Whose behavior is it anyway

Whose Behavior is it Whose Behavior is it Anyway?Anyway?

A way for adults to analyze A way for adults to analyze their behaviors and their behaviors and

understand how their understand how their behaviors impact the behaviors impact the students’ behaviorsstudents’ behaviors

ByBy

Lori M. Tirado, Ph.D.Lori M. Tirado, Ph.D.

Fundamental beliefsFundamental beliefs

• We as individuals learn from each other and teach other on a We as individuals learn from each other and teach other on a daily basis despite our age, gender and diversity. Working daily basis despite our age, gender and diversity. Working with students either as a teacher, teacher assistant, behavioral with students either as a teacher, teacher assistant, behavioral assistant and/or clinician comes from a desire to enrich a assistant and/or clinician comes from a desire to enrich a child’s life as well as our own. Teaching students can be child’s life as well as our own. Teaching students can be rewarding and exciting, as well as frustrating and challenging.rewarding and exciting, as well as frustrating and challenging.

Kind words can be short and easy to speak, but their echoes are endless. ~ Kind words can be short and easy to speak, but their echoes are endless. ~ Mother Mother TeresaTeresa

He who dares to teach must never cease to learn. - AnonymousHe who dares to teach must never cease to learn. - Anonymous

What are our roles as a School What are our roles as a School Professional (SP)?Professional (SP)?

• As a school professional (As a school professional (SPSP) working with students we assist them:) working with students we assist them:– in acquiring new skills and insights in their learning experience. in acquiring new skills and insights in their learning experience. – in providing a productive environment in which students can flourish.in providing a productive environment in which students can flourish.– in working and finding the connection between the teacher and the learner, in working and finding the connection between the teacher and the learner,

both parties will play the part in teacher and learner. both parties will play the part in teacher and learner.

• As an individual working to assist children, what information is pertinent for an As an individual working to assist children, what information is pertinent for an effective learning environment? effective learning environment? – First and foremost we need to understand ourselves and what our strengths and First and foremost we need to understand ourselves and what our strengths and

limitations are. limitations are.

Winston Churchill Quotes: TeachingWinston Churchill Quotes: TeachingThe pessimist sees difficulty in every opportunity. The optimist sees The pessimist sees difficulty in every opportunity. The optimist sees opportunity in every difficulty. opportunity in every difficulty.

"It is not so much what is poured into the student, but what is planted that "It is not so much what is poured into the student, but what is planted that really counts." - really counts." - UnknownUnknown

What do we know about What do we know about ourselves?ourselves?

• Basically how self-aware are we? Basically how self-aware are we? • What is that we need to know about ourselves?What is that we need to know about ourselves?

What is self-awareness and how does understanding this make us better What is self-awareness and how does understanding this make us better school professionals?school professionals?

Aware of oneself, including one's traits, feelings, thoughts and Aware of oneself, including one's traits, feelings, thoughts and behaviors. behaviors.

Being aware of who we are as individuals means knowing we have a Being aware of who we are as individuals means knowing we have a core/belief system that is consistent though will and can fluctuate core/belief system that is consistent though will and can fluctuate depending on daily events and stressors which impact our lives. depending on daily events and stressors which impact our lives.

Core BeliefCore Belief How can we work collaboratvely and effectively with our students?How can we work collaboratvely and effectively with our students?

Core Belief

PersonalProfessional

What do we know about What do we know about ourselves? (Cont.)ourselves? (Cont.)

• What kind of individual are we?What kind of individual are we?

o Do we know what sets us off?Do we know what sets us off?o What are our triggers and limitations? What are our triggers and limitations? o What is our “Achilles heel?”What is our “Achilles heel?”o Is our mood effected easily?Is our mood effected easily?o Is there a way we can be professional and still be human and still be Is there a way we can be professional and still be human and still be

able to interact professionally and appropriately with our students?able to interact professionally and appropriately with our students?

RolesRoles

• Exercises that you can do to help you understand yourself.Exercises that you can do to help you understand yourself.

• ““My roles in life”- Identifying all the roles you play in life.My roles in life”- Identifying all the roles you play in life.

