to follow? If you are working in groups what is each person’s role?
On this particular problem, how did you get that answer? Where do you turn in your assignment? What are you supposed to do after you finish this assignment?
Do you think this work is something you can do? Is it too hard? Too easy? If you can’t do it what kind of help do you need? What happens after math each day?
Students learn best when work is appropriately challenging.
Asking students especially those who are having difficulty, How well they understand? What their assignment was? What materials they need to complete it？
Or how they need to complete it? Can provide insights into any breakdowns in their learning?
Asking specific questions such as how they got the answer or if they understand what the question is asking provides an opportunity to assess their comprehension of classroom processes.
There is a strong relationship between academic failure and misbehavior. Constantly monitoring the extent to which assignments at instruction are understood is an important method of preventing classroom disruption.
Although it may be unrealistic to assess all students understanding on a frequent basis. A sample of students can be interviewed to make sure most students understand the material.（例17）
In order for a student to benefit from your instruction, three things must occur: First, as just noted, the student must have the prerequisite skills and knowledge to complete the lesson; second, the student must be motivated to accomplish the task; finally, there must be adequate time allocated for the student to complete the task successfully.
A breakdown of any of these three points can lead to student disengagement from academic tasks and increase the probability of inappropriate or disruptive behavior. （例6）Teaching the Social Curriculum:
Expectations, Rules, and Procedures
In every school and classroom, an implicit social curriculum acts as a guide for student behavior.
Throughout the school day, the details of that social curriculum are unique to each teacher and classroom from the way each teacher chooses to decorate the classroom to the schedule of the day.
How do you introduce your social curriculum to your new students?
Teachers present their own social curriculum to students in the form of hundreds of interactions per day and in their verbal explanations rules and associated consequences.
Thoroughly explaining your rules and expectations is very important for students and it is beneficial to the classroom to spend a lot of time on it at the beginning of the year.
Classroom and school rules especially when written function as an explicit outline for students of classroom expectations.
Students also learn about teacher expectations on a daily basis through the responses they receive for positive and inappropriate behavior.
In a well-run classroom, these three components work together to teach students how they should behave in order to succeed in the classroom.
Unless well-managed classrooms and schools inconsistency among expectations rules and consequences makes figuring out the social curriculum more difficult, and may even give students conflicting messages about the appropriate way to behave in a given classroom or school situation.
Disciplinary responses that are inconsistent with written rules or unfair to certain students may give students the message that they do not need to pay attention to posted rules since what the teacher says is not the same as what she does.
For example, one of the authors of this module once observed a resource room with the posted rule raised hand before speaking, yet the teacher in that room also appreciated spontaneous discussion and as the discussion became more animated, she would allow students to speak freely without first raising their hands.
When the teacher noticed the discussion becoming unruly, she reminded students of the rule at which point they returned to raising their hands.
In contrast to the written rule then the implicit rule that students had apparently learned was raise hand before speaking unless we are having a really good discussion.
In the following sections, we will explore setting and following through on expectations, rules, and procedures so that students receive a consistent message about the social curriculum.
The Importance of Setting Expectations Early
Wang emphasizes the importance for teachers to establish expectations for students in the classroom especially at the beginning of the year.
The first week of class is essential to molding the group of individuals who make up a class into a cohesive learning community.
Establishing a set of rules is a critical step toward creating a classroom where students respect each other and pursue learning.
During the first days and weeks of class, the students do a great deal of observational learning, watching how the teacher responds to students learning what the teacher pays attention to and what is ignored.
Based on their observations they make judgments about how they will behave.
Number and Form of Rules
What should you consider when creating rules for your classroom? How many do you usually have?
Most classroom management experts recommend not more than three to six general rules. If the list is longer, the students will have difficulty learning and integrating the rules.
The rules should be clearly and positively stated. For example, respect others, be on time, and be prepared.
There is a difference between respect others and do not interrupt the teacher or a student when speaking.
All students, regardless of education level, will benefit from clearly stated and posted positive rules.
The Importance of Teaching Classroom Rules
It is also important to explain the rules of the classroom to your students.
All students have different experiences and histories and as a result, might not understand how to behave in the new class or might come from a home or community where rules are in consistently enforced were regularly changed.
Likewise, each teacher enters the classroom with a different set of expectations and experiences.
