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Matthew Lynch published in K-12, Teachers

20 Ways to Encourage Students to Respond Appropriately When Others Receive Success or Praise

Are you looking for ways to encourage students to respond appropriately when others receive success or praise? If so, keep reading.

1. Get the learner to take part in games or learning activities with a younger learner with whom they will not have a competitive relationship. As the learner shows appropriate behavior, slowly have the learner take part in games or learning activities with older, more skilled peers.

2. Ask the learner a question when they are most likely to be able to respond correctly (e.g., when discussing something in which the learner is interested, when the teacher is sure they know the answer, etc.).

3. Take into account the learner’s age and experience before expecting them to behave properly when others do well or receive praise or attention.

4. Teach the learner to respect others by respecting the learner.

5. Urge the learner to refrain from comparing themselves to others.

6. Convey your feelings in a socially acceptable way.

7. Praise the learner for behaving properly when others do well or receive praise or attention: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

8. Do not let the learner participate if the task or situation is too stimulating.

9. Praise and recognize equally all members of the class.

10. Assess the appropriateness of the task or situation to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

11. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for behaving properly at school.

12. Draft an agreement with the learner stipulating what behavior is required (e.g., making a positive comment) and which reinforcement will be implemented when the agreement has been met.

13. Praise the learner for behaving properly based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

14. Praise those students in the classroom who behave properly when others do well or receive praise or attention.

15. Converse with the learner to explain (a) what the learner is doing wrong (e.g., getting angry, having a tantrum, etc.) and (b) what the learner should be doing (e.g., making positive remarks, continuing to participate appropriately, etc.).

16. Create a set of standard behavior rules for group games: • Follow up rules of the game. • Take turns. • Make positive remarks. • Complete as a team member. • Become an excellent sport. Examine rules often. Praise students for following the rules.

17. Select a peer to model behaving properly when others do well or receive praise or attention for the learner.

18. Get the learner to question any directions, explanations, or instructions not grasped.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Behavior Management, Teachers

15 Ways to Support Students Who Run Away from School Experiences

Are you looking for ways to support students who run away from school experiences? If so, keep reading.

1. Do not give the learner additional chances to run away by seating the learner in the hallway, sending him from class, etc.

2. Take into account alternative forms of negative consequences if current consequences cause the learner to run away. Do not use negative consequences that contribute to a worsening of the situation.

3. Intervene early and often to prevent the learner from becoming upset enough to run away.

4. Give the learner a quiet space as an alternative to running away. This can be a space where the learner elects to go as a form of self-control instead of running away.

5. Find the learner’s favorite learning activities and give as many of these as possible throughout the day.

6. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel bad about themselves.

7. Intervene early and often when there is a problem to prevent more severe problems from happening.

8. Make sure there will be adult supervision at all times for the learner (e.g., during P.E., recess, lunch, etc.).

9. Always treat the learner with the utmost respect. Talk objectively at all times.

10. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

11. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

12. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

13. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Behavior Management, Teachers

18 Ways to Encourage Students to Care About Their Personal Appearance

Are you looking for ways to encourage students to care about their personal appearance? If so, keep reading.

1. Praise the learner for improving personal hygiene over time rather than expecting total mastery of personal hygiene skills immediately.

2. Make sure that all communications with the learner about personal hygiene are conducted in a private meeting.

3. Give the learner scheduled times during the day to pay attention to personal hygiene needs.

4. Let the learner arrive early at school to care for their personal appearance.

5. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel bad about themselves.

6. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for caring for personal appearance.

7. Draft an agreement with the learner stipulating what behavior is required (e.g., wearing clean clothing, shampooing hair, cleaning fingernails, etc.) and which reinforcement will be implemented when the agreement has been met.

8. Praise the learner for caring for personal appearance based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

9. Praise those students in the classroom who care for their personal appearance.

10. Converse with the learner to explain (a) what the learner is doing wrong (e.g., wearing dirty clothing, failing to shampoo hair or clean fingernails, etc.) and (b) what the learner should be doing (e.g., wearing clean clothing, shampooing hair, cleaning fingernails, etc.).