• ““What do I ?”- Questions on desires, wishes and wants.What do I ?”- Questions on desires, wishes and wants.

• Characteristic survey- Ranking of personal characteristics.Characteristic survey- Ranking of personal characteristics.

• Interacting with people- Getting along and interacting with Interacting with people- Getting along and interacting with people.people.

Learning StyleLearning Style

• Do you know what kind of a learner are you? Do you know what kind of a learner are you?

• Do you know what style of learner your students are?Do you know what style of learner your students are?


• Three types of learning styles:Three types of learning styles:

– Visual-Visual-

• Remember written directions well.Remember written directions well.

• Need to see material to learn it.Need to see material to learn it.

• May be artistic.May be artistic.

• May have difficulties focusing on lectures if there are May have difficulties focusing on lectures if there are few visuals.few visuals.


– Audio Audio

• Very good at remembering what they hear.Very good at remembering what they hear.

• May have difficulties remembering things that they have May have difficulties remembering things that they have read. read.

• Also may have difficulties reading and/or writing.Also may have difficulties reading and/or writing.

• Can find it hard to read facial and body language.Can find it hard to read facial and body language.


– Kinesthetic/Tactile ModalitiesKinesthetic/Tactile Modalities

• Need hands-on/active learning (touch and Need hands-on/active learning (touch and movement).movement).

• Don’t require instructions to assemble something.Don’t require instructions to assemble something.

• Can have difficulties if have to remain seated for a Can have difficulties if have to remain seated for a long period of time.long period of time.

• May be athletic.May be athletic.

Strategies for Teacher to Strategies for Teacher to UseUse

– VisualVisual•Provide clear outlines with headings (for Provide clear outlines with headings (for

lectures and possibly readings).lectures and possibly readings).•Present information in a visual format (as Present information in a visual format (as

one option), when possible.one option), when possible.– AudioAudio

•Provide clear audio information when Provide clear audio information when possible and make the audio possible and make the audio part of lectures part of lectures as captivating as possible.as captivating as possible.

– Kinesthetic/Tactile ModalitiesKinesthetic/Tactile Modalities•Use demonstrations in class.Use demonstrations in class.•Provide opportunities for hands-on/active Provide opportunities for hands-on/active

learning.learning.

Strategies for Students to Strategies for Students to UseUse

– VisualVisual• Use visual aids when taking notes/studying (e.g. diagrams).Use visual aids when taking notes/studying (e.g. diagrams).

• Look at a person to help you focus on what they are saying.Look at a person to help you focus on what they are saying.

• Work in a relatively quiet location.Work in a relatively quiet location.

• Use color coding.Use color coding.

• Visualize facts/word spellings when trying to memorize.Visualize facts/word spellings when trying to memorize.

• Take clear and detailed notes during lectures.Take clear and detailed notes during lectures.

• Review and write out key points from lectures and readings.Review and write out key points from lectures and readings.

• Skim a reading prior to starting so that you have a general Skim a reading prior to starting so that you have a general understanding before you begin.understanding before you begin.

Strategies for Students to Strategies for Students to UseUse• AudioAudio

• Record lectures or yourself reading your notes (even Record lectures or yourself reading your notes (even just the most important points). just the most important points).

• Listen to the tapes as one method of studying.Listen to the tapes as one method of studying.

• Study with a partner so you can talk about main Study with a partner so you can talk about main ideas of lectures, key points from readings, etc.ideas of lectures, key points from readings, etc.

• Recite aloud what you are trying to learn so that you Recite aloud what you are trying to learn so that you hear yourself.hear yourself.

• Create flashcards for studying and read them aloud.Create flashcards for studying and read them aloud.• Before reading, skim the information and tell yourself Before reading, skim the information and tell yourself

what you think the reading will be about.what you think the reading will be about.• Read aloud.Read aloud.

