please response at least 150      Teacher uses a behavioral reminder that is brief, neutral prompt to help the student remember and follow classroom behavioral expectations. This can be used when a student appears to be distracted or otherwise requires a simple reminder of expected behavior. Making eye contact, and points to the rule posting or the teacher approaches student and reminds him/her/ of what academic task he/she should be doing are two examples of this strategy.

     An academic adjustment can be used to change the academic task of a student to improve his/her behavior. This can include clarifying the amount of work assigned as well as the provision of support to the student during the work, and giving the student more time for the assignment. This can be used when the teacher finds that the academic task is the trigger or is worsening by the required academic task.

     The teacher can also pre teach the challenging vocabulary or other academic lesson) to the student prior to the whole group instruction, adjust the difficulty of the assignment to match the students ability, or/and give the student more time to complete the assignment.

     Adjustment to the environment can be used to improve student’s behavior. When the teacher finds that something within the classroom is contributing to the undesirable behavior. The teacher can re assign the seating of the student to remove him/her from the distraction or cause, the teacher can collect or remove the distracting object or objects (paper clips, toys, etc.) during work time. The tacher can also refer to the schedule for the rest of the day to the the student to prepare him/her for the upcoming academic activities.

     When teachers send students to the office for misbehavior, a clear statement is being made to the class that the teacher is not the ultimate authority of the classroom. This, in turn, may cause the most challenging students to test the teachers boundaries, push the teachers buttons, and probe the limits of the teachers patience even more. It also undermines the classroom management plan and weakens the power of the teacher’s words.

     The more teachers send students to the office, the more they will find themselves threatening, giving reminders and chances, and trying to persuade and even plead for your students to behave.

     Principals don’t have the advantage of getting to know students, of being able to build rapport and influence over time—at least not to the degree that classroom teachers can. They also can’t so simply refer to a classroom management plan and its progression of agreed-upon consequences. Thus, in many ways their hands are tied.

     They’re left with using their title and authority to try and convince or intimidate students into behaving for the teacher. And although some principals are very good at this, it pales in effectiveness when compared to a teacher with solid classroom management skills.

     A principal’s influence is important. However, it comes from their vision and leadership and the standards they set for the entire school community. Asking them to handle individual students whose misbehavior takes place in the classroom and on the teacher’s watch,  puts them in an awkward position. It’s hard to even know what to say to a student dropped off at their door with a brief note about disrespect.

http://web.cortland.edu/andersmd/psy501/12.htm