11. Praise the learner for caring for personal appearance: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

12. Take into account the learner’s age and experience before expecting them to care for personal hygiene independently.

13. Make sure that the learner sees the relationship between their behavior and the consequences that follow (e.g., offending others, being avoided by others, not being able to take part in special learning activities, etc.).

14. Establish an example for the learner by caring about your personal appearance (e.g., combing your hair, bathing daily, etc.).

15. Urge the learner to take a home economics class, a health class, etc., to learn the importance of personal hygiene.

16. Make sure that the learner knows that others might “make fun” if the learner does not comb hair, zip pants, tie shoes, etc.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Behavior Management, Teachers

21 Ways Support Students Who Are Chronically Unhappy

Are you looking for ways to support students who are chronically unhappy? If so, keep reading.

1. Provide consistent interactions (e.g., do not give extra attention when the learner is demonstrating facial expressions of displeasure).

2. Make sure that reinforcement is not provided when the learner does not smile, laugh, or demonstrate happiness (e.g., paying attention to the learner only when they show unhappiness).

3. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

4. Converse with the learner to explain (a) that you recognize they are unhappy and (b) appropriate ways to deal with unhappiness.

5. Show the learner that feelings of unhappiness are natural, but there is an appropriate duration of time for public display of that emotion.

6. Teach the learner alternative ways to express unhappiness (e.g., in writing, by talking, etc.).

7. Take the learner away from the learning experience until they can be more positive.

8. Ask the learner why they frown, scowl, or look unhappy during typical classroom situations. The learner may have the most accurate perception.

9. Do not punish the learner for not participating in classroom learning activities.

10. Do not force the learner to interact with individuals with whom they are not entirely comfortable.

11. Always treat the learner with the utmost respect. Talk objectively at all times.

12. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

13. Make positive remarks about participating in school and special learning activities.

14. Get a peer (e.g., a close friend) to escort the learner to those learning activities in which they do not want to participate. As the learner shows success, slowly decrease the duration of time the peer stays with the learner.

15. Take into account those learning activities in which the learner does not want to participate. If something unpleasant is causing the learner to not participate, do all you can to eliminate or lessen the cause.

16. Do not force the learner to interact with others.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

19. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

20. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

21. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in Behavior Management, Teachers

21 Ways to Help Students Who Care Too Much About What Others Think

Turbocompressors

Are you looking for ways to help students who care too much about what others think? If so, keep reading.

1. Get the learner to regularly record their own progress to have concrete evidence of success.

2. Provide praise and constructive criticism continuously to all students.

3. Make cleaning up accidents a group responsibility to express the idea that we all make mistakes and accidents are common to all of us.

4. Ask the learner a question when they will most likely be able to answer correctly.

5. Urge the learner to be a peer tutor to recognize their own strengths and abilities.

6. Minimize learning activities that might threaten the learner (e.g., announcing test score ranges or test scores aloud, making students read aloud in class, emphasizing the success of a particular learner or other students, etc.).

7. Assist the student in learning those skills appropriate to improve their personal appearance and hygiene.

8. Make sure that your remarks are in the form of constructive criticism rather than criticism that can be perceived as personal, menacing, etc., (e.g., instead of saying, “You always make that same mistake.” say, “A better way to do that might be … “).

9. Provide a predetermined signal when the learner begins to be overly critical of himself/herself.

10. Assess the appropriateness of the social situation and place the learner in the group in which they will be most successful.

11. Pair the learner with a younger or less capable peer to enable their feelings of success or accomplishment.

12. Provide praise and recognition privately so that the learner is not aware of the performance of others.

13. Urge all students to be complimentary of each other’s performance.

14. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel bad about themselves.

15. Talk with the learner about individual differences and discuss the strengths and weaknesses of individuals the learner knows. Convey that the learner does not have to do the same things everyone else does.

