Classroom Behavior Management
Download
Report
Transcript Classroom Behavior Management
Classroom Behavior
Management
BCIU #22- Summer Induction
Positive Behavioral Support
New Chapter 14 guidelines
PBS plans must be based on a functional
assessment of behavior.
PBS plans must include methods that utilize
positive Rf and other positive techniques to
shape behavior.
PBS plans range form the use of positive
statements (“I like the way you walked in the
hall”) to specific tangible rewards.
PBS plans teach strategies or replacement
behaviors
Characteristics of a
Well-Managed Class
High level of student involvement with work
Clear student expectations; posted and visual
Relatively little wasted time, confusion, or
disruption with scheduled and constructive
“down-time”
Work-oriented, but positive and pleasant
climate.
Activity #1
Pretend you are a supervisor walking in
to a classroom…
List five observable red flags that indicate or
signal a mismanaged classroom.
List Five observable green flags that indicate
a well-managed classroom.
Share as a group.
Discuss tips for classroom management
Procedures and Routines: Students
need to know “what” is expected
for good classroom management.
Procedures are the “what” that teachers
expect.
Routines are the “how” that will accomplish
this.
THESE NEED TO BE TAUGHT AND
PRACTICED!
…therefore this should be the focus of your
first few weeks of school.
What are the most important routines for
Class-wide Behavior
Management Systems
Rules, rewards, consequences
Tools
Reinforcement menus
Motivators/ positive Rf
Student contracts
Checklists, logs
“Classroom cash” rewards
Self and Match System
Jamie S. Salter, ED.S, BCBA, NCSP and Katharine M.
Croce,M.Ed.,BCBA
At the beginning of the morning and afternoon,
student selects the reward he is working from.
At the end of the designated time period student
and teacher or IA will answer the questions.
At the end of morning and afternoon student and
teacher will total points to see if he reached his.
If so, student will receive the pre-determined
reward.
The list of rewards should be created at the
beginning o f each year and can added to when
ever a new approved reward is determined.
Examples:
Weekly Data Collection
Crisis Prevention and Intervention
“An Ounce Of Prevention is Worth A Pound Of Cure” –
Benjamin Franklin
Why Prevention?
Focus should be on the prevention of problem behaviors
Should provide early access to effective behavior support
Should teach positive replacement behaviors
“Get tough” punishment does not work.
Good instruction (behavior; academic) improves student behavior and academic
outcomes.
Many students present with a host of needs: good luck reacting to them!
Traditional reactive approaches do not teach skills, and they remove kids from
instruction. We need to foster independence!
Effective Instruction + Proactive Strategies = Opportunities to Help
(continued)
Students who have been suspended are
more likely to repeat offenses and drop
out of school.
Students from minority backgrounds and
students who have low academic skills are
more likely to be suspended/expelled.
Teachers who rely on punishment and do
not use enough positive reinforcement risk
backlash from students.
(Skiba & Knesting, 2001); Morrissey, Bohanon, & Fenning, 2010)
Focus of Prevention Should
Include…
Positive Climates
Positive Relationships
Positive Approaches:
Climates
Have your school-wide system in place, and make it predictable.
Make sure to have a backbone behavior system in place, when
students display problematic behaviors.
Create a culture in which staff members are consistent, communicative,
work collaboratively, and have fun together.
As a program, focus on the positive!!!
Make sure the environment/classroom is well organized and inviting.
Have classroom rules well displayed.
When students enter the school/classroom each day, interact with
them.
Climates (continued)
Wait at the door/in the hallway to interact with students.
Say something positive/funny to each and every student that
enters the room
Have consistent and visible supervision at all times.
Set high, but reasonable expectations for both staff and
students.
Make sure students have a say.
Work together.
HAVE FUN!!!
Positive Approaches:
Relationships
Question: What is one of the biggest protective factors for kids?
1 caring adult
Baumrind’s Parenting Styles Applied To the Classroom
High Control/High
Support
(Authoritative)
Low Control/High
Support
(Permissive)
High Control/Low
Support
(Authoritarian)
Low Control/Low
Support
(Neglectful)
(Tomes, 2007)
Relationships (continued)
Make Five Positive Statements for Every One
Negative Statement You Use!!!
While building a unique relationship, always keep
in mind that it is a student-teacher relationship;
boundaries!
Start everyday with a clean slate.
Take a genuine interest.
Be an active listener.
Engage with students outside of the traditional
classroom setting (think outside of the box).
Be vulnerable and make fun of yourself.
Be open to making mistakes.
Model good coping skills, attitude, and work ethic.
Relationships (continued)
Model good conflict resolution skills.
Make a point to say something nice to each
student every day.
It’s not what you say, it’s how you say it.
Invite students along to problem solve with
you.
Give options as opposed to telling them what to
do.
