{"id":64,"date":"2019-03-05T15:44:22","date_gmt":"2019-03-05T15:44:22","guid":{"rendered":"https:\/\/pages.palomar.edu\/tjohnston2\/?p=64"},"modified":"2024-10-01T17:43:01","modified_gmt":"2024-10-01T17:43:01","slug":"common-mistakes","status":"publish","type":"post","link":"https:\/\/pages.palomar.edu\/tjohnston2\/common-mistakes\/","title":{"rendered":"Common Mistakes"},"content":{"rendered":"

PDF version for download:\u00a0 \u00a005 Common Mistakes \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/a>05a Bad ideas 1<\/a>\u00a0 \u00a0\u00a0 \u00a0\u00a0 05b Bad ideas 2<\/a>\u00a0 \u00a0\u00a0 \u00a0\u00a0 \u00a0\u00a0 <\/em>05c Citations for Common Mistakes<\/a><\/em><\/p>\n

___________________<\/p>\n

I am presenting this information as given on the websites.
\n___________________<\/p>\n

Mistake<\/strong>:\u00a0 \u201cto define the problem behavior by how it looks without considering its function<\/strong>\u201d\u00a0 (Wikipedia Classroom Management)<\/p>\n

Suggestion:\u00a0 \u201cInstead:\u00a0 Define misbehavior by its function \u2026 we need to ask ourselves, \u2018What was the function of this misbehavior?\u2019 Or more simply, \u2018What did the student gain from the misbehavior?\u2019\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

\u201cAlthough some behavior problems are the result of organic issues (e.g., hyperactivity) most misbehaviors function for one of two following reasons: (a) to get something (e.g., attention from another student or teacher, gain a privilege, get a toy) or (b) to avoid something (e.g., schoolwork, teacher demands). \u2026 For the attention-seeking student, we could ignore his or her off-task behavior and only give him our attention when he is behaving appropriately. For the academically frustrated student, a change in his or her assignment (e.g., fewer problems to solve, clearer directions) might eliminate the off-task behaviors. Clearly, these misbehaviors serve dissimilar functions and need to be solved differently.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake<\/strong>:\u00a0 \u201cAsking, \u201cWhy Did You Do That?\u201d<\/strong> \u2026 \u00a0Although we are tempted, it is not a good idea to ask our students, \u201cWhy did you do that?\u201d First, many times our students will not know the reasons why they misbehaved. Second, we often will not like their answers.\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cAssess the Behavior Directly to Determine its Function. \u2026 we need to study what is happening in the classroom before and after it occurs.\u00a0 This information-gathering procedure is called a functional assessment. \u2026 A functional assessment might reveal that changes in our teaching methods are needed. \u2026 For complex behavior problems, a more detailed, multifaceted functional assessment may be needed. At those times, we should contact a behavior-management specialist, school psychologist, or other trained professional for a more thorough assessment. Conducting a functional assessment can be time consuming. However, research shows that behavior-change programs designed from this process tend to be more effective than those begun without the comprehensive information provided by this assessment\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Mistake<\/strong>:\u00a0 \u201cfor the teacher to become increasingly frustrated and negative when an approach is not working<\/strong>\u201d\u00a0 (Wikipedia Classroom Management)<\/p>\n

along with<\/em><\/p>\n

Mistake<\/strong>:\u00a0 \u201cWhen an Approach Isn\u2019t Working, Try Harder<\/strong> \u2026\u00a0 The problem is that we most often try harder negatively. We make loud, disapproving statements, increase negative consequences, or remove more privileges. This does not do anything to teach appropriate behavior.\u201d (Barbetta, Common mistakes)\u00a0 \u201cThe teacher may raise his or her voice or increase adverse consequences in an effort to make the approach work.\u201d (Wikipedia Classroom Management)<\/p>\n

Suggestion:\u00a0 \u201cWhen an approach is not working, instead of trying harder, we should try another way. Some examples include verbal redirecting, proximity control, reinforcing incompatible behaviors, changing the academic tasks and providing additional cues or prompts. These approaches are more effective, simpler to use, and create a more positive classroom climate than trying harder.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cInstead of increasing negative consequences, we should increase the frequency of contingent praise for appropriate student behavior. Teacher praise is easy to deliver and is one of the most powerful tools available to us. In fact, praise (or some type of reinforcement) should be included in all approaches to behavior change.<\/strong>\u201d (Barbetta, Common mistakes)\u00a0 [emphasis mine]<\/p>\n