It is th e teacher’s responsibility to make sure the students understand the rules in his or her classroom.
This often means repeating rules for students working with students to clarify their understanding and perhaps even using some type of formal or informal assessment to see if students understanding of classroom rules matches that of the teacher. （例16）How to Establish Rules
There are different schools of thought regarding how one should go about establishing classroom rules.
Marshall prefers to use the term expectations instead of rules because it has more of a positive connotation.
Marshall believes that student-teacher and student-student interactions should promote internal self-discipline, not just compliance.
Marshall lists six expectations he used in his classroom: one, do my tasks; two, have materials; three, be where I belong; four, control myself; five, follow directions; six, speak considerately.
These are good expectations or rules because they are brief there are not too many and they cover many classroom situations.
Rules versus Procedures:
What is the difference between rules and procedures? Marshall suggests that procedures have more specificity than expectations or rules.
For example, a science teacher would teach procedures for handling materials in a lab. Procedures refer to routines that occur on a daily or frequent basis.
Consider the following examples of procedures. Homework is always deposited in the basket on the right corner of the teacher’s desk. Each day’s assignments are written on the whiteboard to the left of the teacher’s desk.
Students that are absent may consult the 3-ring notebook next to the homework basket on the teacher’s desk. Each homework assignment is dated and placed in the homework binder.
More technologically advanced schools, teachers also post homework assignments on the internet so they may be easily retrieved from home.
One person may go to the restroom at a time, the wooden pass is kept by the coat rack and must be returned to that spot when the student returns to the classroom. Once the students learn the procedures, you won’t need to give inst ructions for each occurrence.
Primary Prevention Model:
Preventing Classroom Behavior Problems
Prevention is the key to developing classroom management systems that maximize student engagement and minimize student misbehavior.
In the field of mental health and school violence prevention. A framework known as the primary prevention model has been widely accepted as a means of organizing our interventions.
The model deals with a range of problems and attends to them at three levels simultaneously: the universal, selected, and intensive levels.
At the primary prevention or universal level, interventions are targeted at all students. An example is conflict resolution where students learn how to avoid conflict and violence.
At the secondary prevention or selected level, we attempt to identify students who may be at risk for emotional or behavioral problems and involve them in programs such as mentoring in order to re-engage them in schooling.
Tertiary prevention or intensive level interventions are directed at students who are already engaged in disruptive or violent behavior.
Universal prevention establishing appropriate expectations and consistent routines is a universal prevention strategy that will substantially decrease classroom management problems.
The effort is directed at all of the class members, making the prevention universal. All students benefit from clear presentation and occasional reminders of the classroom rules and expectations.
Secondary/selected prevention strategies
At this level, students at risk of behavior problems are identified individually so that they can be administered assistance before a problem occurs.
Response to intervention RTI is a strategy designed to identify students who are at risk for falling behind in reading, written language, or mathematics.
For example, frequent assessment with curriculum-based measurement is used to identify 15 to 20% of class members who are struggling with reading.
If you recall the case of Ella the disruption that she caused in class was mainly due to her inability to do the work because of her low reading level.
As reading is one of the found skills for children’s success in most subject areas, targeting those students who are struggling and reading permits them to receive the needed additional instruction.
As noted above, although one may not think of academic interventions as classroom management. Providing curricular materials that are neither too easy nor too difficult clearly contributes to a classroom in which students are engaged in learning.
Other secondary prevention strategies include those described by Jacob Coonan for catching classroom problems before they develop into larger more difficult confrontations. Have you ever experienced a class situation that escalated very quickly, such as a disruptive student who gets other students involved in the disruption?
Coonan believed that in order to prevent those situations, the problems should be stopped at the source. He analyzed videotapes of classrooms to identify strategies used by teachers who experienced minimal behavior difficulties while teaching.
Coonan used the term “withwitness” to describe teachers that had a hypersensitive awareness of what was going on in their classrooms. These teachers were constantly monitoring the behavior of all of their students.
Overlapping or doing two things at once while teaching was another behavior that was characteristic of those teachers with the fewest behavior problems.
Through the use of overlapping, these teachers were able to continue whole class instruction while simultaneously noticing when and where students were beginning to show signs of a struggle.
