Effective Management of Problem Behaviors Inside the Classroom: Evidence Based Tools Teachers Can Use

Patti Hershfeldt, Ed.D. Sheppard Pratt Health System/Johns Hopkins UniversityBaltimore, MD phershfeldt@mds3online.org

• Evidence based approaches, strategies and tools to support improved classroom management

• Implementation in your classrooms and school-wide• Discussion and problem solving

Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

What are Proactive and Preventative Approaches?• Views systems, settings and lack of skills as part of the

“problem”• Focus on why the challenging behavior is occurring—its

function or purpose• Proactive techniques implemented successfully decrease

the likelihood of problem behaviors and promote positive behavioral choices

• Includes anything a teacher does to prevent undesirable behaviors

Resources on Classroom Management

• Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches• Sprick, R., Knight, J., Reinke, W.M., &

McKale, T. (2006). Pacific Northwest Publishing.

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Divide the number of on-task (+) marks by the total number of marks (60). Time on task (academic engagement) =__________ percent.

44 /60 = 73%

Sample

CCU Feedback Form

• Calculate your data/tallies• Fill into the feedback columns (by

looking at the benchmarks)• Choose ONE goal!• Watch your students succeed!

• A few notes• These are determined by ideal research conditions• Special education considerations

1. Expectations & Rules : Teamwork, Respect, Responsibility

2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior

5. Maximize Student Engagement 6. Academic Success & Task Difficulty7. Activity Sequence & Offering Choice

What are EB Classroom Practices?More Basics

Expectations and RulesExample…

• Expectation is: Students will be Responsible

• Rules are…

• Keep hands and feet to self

• Use materials correctly

Expectations and Rules: Guidelines for Writing Classroom Rules

Consistent with school-wide expectations/rules

1. Observable

2. Measureable

3. Positively stated

4. Understandable

5. Always applicable – Something the teacher will consistently enforce

Expectations and Rules: Which of These Follow the Guidelines?

1. Keep hands and feet to yourself

2. Respect others

3. Walk in the hallways

4. Don’t run

5. Turn in completed assignment

Cheat Sheet • Observable • Measureable• Positively stated• Understandable• Always applicable – Something the teacher will consistently enforce

1. Expectations & Rules : Teamwork, Respect, Responsibility

2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior5. Maximize Student Engagement 6. Academic Success & Task Difficulty7. Activity Sequence & Offering Choice

What are EB Classroom Practices?The Basics

Procedures & Routines: Teach them

Procedures & Routines: Replacement behavior….APPLE PIE

CHOCOLATE CAKE

1. Expectations & Rules : Teamwork, Respect, Responsibility2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior

5. Maximize Student Engagement 6. Academic Success & Task Difficulty7. Activity Sequence & Offering Choice

What are EB Classroom Practices?The Basics

Maximize Student Engagement:during instruction• Provide ample opportunities to respond

• How? • Two minute pause• Think-write or draw• Outcome starter sentence• Compare/contrast diagram • Repackage it!• Toss-a-question

Maximize Student Engagement: more broadly speaking • How do you define it? ACTIVITY • Common themes? • Student engagement linked directly to

• Attendance• Relationships with an adult

Maximize Student Engagement: more broadly speaking • Poor attendance• Low educational expectations• Lack of effort• Low commitment to school• No extracurricular participation

© 2007 National Dropout Prevention Center at Clemson University and Communities In Schools, Inc.All rights reserved.

Self-Determination and PBIS:Keeping Kids in School

Imde

term

ined

.or gTeresa Cogar

&John McNaught

Virginia Departmentof Education

1 pagers

Hey I’m Robert. I’m 14 no I’m just joking. I’m really 12. Have great time reading this.

I have an IEP because … I have anger issues I need to control it and not get angry over little things and not get frustrated.

My favorite classes:L.A because I love The word ladderP.E because I like to play games

My Interests:I like to play star wars games and draw

My hardest classes:Math because division and multiplication have a lot of thinking Social studies because all the writing and highlighting.

Ways to learn best:Skip some problems and go to next one until I can get it.Read the question first then read the story.

My plans for the future:Go to Virginia Tech college.Be a game designer .Buy my own house.Start a basic job before I be a game designer.