\u201cFinally, when we find ourselves making more stop than start requests, we need to reverse our behavior. For example, instead of asking Sam to stop talking, ask him to work on his assignment. When he complies, provide praise.\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Mistake<\/strong>:\u00a0 \u201cViolating the Principles of Good Classroom Rules<\/strong> \u2026 Too often, rules are posted at the beginning of the year, briefly reviewed once, and then attended to minimally. When this is the case, they have little to no effect on student behavior.\u201d\u00a0 (Barbetta, Common mistakes)\u00a0 \u201cInconsistency in expectations and consequences\u201d (Wikipedia Classroom Management)<\/p>\n

Suggestion: \u00a0\u00a0\u201cTo avoid this, teachers should communicate expectations to students clearly and be sufficiently committed to the classroom management procedures to enforce them consistently.\u201d\u00a0 (Wikipedia Classroom Management)<\/p>\n

\u201cTo be more effective, our classrooms should have four-to-six rules that could govern most classroom situations. Too many rules can make it difficult for students to comply and for teachers to enforce. \u2026 Classroom rules should be simple, specific, clear, and measurable. The degree of rule simplicity depends on the age and ability levels of our students.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cRules are specific when they are clear and unambiguous. For example, the rule \u2018bring books, paper, and pencils to class\u2019 is much clearer than the rule \u2018be ready to learn.\u2019 Clearly stated rules are easily observed and measured.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cAnother characteristic of effective rules is that they are stated positively. Positively stated rules are \u2018do\u2019 rules. Do rules provide information as to how to behave and set the occasion for teacher praise.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cWe consistently need to carry out the consequences and noncompliance of our classroom rules or they will mean very little. \u2026 We need to make clear the consequences for following and not following the rules.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cthe guidelines for classroom rules include the following: (a) develop 4\u20136 measurable, observable, positive classroom rules and include students in rule development; (b) teach the rules and subrules directly; (c) post the rules and review them frequently; and, (d) be sure to carry out the consequences for rule compliance and noncompliance.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong>\u00a0 \u201cTreating All Misbehaviors as \u2018Won\u2019t Dos\u2019<\/strong> \u2026 When students misbehave, it often seems as though it is exclusively a motivational issue. At times, this is true. On those occasions, we need to increase the reinforcement for appropriate behavior and eliminate it for inappropriate behavior. However, several misbehaviors are due to a lack of appropriate skills not a lack of motivation. We call these behaviors \u2018can\u2019t dos.\u2019\u201d (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cWe should deal with can\u2019t do misbehaviors the same way that we deal with student\u2019s academic mistakes. When students make repeated errors during our lessons, we make changes in how we teach (e.g., provide more examples, allow students to practice more), and provide more intensive instruction.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cWe would be more effective in solving chronic misbehaviors if we moved into the precorrective mode. The following are seven major precorrection steps: Step 1. Identify the context and the predictable behavior (where and when the misbehavior occurs); Step 2. Specify expected behavior (what we want instead); Step 3. Systematically modify the context (e.g., changes in instruction, tasks, schedules, seating arrangements); Step 4. Conduct behavior rehearsals (have students practice the appropriate behavior); Step 5. Provide strong reinforcement such as frequent and immediate teacher praise; Step 6. Prompt expected behaviors; and Step 7. Monitor the plan (collect data on student performance).\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong>\u00a0 \u201cLack of Planning for Transition Time<\/strong> \u2026 a significant amount of class time is spent transitioning from one subject to another or from one place to another. Without proper planning, transitioning can be one of the most frustrating times of the day for teachers. \u2026 Why? At times students are not ready for the transition. Inconsistent expectations cause transition problems. Furthermore, because we are often transitioning with the students, our attention is diverted away from them, making transitions longer and inviting even more misbehavior.\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cTransition problems can be reduced significantly by following a few practical procedures. First, it is best that our transition expectations are consistent, meaning the same rules apply for each type of transition. Consistency begins by developing transition rules with our students (e.g., quietly put materials away, keep your hands and feet to yourself.)\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cOnce we have developed our transition rules, we should teach them to our students.