Andijon davlat chet tillari instituti ingliz tili nazariy aspektlari kafedrasi chet tillarni o



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11-30 lessons for students

How to avoid using punishment 
The following statement may sound redundant, but it nevertheless must be emphasized here once again: Any 
type of punishment should be used as a last resort in the classroom. The intent here is not to advocate for the 
total elimination of punishment in the classroom because research shows that it does work with many types of 
inappropriate behavior. The message here is simply that, if possible, it should not be used first in the sequence 
of preferred methods of inappropriate behavior reduction. There are a few additional recommended ways to 
avoid using punishment, and these are discussed below. 
One way to not allow bothersome behavior problems to occur in the classroom is for the teacher to have great 
attention to predictability and consistency. When rules are established, they are followed without exception 
unless there is an emergency in the school or classroom. If classroom rules need to be reviewed and re-taught, 
that process is carried out comprehensively and just as a teacher would deliver an academic lesson in phonemic 
awareness, mathematics, writing, science, or social studies. Whenever students deserve to be reinforced for 
appropriate behavior (i.e., catching them being good), the capable teacher delivers it. Also, great organization 
of space, time, and instruction does wonders for preventing what teachers do not want to experience in terms 
of obstreperous behavior from students. 
Effective teachers can also avoid using punishment with great vigilance (a.k.a. “with-it-ness”) toward what is 
occurring the classroom. Give clear directions at all times that match the students’ level of understanding, 
reinforce high levels of academic engagement, and teach content in a manner that allows for elevated levels 
of student success and satisfaction. If a teacher sees the beginning stages of inappropriate behavior, she or he 
should intervene and warn of the consequences in advance. Likewise, an effective teacher should not warn 
unless she or he plans to deliver a consequence. 
One last bit of advice to avoid using punishment in the classroom is to be as positive as you can be — toward 
all students, activities, and the content being taught. It has been recommended that teachers should have 
at 
least a four-to-one ratio
of positive statements to negative ones directed at students during the school day. 
This means that effective classroom mangers of behavior need to be extremely observant of positive behaviors 
demonstrated by students so that he or she can affirm the correct attitude and effort. It is also wise to deliver 
praise and reinforcement in the classroom in an authentic, caring manner so that students see that you genuinely 
mean it. In addition, teachers should model appropriate communication, social interactions, and attitude toward 
others so that students have the correct model to follow at all times. If students see that the teacher 
communicates impolitely and is condescending toward them, the student will do the same in coterie — 
obviously, not what an effective teacher wants. Good classroom behavioral management may indeed be the 
hardest skill to master, but it is not impossible for a teacher who applies the proven techniques discussed 
herein, and who clearly understands what function his or her behavior has on that of students.


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