Transcript Methods for Behavior, Classroom, and Schoolwide Management

Chapter 6
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Changing demographics results in increased
diversity
Most teachers are Anglo
Population trend is not predominantly Anglo
Cultural and linguistically diverse continue to
be misidentified, misrepresented, and
miseducated
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Punishment and other negative practices are not
effective for culturally or linguistically diverse
students
Most teachers are female
Appropriate and responsive instructional and
management strategies must be developed.
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Know the cultural values and orientations of all students
Accept students for who they are
Build a rapport with students
Have high expectations for all students
Make sure your classroom promotes cultural diversity
Realize the differences in home and school
Be aware of “cultural-specific” communication
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Provide students with optimal learning
CRCM includes
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Know one’s own biases
Know your students
Create a caring classroom
Use culturally appropriate management strategies
Cultural dissonance accounts for many of the
cultural conflicts that teachers have when
trying to discipline in the classroom.
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Cultural misunderstandings have a negative
impact
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Lack of cultural knowledge
Child-rearing and discipline among cultures
Lowered expectations
Not understanding the cultural context
Limited cultural experiences
Limited use of cultural relevance in curriculum
Lack of respect for students culture
Learn about your students
◦ Observations
◦ Interest inventories
◦ Conversations
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Inner city schools vs. urban/rural schools
Zero tolerance
Must address culturally and linguistically
diverse discipline strategies
Parental involvement a must
Plan must address
◦ Social skill instruction
◦ Behavioral intervention system
◦ Shared vision of behavioral expectations
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Establish a systematic approach to discipline
Establish student assistance teams (SAT
committee)
Plan for individualized academic and
environmental modifications
Information on student behavior helps guide
the lesson planning, strategies, and behavior
management
Set clear behavioral expectations
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Teach and support expected student behavior
Provide support for at-risk students
Provide proactive interventions for problem
behavior
Provide intensive support for challenging
behavior problems
Provide training for school stakeholders
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Determine what works and what does not
work
Document specific behaviors, patterns of
behaviors, when behavior occurs, etc
Identify strategies used by teacher before
implementing a discipline referral
Identify students who repeatedly break the
rules
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Based on the belief that every behavior,
regardless of the level of destructiveness, has
a purpose.
Includes 7 steps
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Conducting and Interview
Making Observations
Developing a Hypothesis
Brainstorming
Developing a Behavior Support Plan
Monitoring the Intervention
Evaluating the Outcome
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Social competence – the ability to identify and
use strategies that give students the “ability to
integrate cognitive, emotional, and behavioral
realms to achieve constructive social tasks,
relationships, and outcomes valued by many
cultures.
Establishing and maintaining a range of positive
social relationships
Refraining from harming others
Contributing collaboratively and constructively
with others
Engaging in appropriate behaviors
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Peer Relations
Personal and social issues addressed in
curriculum
Positive social and emotional dynamics
between students
Inclusiveness
Cultural diversity is appreciated, valued, and
celebrated
Primary language is used to promote the
understanding of social expectations
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Perception and interpretation of relevant
social cues
Recognition and appropriate expressions of
emotion
Communication in a range of social
relationships
Constructive conflict resolution
Self-management
Responsible decision-making skills
Flexible coping skills
Social problem sovling
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Antisocial or externalizing behaviors are
among the most frequently occurring
behavior patterns among students with
emotional and behavior disabilities
Students with behavioral problems have
difficulty with academic achievement
EBD students are highest in drop out rate
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Involve all students in classroom instruction
Associated with academic achievement
Promotes interaction between the teacher and
multiple students
Should be enjoyable to students and teacher
Minimize the risk of embarrassment
Create an environment that incorporates a
positive behavior outcome not negative
Three Forms
Universal Group Behavior Support
Specialized Group Behavior support
Specialized Individual Behavior Support
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Setting/Situation change
Direct instruction
Errorless learning
Communication training
Assertion training with modeling and role
playing
Can be part of IDEA
Can be used in the general and special
education classroom
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Vary in frequency and intensity
Vary from student to student
Teachers need to pick their battles
Strategies dealing with aggressive behavior
include
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Identify individualized strategies
Become familiar with strategies
Clearly state expected behaviors in the classroom
Teach students how to control their own behavior
Provide positive reinforcement when appropriate
behavior is used
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Strategies for dealing with hyperactivity or
distractibility behaviors
Identify individualized strategies
Become familiar with strategies
Clearly state expected behaviors in the classroom
Assist the student with organizational strategies
Give written objective for assignments
Allow hyperactive student some range of movement
Place in a less distractive area of classroom
Teach students how to control their own behavior
Provide positive reinforcement when appropriate
behavior is used
◦ Work with student one-on-one
◦ Refocus student
◦ Use reminders that are “specific student neutral”
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Identify the exact skills necessary to learn
Schedule regular times for students to receive
instruction in these skills
Document the progress of the student
Program for generalization
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Self-management – planned, systematic
approach that empowers students by
teaching them strategies for use in managing
their own behavior.
Skills include
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Self-monitoring
Self-regulation
Self-assessment
Self-control
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Culturally Responsive Violence Prevention
Programs must include culturally responsive
pedagogy
Concerns about safety and violence take
precedent over concerns for learning and
teaching
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Why violence?
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Overcrowding
High student/teacher ratio
Curricular content that not relevant to students
Low expectation for student academic achievement
Poor facilities
Adult failure to act
Must develop schoolwide strategies to
prevent violence in school