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PX7X chapter 4
tools for teaching discipline, instruction, motivation
| Term | Definition |
|---|---|
| Backup System | Office referral, time out, expulsion, suspension, Three levels of intervention from private to public sanctions staffing, parent conferencing |
| objective of limit setting | Actions taken by the teacher to control the student’s natural refl exes and prompt students back to work while (1 ) students are doing seat work or (2) teacher is lecturing |
| Responsibility Training | The use of an incentive system for increasing existing or obtaining new behaviors |
| adrenaline “bleed” /dump | Under extreme arousal, the management of behavior shifts from paleocortex to the reptilian brain. This means that when we are angry, frightened, and upset we are noncortical, animal-like beings and that higher thinking in our cortex is unavailable to u |
| backtalk | student behaviors...pseudocompliant behaviors to sidetrack the teacher during power plays. If she can get the teacher to buy into these behaviors, the teacher will lose the game and control will shift to the student. |
| accusing the teacher of professional incompetence | |
| blaming | back talk student games to divert us from real behavior and intent. Do not be taken in by these student maneuvers, especially the helpless statements that suggest the student does not understand the assignment needs your help this is distracting ploy. |
| denial | back talk student games to divert us from real behavior and intent. Do not be taken in by these student maneuvers, especially the helpless statements that suggest the student does not understand the assignment needs your help this is distracting ploy. |
| helplessness | back talk student games to divert us from real behavior and intent. Do not be taken in by these student maneuvers, especially the helpless statements that suggest the student does not understand the assignment needs your help this is distracting ploy. |
| profanity | |
| backup system | |
| body-telegraphing | |
| camouflage | |
| camping out from behind | |
| camping out in front | |
| check-it-out | |
| closing space | |
| eye contact | |
| fight or flight | |
| focal point | |
| Fredisms | |
| “going brain stemmed” | |
| going public | |
| “gone chemical” | |
| high roller | |
| incentive program | |
| limitsetting | |
| low roller | |
| moving in/moving out | |
| neocortex | |
| paleocortex | |
| palms | |
| park the body | |
| pencil posturing | |
| Ph.D. in teacher game | |
| pheasant posturing | |
| private meeting | |
| private meeting | |
| prompt | |
| proximity | |
| proximity-intimate | |
| pseudocompliance | |
| relaxing breaths | |
| reptilian brain | |
| responsibility training | |
| say, show, do | |
| “show time” | |
| silly talk | |
| slack jaw | |
| slack jaw | |
| square off | |
| structure | |
| tailhook | |
| three-step lesson | |
| triune brain | |
| with-it-ness | |
| working the crowd | |
| discipline | Discipline comes before instruction is the Jones model’s cardinal rule. |
Created by:
triazole
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