16. Urge the learner to refrain from comparing themselves to others.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

19. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

20. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

21. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in First Year Teachers, Teachers

Learner Profile: Everything You Need to Know

This refers to documents, ventures, and discussions that aid educators as they become familiar with their students. In learner profiles, one can find information on the individual’s following aspects:

·         Knowledge base, interests, and strengths

·         Ambitions and fierce desires

·         What the individual likes or dislikes

·         Life history

·         Major learning methods

·         Potential blockades to learning

There’re also other factors considered important by either the student or teacher. Learner profiles aim to bridge any barriers between teachers and students and help educators understand their students more clearly. As such, it eventually results in the development of the most inclusive classroom where teachers are well aware of what kinds of accommodations need to be made for each student to thrive.

Learner profiles have the potential to fuel personalized learning via better data that can inform learning in meaningful ways and encourage a transition to a competency-based education system. Here’re different ways learner profiles encourage competency-based learning.

They encourage student ownership: Learner profiles can be utilized as a part of a mechanism teachers use to ensure proficiency before moving to the next level. Learner profiles can also be used as assessments of learning. In this scenario, the students use their learner profiles as a place to maintain information and a place where they can meaningfully reflect on their work via journaling and writing, upload, and own the documents.

They allow portability across systems: When students transfer, their transcripts, student records, and other information move with them. This helps educators and other providers learn about their needs, strengths, interests, and other relevant information, thus providing the students with personalized access to high-quality learning. As students think about applying for a job or applying to post-secondary institutions, the information in their learner profiles can be gleaned and mined for use in a job and/or college application scenario.

They encourage anytime, anywhere learning: A learner profile houses a variety of data, including information that goes beyond what may be found in an official transcript or a data backpack. It can contain measurement and data from different providers that are accessible by parents, tutors, community-based organizations, and therapists. These entities can support students’ competency-based learning by understanding their needs, strengths, preferences, and more. Learner profiles also facilitate the demonstration of students’ career and college readiness.

The K-12 system can use learner profiles as both a tool for pupils and their learning and structural support to accomplish competency-based learning.

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Matthew Lynch published in Child Development, Teachers

15 Ways to Encourage Students to Focus Academically

Are you looking for ways to encourage students to focus academically? If so, keep reading.

1. Always treat the learner with the utmost respect. Talk objectively at all times.

2. Make positive remarks about school and the importance of school.

3. Let the learner attempt something new in private before doing it in front of others.

4. Give the learner frequent chances to meet new people.

5. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled for the task is sufficient.

6. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

7. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for showing an interest in participating in school learning activities.

8. Show an interest in the learner (e.g., acknowledge the learner, ask the learner’s opinion, spend time working one-on-one with the learner, etc.).

9. Praise the learner for showing an interest and participating in school learning activities based on the duration of time they can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

10. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

11. Investigate the learner’s eating habits and the amount of rest they are getting outside school.

12. Praise those students in the classroom who show an interest and take part in school learning activities.

13. Praise the learner for showing an interest in and participating in school learning activities : (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.)

14. Talk with the learner to explain(a) what the learner is doing wrong (e.g., failing to show an interest and participating in school learning activities ) and (b) what the learner should be doing (e.g., showing an interest and participating in school learning activities ).

15. Use VR to help the student discover career interests. The hope is that they will take school seriously if it leads to their dream career.

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Matthew Lynch published in Behavior Management, Teachers

20 Ways to Support Students Who Throw Temper Tantrums

Are you looking for ways to support students who throw temper tantrums? If so, keep reading.

1. Dissuade the learner from engaging in those learning activities that cause them unhappiness.

2. Give the learner positive feedback that indicates they are successful, competent, essential, respected, etc.

3. Find individuals with whom the learner may communicate about their unhappiness (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

4. Provide the learner additional duties (e.g., chores, errands, etc.) to give them a feeling of success or accomplishment.

5. Organize their surroundings so the learner does not have time to dwell on real or imagined problems.

6. Help the learner identify how they wish things were in their surroundings and work with the learner toward those goals.

7. Teach the learner alternative ways to deal with requirements, challenges, and pressures of the school-age experience (e.g., deal with problems when they arise, practice self-control at all times, share problems or concerns with others, etc.).