The teacher’s physical proximity to the students would inconspicuously calm the situation. Suppose your class was divided into a few smaller groups for a group project in order to still have control over the class, you would always have your eye on the rest of the class even when working with an individual group.
Tertiary/Intensive Intervention
Despite the presence of the most extensive primary and secondary prevention strategies, however, there will always be some students who will engage in inappropriate or disruptive classroom behavior.
It is important to have a set of tertiary or intensive intervention strategies available for coping with classroom disruptions that may arise unexpectedly.
In the second half of this presentation, interventions for individual student behavior problems, we will present a variety of such tertiary strategies.
PART 2:
INTERVENTIONS FOR INDIVIDUAL STUDNET BEHAVIOR PROBLEMS
The first half of this module presented a set of management skills. Now we will discuss some intervention techniques you can use in your classroom.
Through appropriate use of physical space, engaging instruction, curriculum match to student abilities and setting rules and expectations, you can alleviate a large proportion of classroom misbehavior.
What happens though when misbehavior does not go away? what can you do? Classroom behavior management involves being prepared to deal with any disruption and misbehavior at the classroom level and promoting self-regulation for each student.
We will now discuss teacher attention strategies, functional behavioral assessment and individual interventions for students exhibiting more consistent or serious behavior problems.（例7）
What does not work for improving classroom behavior
Depending on your teaching style, classroom management strategies will vary. Some approaches are more successful than others.
We start here with some of the unsuccessful ways to handle misbehavior, such as the use of extinction or ignoring inappropriate behavior, reliance on harsh or punitive disciplinary approaches and intense emotional responses to student behaviors.
One ineffective strategy that is attempting to completely ignore inappropriate classroom behavior. The technical term is extinction.（例1）
For many students, especially older student’s attention from peers can be more rewarding than attention from the teacher because of this, many students might be disruptive in order to test the limits.
If a student continues to engage in behavior that violates the rules, procedures, and expectations of the classroom without a response from the teacher. Both that student and other students in the class will pick up on that. Just as you notice your student’s behavior they will notice yours.
Another unsuccessful approach stems from the belief that student behavior can be controlled at the classroom or school level solely by getting tough. （例24）Many schools and school districts in the past 10 to 15 years have adopted zero-tolerance strategies using increasingly harsh consequences like suspension and expulsion for increasingly minor misbehavior in order to send a message that misbehavior of any kind will not be tolerated. (例25)
The data, however, have shown that such procedures are for the most part ineffective and often lead to over representation of students of color in school punishments.
Similarly, at the classroom level, a teacher may believe he or she can send a message to students by responding to misbehavior with harsh disciplinary tactics, for example, sarcasm, calling a student out in front of peers, or overuse of office referrals.
Although such tactics may appear to work in the short term, in the long term, they can backfire. （例13）Harsh interpersonal tactics may lead students to lose respect for the teacher and discourage cooperation.
In addition, the overuse of office referrals shifts the responsibility for managing the classroom to the office, ultimately sending the message to students that the teacher is not in control of the classroom.
Have you ever felt like completely breaking down after a long frustrating day of teaching? If so then you know that disruptive behavior can be very upsetting, however, it is important to avoid personalizing classroom management responses through drawn-out emotional interactions.
Venting emotions in your classroom will only lead you more frustrated, it takes away time and energy from the lesson at hand and can create personal power struggles with individual students instead directions and corrections to students should be delivered and as brief unemotional and consistent a manner as possible.
In the long term, depersonalizing behavior management interactions direct students away from a personal power struggle with the teacher and focuses their attention on learning the posted expectations, rules, and procedures.
In the following sections, the module describes more effective approaches to intervening with student behavior problems including shifting teacher attention, functional behavioral assessment, and strategies for intervention with more intensive behavior problems.
The importance of teacher attention
Can you think back to a class you either taught or were in? Where the students excessively needed the teacher’s attention?
There are a variety of reasons for seeking attention in the classroom. Some students have learned that the only method for getting such attention is through negative behaviors. Bringing this experience with them such students may well attempt to get teacher attention primarily through negative behavior.
The importance of positive teacher attention
Imagine one of your students was misbehaving, would you find it difficult to avoid focusing your attention on that student? Can you think of some problems that might result from giving that student your attention? (例5)
Vance Hall, a researcher on classroom management found that it is not uncommon (and is perhaps natural) to pay increased attention to students who are misbehaving in an attempt to get them to stop.