Strategies for Students to Strategies for Students to UseUse• Kinesthetic/Tactile ModalitiesKinesthetic/Tactile Modalities

• Take notes for lectures using diagrams when possible.Take notes for lectures using diagrams when possible.• Try moving while you read.Try moving while you read.• Take advantage of assignments that allow you to do hands-on Take advantage of assignments that allow you to do hands-on

work.work.• Use flashcards that you can move on a table or other surface.Use flashcards that you can move on a table or other surface.• Read aloud.Read aloud.• Write information out (on paper, board, etc.) when studying.Write information out (on paper, board, etc.) when studying.• Use color coding.Use color coding.• Listen to course information on tape while you move (or recite Listen to course information on tape while you move (or recite

to yourself).to yourself).• Take frequent breaks when working and move/stretch.Take frequent breaks when working and move/stretch.• Try studying in a position other than a chair in front of a desk.Try studying in a position other than a chair in front of a desk.• Find a way in which fidgeting allows you to focus on learning.Find a way in which fidgeting allows you to focus on learning.

What is your Learning What is your Learning Style?Style?

• Exercise:Exercise:

Are you Are you

Audio, Audio,

Visual, Visual,

Tactile/Kinesthetic?Tactile/Kinesthetic?

Setting the Tone in the Setting the Tone in the ClassroomClassroom

• SP’s are responsible for setting the tone in the classroom.SP’s are responsible for setting the tone in the classroom.

• How do we set the tone in the classroom?How do we set the tone in the classroom?


– Take the leadTake the lead• Academic and Behavior Goals- do we know our Academic and Behavior Goals- do we know our

student’s goals? Do our students know their goals?student’s goals? Do our students know their goals?

• Rules and expectations are posted where students Rules and expectations are posted where students can see them- then they are aware of what they need can see them- then they are aware of what they need to do and what is expected of them.to do and what is expected of them.

• Rules for one should apply to all. Rules for one should apply to all.

• Rules for today should apply everyday.Rules for today should apply everyday.

• A SP’s mood should never influence your decisions; A SP’s mood should never influence your decisions; students will call you out on this and they will use it students will call you out on this and they will use it to their advantage.to their advantage.


– StructureStructure•Order of class schedules - “consistency” Order of class schedules - “consistency”

ensures that there is structure. When there ensures that there is structure. When there is structure students will perform more is structure students will perform more productively.productively.

•Being flexible with the unexpected.Being flexible with the unexpected.


– EnthusiasmEnthusiasm

• Your energy will be reflected onto the studentsYour energy will be reflected onto the students

• Asking open-ended questions-start the day with Asking open-ended questions-start the day with reflectionreflection

• What is going well for you as a professional and as an What is going well for you as a professional and as an individual and what is not going well?individual and what is not going well?

• Pay attention to your body languagePay attention to your body language

• Tone of voiceTone of voice

• Rate of speech- are you too fast or too slow?Rate of speech- are you too fast or too slow?

• At the end of your day check in with yourself and At the end of your day check in with yourself and your team members. your team members.

• Focus on what went well and where you need to Focus on what went well and where you need to improve improve


– AcknowledgmentAcknowledgment•Greet your students and let them know that Greet your students and let them know that

you are there and present for them.you are there and present for them.

Summary for setting the Summary for setting the tone in the classroomtone in the classroom

– Be a proactive SP, not a reactive SPBe a proactive SP, not a reactive SP

• Be at your classroom door before and after the class - Be at your classroom door before and after the class - this will set the tone to take the lead and greet your this will set the tone to take the lead and greet your children. You will see and feel the state of your children. You will see and feel the state of your children.children.

• Confiscate inappropriate items - hold items that may Confiscate inappropriate items - hold items that may cause interference with the students’ learning.cause interference with the students’ learning.

• Room Configuration - how you set up your room is Room Configuration - how you set up your room is important. A messy room can lead to a chaotic important. A messy room can lead to a chaotic school day.school day.

Summary for setting the Summary for setting the tone in the classroomtone in the classroomBe a proactive SP, not a reactive SPBe a proactive SP, not a reactive SP

• Have a warm-up. Have a morning ritual that begins Have a warm-up. Have a morning ritual that begins their day, this sets the tone for the day. This will get their day, this sets the tone for the day. This will get them ready and prepared for their day.them ready and prepared for their day.

