Helping Kids Behave
Part Eight 

  Since modeling is important, it is vital that you, the adult, not fall into any of these traps. For instance, Ad Homonym reasoning is easy when you disapprove of a youth’s friends. You must be sure, however, to reject the answer based on solid reasons rather than the persons who supplied the argument.

So what do you do? You teach youth how to think. The how of thinking includes these elements.



¨      Keep your cool, this involves self control

¨      Size up the situation; learn to be more neutral and objective. Look at the components of the situation such as the antecedent, and what those involved could gain or lose based on the consequences.

¨      Think the situation through.

¨      Choose to do the right thing.

These are discussed further in the subsequent teaching techniques, proactive teaching, corrective teaching, and crisis teaching. These are taken from the Boys Town Model: Safe and Effective Secondary Schools by Davis Nelson and Gauger(2000).

 ALL presuppose a strong relationship between the adult and the youth involved. That is, they assume the adults are making an effort to genuinely care about the kids involved. Lets will start with an ounce of prevention or the proactive teaching method of Boys Town.

This is only a quick version. If the reader needs, desires or is interested in a more detailed version, he or she will have to read the book in depth. This is simply designed to give you a guide that you may refer to in class.  

Proactive Teaching: The first component of the Boys Town model (Davis, Nelson, & Gauger, 2000). This is a way to prevent problems from occurring. This is done by telling students/children what to do and having them practice doing it before they encounter a specific situation.

This should be used this when students are learning something new or have had problems with a specific situation in the past. The idea is to use this to prevent problems. So start with it at the first of the year or the first of the semester.

Components (of proactive teaching)

¨ Introduce the skill - Discuss it with students and give them a reason for using it.

¨ Request acknowledgment - Ask questions to determine if they understand

¨ Practice - HHHHHave them do brief role plays or demonstrations

¨ Positive consequence - Reward participation and understanding.

¨ Variations – This may be varied; every component does not have to be used in every instance. It may also be helpful to vary the situations that are practiced

Helping Kids Behave Part Nine
Helping Kids Behave Part Seven
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