The second-grade team was stumped. At the beginning of the year, team members had joked about their angelic students, but the honeymoon was over. There were not too many big behavior problems, but, as Mr. Finch put it, there was enough going on to eat into instructional time. Students called out, talked during seatwork, and, most irritating, constantly yelled out the teacher’s name to get attention. When Ms. Smith brought up student behavior problems at the team meeting, there was a sigh of relief; at least everyone was having the same problems. Ms. Smith said, “It feels like I’m constantly putting out fires instead of teaching!” The rest of the team agreed. The team decided to invite the special education teacher, Ms. Strong, to their next meeting. They explained their problems and nearly begged Ms. Strong for help. Ms. Strong was more than happy to help; most teachers asked for her guidance about individualizing instruction, but she was also well versed in classroom management. “One thing we’re worried about,” said Mr. Finch, “is that we all are having behavior problems at different times. I need help during large group instruction but Ms. Smith wants help when she’s working with small groups of students.” After listening to the team, Ms. Strong had an idea. “Have you heard of a group contingency?” she asked. She looked out at the blank faces. Ms. Strong laughed. “You’ll love this. It’s a behavior management tool that is completely adaptable to your needs, and research shows that it works!”

中文翻译：

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在课堂上设计和实施小组突发事件

二年级队被难住了。年初的时候，队员们还开玩笑说他们的天使学生，但蜜月结束了。没有太多严重的行为问题，但是，正如芬奇先生所说，有足够的时间来消耗教学时间。学生们在做作业时大喊大叫，最令人恼火的是，他们不断地喊老师的名字来引起注意。当史密斯女士在团队会议上提出学生行为问题时，大家松了一口气；至少每个人都遇到了同样的问题。史密斯女士说：“感觉就像我一直在灭火而不是在教学！” 团队的其他人同意了。团队决定邀请特殊教育老师斯特朗女士参加他们的下一次会议。他们解释了自己的问题，差点向斯特朗女士求助。小姐。Strong非常乐于助人。大多数老师要求她指导个性化教学，但她也精通课堂管理。“我们担心的一件事，”芬奇先生说，“是我们每个人在不同时期都会遇到行为问题。我在大班教学中需要帮助，但史密斯女士在与小班学生一起工作时需要帮助。” 听了团队的话，斯特朗女士有了一个想法。“你听说过团体应急吗？” 她问。她看着外面那些空白的脸。斯特朗女士笑了。“你会喜欢这个的。这是一种完全适应您需求的行为管理工具，研究表明它有效！” ”芬奇先生说，“是我们每个人在不同时期都会遇到行为问题。我在大班教学中需要帮助，但史密斯女士在与小班学生一起工作时需要帮助。” 听完团队的话，斯特朗女士有了一个想法。“你听说过团体应急吗？” 她问。她看着外面那些空白的脸。斯特朗女士笑了。“你会喜欢这个的。这是一种完全适应您需求的行为管理工具，研究表明它有效！” ”芬奇先生说，“是我们每个人在不同时期都会遇到行为问题。我在大班教学中需要帮助，但史密斯女士在与小班学生一起工作时需要帮助。” 听了团队的话，斯特朗女士有了一个想法。“你听说过团体应急吗？” 她问。她看着外面那些空白的脸。斯特朗女士笑了。“你会喜欢这个的。这是一种完全适应您需求的行为管理工具，研究表明它有效！” “你会喜欢这个的。这是一种完全适应您需求的行为管理工具，研究表明它有效！” “你会喜欢这个的。这是一种完全适应您需求的行为管理工具，研究表明它有效！”