8. Help the learner identify when they are getting upset so something can be done to help them calm down (e.g., walk away, talk about feelings in a socially acceptable way, seek help from an adult, etc.).

9. Teach the learner alternative ways to express unhappiness (e.g., express in writing, orally, etc.).

10. Refrain from topics, situations, etc., that remind the learner of unpleasant experiences or problems (e.g., divorce, death, unemployment, alcoholism, etc.).

11. Follow up less desirable learning activities with more desirable learning activities.

12. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

13. Provide the learner some decision-making power (e.g., seating task, the order of tasks, daily schedule, etc.).

14. Minimize the emphasis on competition. Repeated failure may cause the learner to throw a temper tantrum.

15. Assist the learner in selecting learning activities that do not cause anger, frustration, anxiety, etc.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in Behavior Management, Teachers

21 Ways to Motivate Students Not to Cheat

Are you looking for ways to motivate students not to cheat? If so, keep reading.

1. Restrict the learner’s participation in competitive learning activities.

2. Teach the learner appropriate ways in which to deal with anger, frustration, etc., so the learner does not feel the need to cheat.

3. Assist the learner in accepting the fact that self-improvement is more essential than being the best, “winning,” “beating” someone else, etc., (e.g., improving their own best time in swimming is better than always trying to “beat” someone else, etc.).

4. Prior to beginning a game or task, make sure the learner knows the rules, is familiar with the game, knows instructions, etc.

5. Urge the learner to take part in less competitive learning activities (e.g., reading, clubs, scouts, learner council, etc.).

6. Assist the learner in developing self-confidence and satisfaction in personal self-worth and successes by pointing out strengths, emphasizing positive aspects, etc.

7. Address the learner’s behavior every time there is a problem with cheating (e.g., when the learner cheats, remove them from the situation, and do not let them return, etc.).

8. Address the learner’s cheating privately rather than in public.

9. Praise those students in the classroom who do their own work.

10. Do not take action unless you are sure that the learner is cheating.

11. Select a peer to model performing their own work for the learner.

12. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for doing their own work at school.

13. Draft an agreement with the learner stipulating what behavior is required (e.g., doing their own work) and which reinforcement will be implemented when the agreement has been met.

14. Praise the learner for doing their own work based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

15. Create classroom rules: • Remain on-task. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

16. Converse with the learner to explain (a) what the learner is doing wrong (e.g., cheating, copying, etc.) and (b) what the learner should be doing (i.e., their own work).

17. Assess the appropriateness of the task to ascertain (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is sufficient.

18. Praise the learner for doing their own work: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

21. Consider using AI to stop student cheating.

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Matthew Lynch published in Behavior Management, Teachers

20 Ways to Support Students Who Do Not Appear to Be Happy

Are you looking for ways to support students who do not appear to be happy? If so, keep reading.

1. Make sure that reinforcement is not inadvertently given when the learner does not smile, laugh, or demonstrate happiness (e.g., paying attention to the learner only when they show unhappiness).

2. Dissuade the learner from engaging in those learning activities that cause them unhappiness.

3. Provide the learner additional duties (e.g., chores, errands, etc.) to give them a feeling of success or accomplishment.

4. Help the learner find things they wish were in their surroundings and work with the learner toward these goals.

5. Always treat the learner with the utmost respect. Talk objectively at all times.

6. Let the learner attempt something new in private before doing so in front of others.

7. Urge the learner to interact with others.

8. Give the learner frequent chances to meet new people.

9. Do not force the learner to interact with others.

10. Convey your feelings in a socially acceptable way.

11. Assess the appropriateness of the task to ascertain (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is appropriate.

12. Connect with parents, agencies, or appropriate parties to inform them of the problem, identify the cause of the problem, and discuss potential solutions to the problem.

13. Praise those students in the classroom who take part in classroom learning activities or special activities.

14. Urge the learner to take part in classroom learning activities or special activities.

15. Praise the learner for demonstrating happiness when appropriate: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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