• Classroom expectations- rules should be posted in Classroom expectations- rules should be posted in front and ready to be enforced.front and ready to be enforced.

• Procedures for entering and leaving the class Procedures for entering and leaving the class - A- Are re their guidelines for how a student enters and leaves their guidelines for how a student enters and leaves the classroom?the classroom?

Avoiding Power StrugglesAvoiding Power Struggles

• State the positive firstState the positive first. - If we as SP’s can state positive . - If we as SP’s can state positive comments, this will help maintain and build rapport with our comments, this will help maintain and build rapport with our students. This might just help with any emotional baggage they are students. This might just help with any emotional baggage they are carrying in with them that day.carrying in with them that day.

• Give them a choice- Give them a choice- Nothing prevents a power struggle like Nothing prevents a power struggle like giving some of the power back to the student and letting them giving some of the power back to the student and letting them make a choice. We need to provide appropriate choices and make a choice. We need to provide appropriate choices and choices that we are willing to abide by.choices that we are willing to abide by.

• Thank them- Thank them- Students are rarely thanked for anything. After Students are rarely thanked for anything. After talking to them, thank them for explaining a situation. Make it clear talking to them, thank them for explaining a situation. Make it clear that you appreciate their positive behavior.that you appreciate their positive behavior.


• Apologize to a studentApologize to a student- It teaches them and models for - It teaches them and models for them how to work on relationships.them how to work on relationships.

• Verbal Praise/reinforcement- Verbal Praise/reinforcement- “You get more bees with “You get more bees with honey”. While positive praises and reinforcements will go a honey”. While positive praises and reinforcements will go a long way, negative ones tend to attract negative behaviors.long way, negative ones tend to attract negative behaviors.

• Telling Vs. Asking.-Telling Vs. Asking.- Asking will sometimes arrive at a no Asking will sometimes arrive at a no answer; one that we can not accept in the moment. Asking answer; one that we can not accept in the moment. Asking will set the tone if done in an appropriate way. “Jimmie I will set the tone if done in an appropriate way. “Jimmie I need you to come sit up front with me so you can work on need you to come sit up front with me so you can work on your goals.” Thank you for sitting closer.”your goals.” Thank you for sitting closer.”


• Ask “what” questions, rather than “why” questionsAsk “what” questions, rather than “why” questions- - A why question will place someone on the defensive end.A why question will place someone on the defensive end.

• Be a broken record.Be a broken record. They want to see if we will break or They want to see if we will break or waiver. Be consistent. Repeat what you are asking for in a waiver. Be consistent. Repeat what you are asking for in a calm and respectful manner! ( Remember just a couple of calm and respectful manner! ( Remember just a couple of times- we are attempting to be proactive).times- we are attempting to be proactive).

Power StrugglesPower Struggles

• What are our limitations?What are our limitations?

• Understanding our limitations will assist us in Understanding our limitations will assist us in understanding the Power Struggles we engage in. understanding the Power Struggles we engage in. Everyone engages in power struggles at some point in Everyone engages in power struggles at some point in their career. How can we limit them and how can we their career. How can we limit them and how can we learn from them?learn from them?


• What is a power struggle? By definition a power What is a power struggle? By definition a power struggle involves two people, each of whom is equally struggle involves two people, each of whom is equally committed to winning.committed to winning.

• What is it that we want to win?What is it that we want to win?• Respect Respect • Authority Authority • A sense of controlA sense of control• That one is being heard and listened to.That one is being heard and listened to.


• Is there a way that both the student and the individual can Is there a way that both the student and the individual can both be validated and respected?both be validated and respected?

• It is also important to note that you need to pick your It is also important to note that you need to pick your battles. If everything becomes a battle there will not be battles. If everything becomes a battle there will not be room for growth and both the classroom staff and the room for growth and both the classroom staff and the students will begin to shut down.students will begin to shut down.