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong>\u00a0 \u201cIgnoring All or Nothing at All<\/strong> \u2026 Ignoring can be a valuable tool in reducing misbehaviors when used with behavior-building strategies. However, it\u2019s difficult for many of us to determine which behaviors to ignore and which to give attention. We tend to take ignoring to extremes by ignoring almost all misbehaviors or none at all. Neither approach is effective.\u201d (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cWe should only ignore the behaviors motivated for our attention. \u2026 when behaviors are attention seeking we need to ignore continuously (every single time). As soon as we begin to ignore our student\u2019s misbehavior, he or she will seek it elsewhere, most likely from peers. It can be difficult for peers to ignore misbehaviors. Therefore, ignoring misbehavior should be a classroom rule that receives powerful reinforcement. Also, we need to plan for the misbehavior to get worse (happen more often and more intensely) before it improves. When this happens, we must continue to ignore.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cIgnoring must be used in combination with behavior-building strategies, such as reinforcement of appropriate behaviors, teaching replacement behaviors, and reinforcing peers. Ignoring teaches students what not to do, but does not teach them what they should do instead.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201c<\/strong>There are occasions when ignoring is inappropriate. These include when there are concerns for observational learning of misbehaviors, when our students are engaging in extreme or dangerous behaviors, and, as stated earlier, when the misbehavior is not attention seeking.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong> \u201cOveruse and Misuse of Time Out<\/strong> \u2026 Time out occurs when a teacher removes a student for a specific time from a chance to receive reinforcement.\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cwe must remember that time out is not a place. Instead it is a process whereby all opportunities to get reinforced are withdrawn. Consequently, for it to work, the time-in area (the activity) must be more reinforcing than the time-out area.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cDespite our frustrations, we should administer time out with a calm, neutral tone of voice. We should also give our students a brief explanation for the time out to help build an association between the misbehavior and the time-out consequence.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong> \u201cInconsistent Expectations and Consequences<\/strong> \u2026 Students are often given mixed signals as to what is expected and what will happen if they do not meet these expectations. Inconsistent expectations cause student confusion and frustration. Inconsistent consequences maintain misbehaviors and can even cause the behavior to occur more frequently or intensely. In addition, we find ourselves constantly reminding and threatening which, in turn, enhances our frustration.\u201d (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cHave Clear Expectations That Are Enforced and Reinforced Consistently \u2026 Expectations are clear when they are identifiable and consistent. Reviewing expectations and rehearsing rules help build routines and minimize the potential for problems. We can do this by asking our students to read the expectations prior to each activity.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cExpectations are pointless if they are not backed up with reinforcement for compliance and reasonable negative consequences for noncompliance. For rule compliance, positive consequences should be applied continuously at first (every time the student is appropriate) and then intermittently (every so often).\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cOn the other hand, negative consequences (punishment procedures) are most effective when applied continuously.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong>\u00a0 \u201cViewing Ourselves as the Only Classroom Manager<\/strong>\u201d (Barbetta, Common mistakes)<\/p>\n

Suggestion: \u201cInclude Students, Parents, and Others in Management Efforts \u2026 Fortunately, there are many others who can assist in our behavior management efforts, including students, their peers, fellow teachers, administrators, parents, and other school personnel.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cWhen including administrators in behavior management, we tend to make two mistakes that are at opposite ends of the support spectrum … We either send students to them too frequently or we wait too long to get them involved. It is best to resolve as many behavior problems in our class and only involve administrators for more serious situations, such as physical aggression.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong>\u00a0 \u201cMissing the Link Between Instruction and Behavior<\/strong> \u2026 Perhaps our lesson is too easy or difficult, ineffective, or nonstimulating, which can lead to student misbehavior\u201d (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cThe first line of defense in managing student behavior is effective instruction. Good teachers have always known this and research supports this notion. \u2026 \u00a0when teachers demystify learning, achievement and behavior improve dramatically.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cEffective teaching practices include (but are not limited to) instruction that is fast paced, includes high rates of active student responding, involves modeling new behaviors, and provides guided practice and positive and corrective feedback.\u201d (Barbetta, Common mistakes)<\/p>\n