Help students solve problems. If you are not
sure how to help, find people who can.
Operate with the mind frame that you are
Common Preventative
Approaches That Work
Differentiated and individualized instruction;
Scaffolding.
Access to preferred activities (i.e., computer time,
ipod, newspaper, gym).
Allowance to move throughout building
independently.
“Free” periods.
Homework passes.
Time out of class.
Time with preferred staff member.
Time to work on specialized assignment of their
choice.
Tangible items (i.e., food)
Things That Work
(continued)
Class parties.
Monthly awards.
Creative Approaches
Class jobs.
Service learning projects, with each student
playing to his/her strengths.
Infuse tasks with interesting, applicable
information—not sure what the interests are–
ask the students. Use movies, music…
Set up opportunities to be successful; focus on
students’ strengths.
(www.interventioncentral.org)
Creative Approaches
(continued)
Daily Number.
Order out Friday.
Assemblies
Movie Friday (last 2 periods of day).
Read a book, buy a book.
Delivery of Tickets: Continue to reinforce
acts of kindness or prosocial behavior through
delivering tickets that go into a jar. One ticket
is selected each Friday, and the winning
student gets to select a reinforcer from a list of
three. At end of each month, 2 tickets are
selected from the jar, and winning students get
$25 gift certificate.
Creative Approaches
(continued)
Social Mapping
Social Stories
Mentors
Journals
Talk Aloud Problem Solving Skills
Token Economies
When- Then Statements
Approaches (continued)
Providing Choices
Therapeutic Debriefing
Verbal Prompts
REACTIVE APPROACHES:
Common Reactive Approaches That Don’t Work
Yelling
Threatening
Sarcasm
Lecturing
Embarrassing
Berating
Suspending
Expelling
Physically intimidating
Taking things away already earned, without notice
Physically restraining
Zero Tolerance policies
Common Reactive
Approaches That Do Work
Setting clear and consistent guidelines, and sticking to them.
Giving students an opportunity to “save face” and/or change
course of behavior.
Positive verbal and nonverbal prompts.
When redirecting, using short verbals.
Students not earning certain reinforcers.
Noticing warning signs, and intervening then (a proactive,
reactive approach).
Giving space, pulling student aside, and problem solving with
them.
(continued)
Giving students options.
Allowing students to take a “time out”.
Allowing students to talk with a preferred staff
member.
Allowing and prompting students to use an
identified coping strategy.
Alternatives to suspension.
Counseling and Conflict Resolution
Intervening in Crises
Crisis: An unexpected and often unpredictable
event that overwhelms ordinary resource for
coping.
Make sure your school/class/program has
procedures already in place because crises will
happen.
Provide on-going staff training in prevention and
intervention.
Work as a team.
Goal is to ensure everyone’s safety and security.
Crisis (continued)
Any risk assessments (suicidal/homicidal comments
or behaviors) should be done by a mental health
professional; know who you refer to in your
program (i.e., supervisor, social worker,
counselor, school psychologist, etc.)
Once engaged, realize that you may be in for the
long haul.
Crisis will not wait until time is right for you!
Document everything before you leave work.
Helpful “Oh Sh*!”
Strategies
Try to defuse before it gets physical
Avoid power words
Keep your ego to yourself
Give verbal respect
Address the behavior not the student’s
character
Remove or reduce the audience
Provide alternatives or a way to “save face”
Don’t struggle over physical objects
Be hyper-aware of the physical environment,
entrances, exits, barriers, and objects.
(continued)
Control your body language and paraverbals: Use
relaxation strategies on yourselves
Allow venting and give the teen time - verbally
and physically
LISTEN
Allow for personal space
Give teen opportunity to “save face”
Use short phrases and questions
Validate what the child says
Try to distract the teen
Check yourself out of the situation if you are the
trigger.
Ask for help from a colleague
A FEW FINAL THOUGHTS:
Students Need Our Help and
Positivity!!!
The following are a few comments that have been made to
me by these students:
“I just want to be able to read and not be dumb
anymore.”
“I can’t control it (anger). Thoughts just pop into my
head and I explode.”
“All I want is for my dad to call me and tell me he loves
me---that is it.”
“Usually I don’t sleep because my mom comes home
drunk and fights with her boyfriend.”
“How messed up is it that my mom used to lock me and
my sister in the closet while she messed around with
random guys.”
“Everyone at school, even the teachers, judged me.”
FINAL THOUGHTS (CON)
First focus on the things that are easy to
do and that are under our control.
Realize that you cannot control people, but
you can control the effort you put towards
them.
These kids need you at your best.
Have fun and seize the opportunity to help
the kids with which you work!
Take Five Rules
Be there - Be ready
Be Respectful
Be Responsible
Keep hands and feet to self
Follow directions