• Scenario:Scenario:– Jimmie decides that today’s history assignment is Jimmie decides that today’s history assignment is

too hard, he does not want to do his history too hard, he does not want to do his history assignment and wants to sleep in class. The assignment and wants to sleep in class. The teacher gives an instruction to the student to teacher gives an instruction to the student to begin his work and his response is to disobey the begin his work and his response is to disobey the request. The teaching/behavioral assistant request. The teaching/behavioral assistant supports the teacher by attempting to motivate supports the teacher by attempting to motivate Jimmie to initiate some history work. Jimmie Jimmie to initiate some history work. Jimmie throws his books on the floor curses at his throws his books on the floor curses at his teacher. How does the classroom staff respond? teacher. How does the classroom staff respond? How many different ways can this scenario play How many different ways can this scenario play out?out?


• What are the tactics used to disengage from a power What are the tactics used to disengage from a power struggle?struggle?

– First, the SP needs to remain as calm as possible. First, the SP needs to remain as calm as possible. Difficult? Yes! But it is important for this to occur.Difficult? Yes! But it is important for this to occur.

– If the SP becomes upset it may make the situation If the SP becomes upset it may make the situation worse.worse.

– Disengaging from the situation will allow the SP to Disengaging from the situation will allow the SP to remain calm and in control of the situation/scenario. remain calm and in control of the situation/scenario.


• Tools to use when dealing with a potential power struggle.Tools to use when dealing with a potential power struggle.

– Breath and relax (take a minute even two) before Breath and relax (take a minute even two) before addressing the situation with the student. (It also helps addressing the situation with the student. (It also helps us to gather our thoughts). us to gather our thoughts).

– Address the student briefly and positively. Long Address the student briefly and positively. Long interventions are not heard and accusatory remarks only interventions are not heard and accusatory remarks only inflate the situation. Lengthy discussion provides the inflate the situation. Lengthy discussion provides the student with the negative-attention seeking behavior student with the negative-attention seeking behavior they are desiring. Try not to ask open–ended questions they are desiring. Try not to ask open–ended questions (Do you know that you always disrupt my history class)?(Do you know that you always disrupt my history class)?


•Use active listening - Active listening is a Use active listening - Active listening is a way of listening and responding to another way of listening and responding to another person that improves mutual understanding. person that improves mutual understanding. If you are actively listening then you are not If you are actively listening then you are not arguing, you are not setting up barriers and arguing, you are not setting up barriers and you are respecting and responding to the you are respecting and responding to the students’ feelings.students’ feelings.


• I message- An “I message” is a statement that tells I message- An “I message” is a statement that tells the listener what you 1) see 2) think and/or feel or 3) the listener what you 1) see 2) think and/or feel or 3) want in an objective manner that does not place want in an objective manner that does not place blame or put the blame or put the

student down. A “you message” is a statement that student down. A “you message” is a statement that assigns blame or puts the student down. When Using assigns blame or puts the student down. When Using "I messages", you often only need to say what you "I messages", you often only need to say what you see or what you want. see or what you want. Example: Example: You MessageYou Message:: Can’t you just stop sleeping and follow my directions? Can’t you just stop sleeping and follow my directions? I message:I message: I see that you are frustrated and want I see that you are frustrated and want to sleep lets see what we can do to help this to sleep lets see what we can do to help this assignment feel less frustrating!assignment feel less frustrating!


• The result will be a no lose-conflict resolution strategy which will The result will be a no lose-conflict resolution strategy which will make all parties feel validated, heard and respected.make all parties feel validated, heard and respected.

• Students want to bait us to engage us in a confrontation and Students want to bait us to engage us in a confrontation and avoid the challenging activity.avoid the challenging activity.

Positive Distracting Positive Distracting TechniquesTechniques

– Being able to interrupt a student who is Being able to interrupt a student who is escalated in a positive and respectful manner escalated in a positive and respectful manner can sometimes be helpful in refocusing the can sometimes be helpful in refocusing the student. student. • Re-directive tactic to divert the student’s attention Re-directive tactic to divert the student’s attention

away from the conflict. (i.e redirect to a more positive away from the conflict. (i.e redirect to a more positive topic or situation).topic or situation).