Mistake:<\/strong>\u00a0 \u201cTaking Student Behavior Too Personally<\/strong> \u2026 When students misbehave, it often feels like a personal attack, and for good reason. Some of our students are very good at making it feel personal. When we take students\u2019 misbehavior personally, we tend to lose our objectivity, look for quick management fixes that rarely work, and get emotionally upset, which takes time and energy away from our teaching.\u201d\u00a0 (Barbetta, Common mistakes)<\/p>\n

Suggestion:\u00a0 \u201cTake Student Misbehavior Professionally, Not Personally \u2026 When we take misbehavior professionally, we view behavior management as our responsibility. Professionals know the importance of having a sound management system in place that deals with classwide [sic] issues and individual student problems. Professionals have realistic expectations for improvement in behavior and know that there are no quick fixes with lasting effects. Most importantly, confident professionals ask for assistance when it is needed.\u201d (Barbetta, Common mistakes)<\/p>\n

\u201cWhen we are more effective, we\u2019re calmer and less likely to react personally to student misbehavior. Although some student misbehavior may appear to be targeted toward us, these behaviors may be an outcome of their own wants and needs, lack of skills, or emotional difficulties and frustrations. The time and energy wasted being upset at our students\u2019 misbehavior is better spent celebrating our students\u2019 success.\u201d (Barbetta, Common mistakes)<\/p><\/blockquote>\n

______________________________________________________________________________<\/p>\n

The following pages are presented as they were published.\u00a0 I thought they were good advice from experienced teachers.<\/p>\n

Ten Worst Teaching Mistakes by Felder and Brent (ncsu lockers 1 and ncsu lockers 2)<\/strong><\/p>\n

05a Bad ideas 1<\/a><\/p>\n

05b Bad ideas 2<\/a><\/p>\n

Cited web sites for \u201cCommon Mistakes\u201d<\/u><\/strong><\/p>\n

Format:<\/p>\n

reference name in text
\nlink
\naccess date<\/p>\n

Barbetta, Common mistakes:\u00a0 https:\/\/pll.asu.edu\/p\/sites\/default\/files\/lrm\/attachments\/Classroom_Mistakes_week2.pdf
\n15-Jan-18<\/p>\n

ncsu lockers 1
\nhttp:\/\/www4.ncsu.edu\/unity\/lockers\/users\/f\/felder\/public\/Columns\/BadIdeasI.pdf<\/a>
\n15-Mar-18<\/p>\n

ncsu lockers 2
\nhttp:\/\/www4.ncsu.edu\/unity\/lockers\/users\/f\/felder\/public\/Columns\/BadIdeasII.pdf<\/a>
\n15-Mar-18<\/p>\n

Wikipedia Classroom Management:
\nhttps:\/\/en.wikipedia.org\/wiki\/Classroom_management<\/a>
\n14-Jan-18<\/p>\n","protected":false},"excerpt":{"rendered":"

PDF version for download:\u00a0 \u00a005 Common Mistakes \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 05a Bad ideas 1\u00a0 \u00a0\u00a0 \u00a0\u00a0 05b Bad ideas 2\u00a0 \u00a0\u00a0 \u00a0\u00a0 \u00a0\u00a0 05c Citations for Common Mistakes ___________________ I am presenting this information as given on the websites. ___________________ Mistake:\u00a0 \u201cto define the problem behavior by how it looks without considering its […]<\/p>\n","protected":false},"author":32,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[3,9],"class_list":["post-64","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-classroom-management","tag-mistakes"],"acf":[],"_links":{"self":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts\/64","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/users\/32"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/comments?post=64"}],"version-history":[{"count":6,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts\/64\/revisions"}],"predecessor-version":[{"id":384,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts\/64\/revisions\/384"}],"wp:attachment":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/media?parent=64"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/categories?post=64"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/tags?post=64"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}