Influencing Behaviour
A tutor is in a position of authority, but it is often obvious to the student that the tutor does not have the power of the teacher. However, tutors must also expect a certain level of behaviour from the students that they are working with. When a tutor sets limits for a student, they are helping the student learn to set limits for themselves. When inappropriate behaviour is encountered, here are some tips to help influence positive behaviour:
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- Focus on the area to improve
- Choose the behaviour that is the most disruptive and the one you know the student can change. This will allow the student to experience success.
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- Develop a plan
- The plan should spell out how the student is expected to behave, why it is necessary to change the behaviour, and consequences and rewards.
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- Don't begin with a negative attitude
- Sarcasm and put-downs will not encourage students to change their behaviour.
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- Don't make empty threats
- Once you have decided on consequences for behaviour, you must follow through every time.
Motivating Students
There is no single formula for motivating every student, but there are some things that don't work.
- Don't use faulty praise. Students know when they did a good job. Don't devalue your praise by giving equal recognition to every assignment.
- Don't threaten or punish. Motivation involves taking risks. Students who are afraid won't take risks.
- Don't use clichés. "No guts, no glory" doesn't motivate today's students.
- Don't expect too much or too little
- Don't overstate failure.
Better Behaviour
- Information
Better behaviour can be achieved by giving the student good is not always an order or command to correct the behaviour that you see as being inappropriate.
e.g. A student is sitting in his desk with his feet in the aisle.
You say, "Jim, your feet are in the aisle."
If Jim does not move his feet you repeat the statement.
If there is no response still, give information about his behaviour. "Jim, someone will trip over your feet when they try to get by." Students need to know the consequences of their behaviour.
- Avoid Commands
Better behaviour can be achieved by avoiding using commands all the time. "Sit down!", "Be quiet!", "Stand!" are all commands that tend to be ignored the more they are issued. Make the student understand what behaviour is being requested by making them think about it.
e.g. You want a student to sit down. You order her to her seat by saying, "Sit!" twice and are ignored.
Say, "Cyndi, your seat." This causes Cyndi to think "What about my seat? . . . Oh, I'm supposed to be in it. . . . I'd better sit down." You are directing her attention to the problem so that she can tell herself what to do.
- Give Real Choices
Better behaviour can be achieved through giving students real choices. A real choice engages co-operation. A real choice does not include a threat.
e.g. Two students are good friends and never seem to stop talking.
The threat choice is: "You have a choice: Either you stop talking or I'm changing your seats."
The real choice first acknowledges the situation, "It's hard to sit near a good friend and not talk." Now offer a solution that puts them in control. "You can sit beside each other and restrain yourselves, or you can change seats so you won't be tempted to talk. . . . Let me know what you want to do by tomorrow's class."