• Humor to distract and save face.Humor to distract and save face.

• Remove the student from the area so he or she may Remove the student from the area so he or she may begin to cool down. You can remind them about begin to cool down. You can remind them about other positive options that they may utilize and may other positive options that they may utilize and may have used before to assist them in de-escalating.have used before to assist them in de-escalating.

Positive Distracting Positive Distracting TechniquesTechniques

• The use of paraphrasing will model and teach the The use of paraphrasing will model and teach the student more appropriate coping skills and student more appropriate coping skills and demonstrate respect toward the student. (i.e. “ You demonstrate respect toward the student. (i.e. “ You are telling me that you…,” “Ok, so it sounds like your are telling me that you…,” “Ok, so it sounds like your concerns are…….”).concerns are…….”).

• At this stage you may use open ended questions. At this stage you may use open ended questions. (What about the history assignment that made you so (What about the history assignment that made you so mad? Try to utilize the who, what, where, when and mad? Try to utilize the who, what, where, when and how statements. Avoid the why statements, they may how statements. Avoid the why statements, they may sound accusatory.” (Why did you throw the book?)sound accusatory.” (Why did you throw the book?)

De-escalating the crisis and/or De-escalating the crisis and/or situation situation

Assisting the student to gain self-control.Assisting the student to gain self-control.

• Use of non-verbal communication. Non verbal behaviors Use of non-verbal communication. Non verbal behaviors that can be used are: eye contact, body language, personal that can be used are: eye contact, body language, personal space, height differences, gender differences and cultural space, height differences, gender differences and cultural differences.differences.

– Eye contact- establishing eye contact communicates Eye contact- establishing eye contact communicates interest and caring.interest and caring.

– Body language-how your body is presenting itself and Body language-how your body is presenting itself and what is it communicating.what is it communicating.

– Personal space-close but not too close; give some Personal space-close but not too close; give some space and do not be intrusive.space and do not be intrusive.

– Height, gender and culture- an awareness of the effect Height, gender and culture- an awareness of the effect of these issues is important to the student.of these issues is important to the student.

De-escalating the crisis and/or De-escalating the crisis and/or situationsituation

• Assist in lowering the levels of emotions in the room. Assist in lowering the levels of emotions in the room. “Jimmie if you come sit back down I can help you with “Jimmie if you come sit back down I can help you with the assignment” as opposed to “Jimmie if you don’t the assignment” as opposed to “Jimmie if you don’t sit down I will not help you”.sit down I will not help you”.

• Wait on disciplining the student.Wait on disciplining the student.

• Consider why the student chose to use a Consider why the student chose to use a “confrontational manner” to communicate their “confrontational manner” to communicate their concern and/or issue.concern and/or issue.

Academic EnvironmentAcademic Environment• What can we do as SP to help provide a more conducive What can we do as SP to help provide a more conducive

environment for our students? Remember our students environment for our students? Remember our students take their cues from us.take their cues from us.

– The arrangement of the classroom- how is the seating, is The arrangement of the classroom- how is the seating, is there distinction between quiet and active areas?there distinction between quiet and active areas?

– Do the students and teachers have their own space?Do the students and teachers have their own space?

– Are the students appropriately seated?Are the students appropriately seated?

Academic EnvironmentAcademic Environment

– Can earphones be used for some students?Can earphones be used for some students?

– Be aware of the child’s needs: sometimes sounds, textures Be aware of the child’s needs: sometimes sounds, textures or colors are important to a student’s environment.or colors are important to a student’s environment.

– Provide structure.Provide structure.

– Assist students with the transition between class Assist students with the transition between class assignments.assignments.

– Teach and model structure and working through the Teach and model structure and working through the unexpected.unexpected.

