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The Four Basic Practices: Discipline Strategies AND Interventions

The document discusses strategies for establishing positive school behavior through developing school-wide rules, teaching appropriate behavior, and assisting students in developing resilience and social skills. It covers prevention, intervention, discipline approaches, and developing administrative procedures to deal with behavioral issues.
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0% found this document useful (0 votes)
42 views1 page

The Four Basic Practices: Discipline Strategies AND Interventions

The document discusses strategies for establishing positive school behavior through developing school-wide rules, teaching appropriate behavior, and assisting students in developing resilience and social skills. It covers prevention, intervention, discipline approaches, and developing administrative procedures to deal with behavioral issues.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1.

ESTABLISHING A DEVELOPING AND TEACHING


2. ASSISSTING STUDENTS IN THE SCHOOL-WIDE BEHAVIOUR RULES
DEVELOPMENT OF RESILIENCY BEHAVIOUR
SKILLS SUPPORT SYSTEM  ANY SCHOOL PLAN NEED TO
PREVENTION
SUCH AS CLEARLY DEFINED THE
 RESILIENCY IS TO
OVERCOME THE NEGATIVE  STRATEGIES EXPECTATIONS FOR
 SCHOOL THAT ARE USED BEHAVIOUR
INFLUENCES THAT STOPS
RULES  ITS PROCEDURE:
THEM TO BECOME WITH STUDENTS
 TEACHING o REVIEW THE
SUCCESSFUL BEFORE THE
 DEVELOP RESILIENCY BY APPROPRIAT BEHAVIOURAL
BEHAVIOUR EXPECTATIONS
USING STRATEGIES SUCH E BEHAVIOUR
 INTERVENTIO BECOMES A o EXPLAIN THE REASON
AS
o DEVELOP N PLANS MAJOR ISSUE FOR THE EXPECTATIONS
 POSITIVE o HAVE STUDENTS ROLE-
SUPPORTIVE
RELATIONSHIP WITH REINFORCEM PLAY EXPECTED
THE STUDENTS ENT BEHAVIOURS
o TEACH STUDENTS o PROVIDE FEEDBACK
THEY ARE CAPABLE o ACKNOWLEDGE
AND HAVE APPROPRIATE
STRENGHTS BEHAVIOURS
o PROVIDING
OPPORTUNITIES FOR
THE FOUR PREVENTION,
SELF-ASSESSMENT
AND SELF-
DISCIPLINE INTERVENTION TEACHING SOCIAL SKILLS

REFLECTION BASIC STRATEGIES AND


 ACADEMICSURVIVAL
SKILLS
PRACTICES AND POSTVENTION - FOLLOWS DIRECTIONS
- GREETS THE TEACHER
INTERVENTIONS  PEER RELATIONSHIP
SKILLS
- INTRODUCES SELF BY
NAME
3. ASSISSTING STUDENTS IN - SHARES WITH OTHERS
DEVELOPING PROSOCIAL
SKILLS
 TAUGHT THE
4. DEVELOPING ADMINISTRATIVE PUNITIVE APPROACHES TEACHING CONFLICT RESOLUTION SKILLS
STUDENTS TO OBTAIN
NECESSARY SKILLS TO PROCEDURES AND POLICES FOR DEALING o SKILLS NECESSARY TO AVOID
WITH BEHAVIOURAL CONCERNS o RAPIDLY STOP
FUNCTION SUCH AS: PHYSICAL CONFLICT
BEHAVIOUR EXAMPLES OF PROGRAMMES
-ANGER MANAGEMENT  DISCIPLINE ISSUES ARE o
o PROVIDE IMMEDIATE  CONFLICT RESOLUTION
-EMPATHY ADMINISTRATIVE IN NATURE
RELIEF MEDITATION PROGRAMME
 MANY PROGRAMMES - SECONDARY STUDENTS
 INVOLVE THE SCHOOL PRINCIPAL OR POSITIVE APPROACHES ARE TRAINED TO RESOLVE
ASSISST STUDENTS TO CLASSROOM TEACHER
o SLOWLY STOP CONFLICTS BETWEEN
DEAL WITH DISCIPLINE
INDIVIDUALS
ISSUE SUCH AS:  EXAMPLES OF STRATEGIES ARE: BEHAVIOUR  TALK-IT-OUT CORNER
- CONFLICT o CONTRACTS o PROVIDE NO - A CORNER WHERE A TABLE
RESOLUTION o DAILY COMMUNICATION IMMEDIATE RELIEF AND POSTERS ARE PUT UP
- ANGER TO THE TEACHER TO ACTS AS VISUAL
MANAGEMENT  BUT NEED TO CAREFULLY CONSIDER PROMPTS IN A CONFLICT
RESOLUTION PROCESS.
THIS STRATEGIES

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