My Needs• Thinking hard about

my work• Speech class• Learning new sounds

and words

My Interests• Wrestling• Playing toys• Playing outside• Playing Wii

Name: NoahAddress:DOB:

Date: 03/2011

My Strengths• Video games• Doing math

(sometimes)

My Preferences• Putting teeth together

to say /s/ sounds and /z/ sounds

• It helps when my dad does my homework with me

Good Day Plan

Uh oh, the basics don’t seem to be working: guiding questions to ask yourself

What are my classroom rules?Are there other problems occurring in your room? Consider:

Are your rules linked to the SW expectations?Do your rules reflect common discipline problems?Do all students know and understand your rules and

consequences?Are your rules clearly stated, positively worded, and few in

numbers? What’s my role?

Managing Personal Stress: Thought Control

Calming Thoughts“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”

“I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.”

Upsetting Thoughts

“That child is a monster. This is getting ridiculous. He’ll never change.”

“I’m sick of putting out fires!”

Managing Personal Stress: Thought Control

Calming Thoughts

“I feel undervalued right now – I need to seek support from my peers and supervisor.”

“Having her in my class is going to be a wonderful Professional Development experience.”

Upsetting Thought

“I wonder if the corner grocery is hiring?”

“He ruins everything! This is going to be the worst year of my career.”

Reframing ActivityIn pairs or in small groups:

• Read the four examples listed and generate two to three other challenging behaviors and how you might reframe each one.

• In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable.

• Be prepared to share your ideas with the large group.

Rephrasing our Comments• Delete four things from our commentary

• Why questions like “Why are you doing that?”—means “Gotcha” to the students

• Why questions should only be used when there is true concern• The word “You”—attacks and hurts, is condescending and

controlling• Compare: “You weren’t listening” to “I want my students to listen so

that they can learn”

Rephrasing our Comments• Avoid saying “No” or “Don’t”

• Kids hear the action word in the statement—”No running” will result in running

• Doesn’t tell the student what behavior you WANT to see—if you want a student to display a certain behavior teach it (chocolate cake)

Rephrasing our Comments• Avoid lecturing or nagging about the behavior

• Did you like this as a student?• Viewed as condescending and often ignored• Can create/contribute to low self esteem• Keep your corrective messages short and simple

What did the student do ?(Be specificMeasurable /observableWhat, when, who, )

How do I feel? What do I usually do?What do I say?What do I look like/sound like?

As a result, what does the student do?

What is maintaining the behavior?Why is it happening?

Student shoved his book on the floor in the direction of his neighbors feet when I asked the class to begin working independently on their math assignments

I feel startled at first and then I get anxious

I usually send him to the office to conference w/the principal. I tell him, “Go straight there – do not pass go…”

He spends the remainder of math class waiting for the principal to see him.

AvTI believe he escaping to the office to avoid independent work in math.

Adapted from Cooperative Discipline- Linda Albert-AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI =Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid task

Activity : Staff Response Form

The 10 Demandments of Classroom Mangement

1. Always treat youngsters with respect and preserve their dignity.

2. Always do what is in the students' best interests. 3. Seek solutions, not blame. 4. Model tolerant, patient, dignified, and

respectful behavior.5. Use the least intrusive intervention possible.

The 10 Demandments of ClassroomManagement 6. Connect with your students and build strong personal bonds

with them.7. Instill hope for success (otherwise there is no reason for kids

to behave in your class). 8. NEVER do anything disrespectful, illegal, immoral,

ineffective, bad for health/safety, or you wouldn't want done to you.

9. NEVER give up on a student. Be perturbed with the actions of a student, but keep believing in his/her ability to change for the better.

10. CATCH KIDS BEING GOOD . . . A LOT!!

Supporting Implementation • Self assessments • Is coaching/support available

• Diads or triads • Performance feedback• Does the school culture support this type of system of support?• In what ways could you map this onto an existing

infrastructure of support (e.g., professional learning communities, grade level/core/department team meetings)?

• Sharing successes

How might you begin something like this in your school?• Start with volunteers- may need uncommon planning time• As a coach, facilitate learning for the ways in which we conduct

observation, collect data, and provide feedback• Arrange a time to observe peer teacher in the classroom

Making Co-Worker Deposits

• Encourage teamwork • Provide support • Build trust among colleagues • Be honest and kind to one another • Respect co-workers’ talents and

abilities • Acknowledge accomplishments • Understand and respect each

other’s backgrounds • Develop a shared vision, goals,

and mission • Have a sense of humor • Build cooperation

Remember … Classroom Management is a School-wide Consideration

Steps to planning:What would I like to begin/accomplish/master?

• Now? (or in a week) • Before 2014-2015• During 2014-2015