““Think Time” VS. “Wait Think Time” VS. “Wait Time”Time”• Robert J. Stahl discusses how “information processing Robert J. Stahl discusses how “information processing

involves multiple cognitive tasks that take time. involves multiple cognitive tasks that take time. Students must have uninterrupted periods of time to Students must have uninterrupted periods of time to process information; reflect on what has been said, process information; reflect on what has been said, observed, or done; and consider what their personal observed, or done; and consider what their personal responses will be.” responses will be.” Mary Budd Rowe (1972)Mary Budd Rowe (1972)

• When students are given 3 or more seconds of When students are given 3 or more seconds of undisturbed "wait-time," there are certain positive undisturbed "wait-time," there are certain positive outcomesoutcomes: (Casteel and Stahl, 1973; Rowe : (Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987).1972; Stahl 1990; Tobin 1987).

• The length and correctness of their responses The length and correctness of their responses increase.increase.

““Think Time” VS. “Wait Think Time” VS. “Wait Time”Time”• The number of their "I don't know" and no answer The number of their "I don't know" and no answer

responses decreases. responses decreases.

• The number of volunteered, appropriate answers by larger The number of volunteered, appropriate answers by larger numbers of students greatly increases. numbers of students greatly increases.

• The scores of students’ academic achievement tests tend The scores of students’ academic achievement tests tend to increase. to increase.

““Think Time” VS. “Wait Think Time” VS. “Wait Time”Time”• When teachers wait patiently in silence for 3 or more seconds at When teachers wait patiently in silence for 3 or more seconds at

appropriate places, positive changes in their own teacher behaviors appropriate places, positive changes in their own teacher behaviors also occur: also occur: (Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; (Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987).Tobin 1987).

– Their questioning strategies tend to be more varied and flexible.Their questioning strategies tend to be more varied and flexible.

– They decrease the quantity and increase the quality and variety They decrease the quantity and increase the quality and variety of their questions. of their questions.

– They ask additional questions that require more complex They ask additional questions that require more complex information processing and higher-level thinking on the part of information processing and higher-level thinking on the part of students. students.

““Think Time” vs. “Wait Think Time” vs. “Wait Time”Time”• More recently Stahl (1985, 1990) expanded on the idea of More recently Stahl (1985, 1990) expanded on the idea of

“Wait Time,” he constructed “Think Time”. He defined this “Wait Time,” he constructed “Think Time”. He defined this as “a distinct period of uninterrupted silence by the teacher as “a distinct period of uninterrupted silence by the teacher and all students so that they both can complete appropriate and all students so that they both can complete appropriate information processing tasks, feelings, oral responses, and information processing tasks, feelings, oral responses, and actions.” Stahl (1990) prefers this because:actions.” Stahl (1990) prefers this because:

““Think Time” VS. “Wait Think Time” VS. “Wait Time”Time”

– It names the primary academic purpose and activity of It names the primary academic purpose and activity of this period of silence--to allow students and the teacher this period of silence--to allow students and the teacher to complete on-task thinking. to complete on-task thinking.

– There are numerous places where periods of silence are There are numerous places where periods of silence are as important as those "wait-time periods" reported in as important as those "wait-time periods" reported in the research literature. the research literature.

– There is at least one exception, labeled "impact pause-There is at least one exception, labeled "impact pause-time," that allows for periods of less than 3 seconds of time," that allows for periods of less than 3 seconds of uninterrupted silence. uninterrupted silence.

• Stahl (1990) discusses how this time frame is “to provide the Stahl (1990) discusses how this time frame is “to provide the period of time that will most effectively assist nearly every student period of time that will most effectively assist nearly every student to complete the cognitive tasks needed in the particular to complete the cognitive tasks needed in the particular situation.” situation.”

Analyze our BehaviorsAnalyze our Behaviors

• Throughout the day and definitely at the end of the day we Throughout the day and definitely at the end of the day we need to review these key points: Do it as an individual and as need to review these key points: Do it as an individual and as a group.a group.

– How did I do today?How did I do today?

– What did my students learn and bring home with them What did my students learn and bring home with them today?today?

– What worked and what did not work overall?What worked and what did not work overall?

– Where were my strengths and weaknesses today?Where were my strengths and weaknesses today?

– What can I improve on for a more effective and conducive What can I improve on for a more effective and conducive environment for my students to learn in?environment for my students to learn in?

Education

Whose behavior is it anyway