The trouble with such an approach is that students may be reinforced by such attention, learning that they can get their teacher’s attention through negative behavior.
If such a pattern continues, other students will likely learn that they too can get the teachers attention by calling out, getting out of their chairs, or bothering each other.
Over time, paying attention only to misbehavior and disruption can spiral into chaos, as a teacher spends a greater and greater percentage of time “putting out fires”. Allowing such a pattern to escalate can destroy the classroom dynamic.
How can we break this cycle? One of the best ways to change this pattern is to shift the focus to noticing or rewarding those students who are doing the task they were assigned.
Such attention should be as specific as possible. I like the way Joan has her book open and her eyes on me. Such an approach termed “praise and ignore” or differential reinforcement can be extremely effective in general classroom settings.
A continuum of teacher responses
For some students, however, stronger messages may be necessary. These slides present a continuum of strategies for preventing behavioral escalation in the classroom.
At the top or strategies covered in the first half of the module such as effective instruction and teacher awareness.
As misbehavior continues unaffected by prevention the list presents a continuum of progressively more intrusive options.
Since more intrusive strategies will disrupt the lesson to a greater extent, however, the goal is to choose the least intrusive option that will be effective in re-engaging the offending student.
As the teacher, you can begin with the use of praise for appropriate behavior or praise coupled with ignoring.
Prevention through effective instruction
develop engaging instructional activities
make rules and procedures clear
generate meaningful tasks geared to students instructional level
use humor and enthusiasm
Nonverbal cues and teacher awareness
clearing one’s throat immediately following the misbehavior, without looking at the offending student
changing tone inflection and the volume of the teacher's voice slightly.
making eye contact
teacher withitness and overlapping
proximity (moving close to a student)
placing light hand on shoulder of student misbehaving
Praising correct behavior incompatible with misbehavior
Catching em being good
Praising other students
Ignoring misbehavior and praise appropriate behavior
Praising the behavior you're hoping for
Praising others whose behavior changes positively
Verbal reminders
saying the student's name while continuing with instruction
giving reminders about appropriate behavior immediately after misbehavior
stating what students should do
focusing on the behavior rather than on the student
repeated reminders
response to testing
broken record strategy
avoid argument
Applying consequences
removing misbehaving student from activity he or she likes, lose a privilege
consequences should be mildly unpleasant, short in duration, immediate
certainty of consequences is more important than severity.
Follow through on ensuring that consequences are received but then it is important to let go of any grudge.
What is the next step if prevention strategies or positive teacher attention failed to engage the students who are misbehaving? （例20）
You woul d move to the use of verbal reminders, such as saying the student’s name or direct reminders.
Such reminders should focus on the directions being given: Josh, please open your book, rather than on an emotional confrontation with the student, Josh, you never listen how many times do I need to tell you to open your book.
A useful strategy for students who may appear to be testing the limits is getting repeated reminders.
Sometimes called the “broken record strategy”. in this case the te acher simply repeats the request in the same non-emotional tone in the face of student non-compliance or verbal resistance.
Teacher: Josh,please open your math book to page 43.
Josh: yeah, wait a minute I just got to do one thing.
Teacher: Josh, please open your math book to page 43.
Josh: yeah, yeah, gee, you’re so impatient.
Teacher: Josh, please open your math book to page 43.
Josh: okay, okay. Pulls out math book and finds page 43.
Through the judicious use of the strategy, the teacher shows Josh that non-compliance or resistance will not make the request disappear and that eventually he will have to respond.
Consequences for behavior
What happens if the behavior becomes more severe and keeps escalating? This situation may require consequences for the students, behavior that he or she has never had to deal with before.
While it is important not to overuse consequences, it is also important to have responses planned and in place for serious disruption or defiance; otherwise, students learn that rules will not be enforced.
To be most effective, a continuum of possible consequences should be available that can be geared to the seriousness of the offense.
In general, the severity of the consequence is less important than whether the student learns that failure to follow the rules will result in a certain consequence.
A possible continuum might include several options ranging from least to most intrusive:
name on board
time out in back of classroom
send student to another classroom
lose free time or recess time
contact parents