Motivating Defiant & Disruptive Students to Learn: Positive Classroom Management Strategies
Publication Year: 2012
Email Rich Korb at email@example.com for information about accompanying DVDs that demonstrate live classroom application!
How to stay calm, cool, and in control of your classroom
Today's teachers face more challenges than ever before in managing student behavior in the classroom. New teachers often find themselves underprepared for the realities of hard-to-engage students and increased class size. Rich Korb brings extensive teaching and administrative experience to his collection of strategies designed to keep you and your students focused on learning. This accessible, step-by-step guide for new and veteran teachers offers easy-to-implement methods that help you: Motivate and engage students; Set up your classroom to prevent disruptive behavior; Stay calm in the face of adverse situations; Reduce the effect of misbehavior on other students' learning; Respond to inappropriate ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Introduction to Student Motivation
- Why Do Youngsters Misbehave?
- Motivation Defined
- Connecting with Students
- Modifying Student Behavior
- Process and Apply
- Chapter 2: Setting Up a Class Environment for Success
- Preparing Yourself for the School Year
- Other Preparations for the School Year
- The First Day of Class
- The Second Day of Class
- Process and Apply
- Chapter 3: Behavior Improvement Strategies for Individual Students
- Defining Acceptable Behavior
- The Daily Performance Sheet
- Individual Student Management Precepts
- Derailing Disruptors
- The Redemption Plan
- Knowing When to Push the Ejection Button
- Using Out of Class Time Effectively
- Strategies for Using the Class to Manage Individual Students
- Additional Allies in the Effort to Improve Individual Behavior
- Process and Apply
- Chapter 4: Strategies for Managing Classroom Behavior
- Establishing a Good Learning Environment
- Entry Activities as a Management and Instructional Tool
- Helping Students Stay on Task
- Gaining and Keeping Control
- Managing Conflict
- Dealing with Interruptions
- Addressing Open Challenges
- Working with Administration
- If Something Can Go Wrong, It Will
- Class Closure
- Summary: Common Classroom Scenarios—Guiding Parameters and Corrective Interventions
- Process and Apply
- Chapter 5: Academic Motivation
- Creating an Environment That Motivates Students
- Using Grades to Motivate High-Functioning Defiant and Disruptive Students
- Addressing Problems with Academic Performance
- Working with Unmotivated Students
- The EX Bank—A Strategy for Arresting Apathy
- Process and Apply
- Chapter 6: Students with Disabilities in the General Education Classroom
- Development of Behavioral Disorders
- Working with Students with Behavioral Disorders
- Academic Accommodations
- Strategies for Managing Behavior
- Addressing More Severe Behavior Problems
- Helping Students Deal with Anxiety
- Addressing Cognitive Disabilities
- Process and Apply
- Chapter 7: Building Winning Relationships
- Essentials for Working with Disruptive and Defiant Students
- Positive Approaches That Build Relationships
- What Works After the Relationship Is Built
- Emotional Banking—A Concept for Understanding Relationships
- Class Environments That Foster Winning Relationships
- Making Yourself Obsolete
- How You'll Know When You Have Built Winning Relationships
- A Parting Thought
- Process and Apply
- Chapter 8: Concluding Thoughts
- Why Do We Teach?
- Qualities of Effective Teachers
- Improving Your Skills
- The Need for New Tools
- The Bottom Line
To Joy Bach
For the sacrificial hours you spent editing and being a cheerleader and for your selfless commitment to this project.
Copyright © 2012 by Corwin
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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This book was self-published by the author in 2010.
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Library of Congress Cataloging-in-Publication Data
Motivating defiant and disruptive students to learn : positive classroom management strategies / Rich Korb.
Includes bibliographical references and index.
ISBN 978-1-4522-0578-6 (pbk.)
1. Classroom management. 2. Problem children—Education. 3. Problem children—Behavior modification. 4. Motivation in education. I. Title.
LB3013.K665 2012 371.102′4—dc23 2011039018
This book is printed on acid-free paper.
12 13 14 15 16 10 9 8 7 6 5 4 3 2 1
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Moving from suburban Seattle to the logging communities of southwestern Washington introduced me to the realities of culture shock. How things were done in middle-class America did not always work in rural America. Classroom management was no exception.
On the opening day of elk season, my classroom was occupied by only female students. Frustrated, angry, and thinking the students were playing a prank, I asked the girls where the boys were. They acted like I was from another planet. I suppose in a way I was, as the students called me “City Boy.” Apparently the school board had a policy that excused boys to go hunting on opening day. My position on school attendance is that school comes first, unless you physically cannot get out of bed. I quickly learned that to survive, I was the one who needed to conform to the standards established by the local school board. I also learned to be creative within the limits of state law, school board policy, and building administration.
As the first year grew into 34 years, I found methods for working with the most challenging and difficult students. During my second year, a youngster named Chuck was enrolled in the keyboarding class I was teaching. Chuck was defiant, disruptive, and disrespectful to anyone he thought did not respect him. Chuck and I sat down and came up with a plan for him to pass the class. We were fortunate to have two classrooms separated by a full set of windows and a door. Chuck would get one room to himself, while I taught in the other. We agreed that he would complete his daily assignment during the class period; that he could walk around when he needed to, look out the window, and join the class if he sat and worked; and that he would not leave the classroom without permission. Chuck never rejoined the class, but he was never defiant, disruptive, or disrespectful with me. He did all of his assignments and passed the class.
[Page ix]Throughout my career I have always found a way to get on the same page with challenging students. Gaining a student's trust is the first step toward successful interventions.
Outlined within these pages are precepts that I have catalogued over the past 34 years as a teacher, administrator, and national presenter. These strategies will work if approached with a willing mind and compassionate heart for each student. This methodology in classroom management can be applied immediately in your classroom or building.
Throughout our journey of the strategies listed within these pages, you will notice references to our team. As in any work it takes a team and they need to be recognized as such. Join us in our tour of working with difficult students.
Enjoy the journey on your road to successful student management, and may you become encouraged and reenergized to work with challenging students.
My personal thanks are given to the many friends, teachers, and thousands of students who have contributed directly or indirectly to the strategies, methods, precepts, and ideas incorporated within these pages.
To my good friend and excellent writer John Trumbo, for his encouragement and storytelling approach, which caused this project to come to life—thanks a ton.
To my son David, for his hours of layout, presentation preparation, and technical support—you are my hero.
This book would not have been possible without this fine group of dedicated individuals.Publisher's Acknowledgments
Corwin would like to thank the following individuals for taking the time to provide their editorial insight:
- Rachel Aherns
- Sixth Grade Science Teacher
- Westridge Elementary School
- West Des Moines Community School District
- West Des Moines, IA
- Dr. Melissa Albright, NBCT
- Fifth Grade Communication Arts Teacher
- Wilson's Creek School
- Springfield Public Schools
- Battlefield, MO
- Neil MacNeill
- Ellenbrook Primary School
- Ellenbrook, Western Australia
- Michelle Strom, NBCT
- Middle School Language Arts Teacher
- Fort Riley Middle School
- Fort Riley, KS
About the Author
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