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ARTICLE 4: HOW CAN I PROMOTE POSITIVE CLASSROOM BEHAVIOR IN

STUDENTS?

(a) Relationship-Building Strategies

Strategies topromote good

classroombehavior

relationship-building

strategies

social-skillsinstruction

antecedents-based

interventions

consequences-based

interventions

self-managementtechniques

group-orientedmanagement

systems

behavior-reduction

techniques

show your interest in students by attending extracurricular events,greeting them in the hallways and welcoming them to your class.

Demonstrate a personal interest in students

gives students opportunities to show their competence to othersand to perform skills, roles and jobs that are valued by others.

Develop students' self-esteem

when using humor, make sure it is free of racial, ethnic, religious,sexual, gender bias and connotations.

Use humor

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(b) Social-Skill Instruction

praise the students can create a positive environment in classroom andencourage prosocial behavior.

Acknowledge and praise students

students are allow to discuss their problems and share their opinionsduring class meetings.

Conduct class meetings and use dialoguing

nonverbal behaviors also should be consistent with students culturalbackground.

Be aware of nonverbal communication

involves students in resolving conflicts.

Use affective education techniques

students trained to serve as peer mediators using communication,problem solving and critical thinking to help students who have conflictsmeet face to face to discuss and resolve disagreements.

Use conflict resolution and peer mediation programs

Ways to integrate social-skills instruction across yourcurriculum

using vignettes and videos that address social skills

having students maintain reflective journals of their social skills.

helping students identify natural cues and consequences for prosocialbehaviors.

teaching students to use learning strategies that prompt them toengage in prosocial behaviors.

employing cooperative learning arragements.

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(c) Antecedent-based Interventions

speaking to students in a respectful, firm andcalm voice and manner.

Give clearand directdirections

standing near students who have behaviorproblems.

talking briefly with students while walking

around. monitoring movement patterns to ensure that

all students receive attention and interact withyou.

Use teacher

proximityandmovement

colour cues can indicate acceptable noise levels inthe classroom.

verbal and nonverbal cues used to prompt groupor individualresponses.Use cues

follow consistent and predictable routines andfoster transitions from one activity to another.

Followroutines

coordinate students with disabilities scheduleswith other professionals to receive instruction andservices from support personnel.

Considerschedulingalternatives

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use verbal, musical or physical cues tosignal students

use pictorial cue cards that prompt students

reward groups or students for making anorderly and smooth transition.

Helpstudents

maketransitions

work with students to develop reasonable rules.

follow several guidelines to make the rulesmeaningful to students.

state rules in positive terms.

help students learn the rules.

posting the rules on a neat, colourful sign in theroom

Establish,teach andenforce

rules

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(d) Consequence-based Interventions

Use positivereinforcement

Be consistent

Reinforcement is delivered after the behavior occurs

Gradually deliver the reinforcement less often, less quicklyand raise the standard once that students becomesuccessful

Selectappropriatereinforces

use reinforces when necessary and carefully examining theirimpact on students.

examples are make rewards more subtle, use rewardsequitably and for improved performances, fade out the useof rewards and encourage students to reinforce themselvesvia self-statements.

Administerreinforcement

surveys

teacher need to ask for students preferences via areinforcement survey.

From this survey we can know what are the best reinforcers

to be used. During the survey we must use student language rather than

professional jargon (reward rather than reinforcer)

The effectiveness, availability, practicality, cultural relevanceand cost of reinforcers on the survey can be examined.

Usecontracting

A contract between students and their teacher.

Contracts should give immediate and frequent

reinforcement. It must be stated in language that the students can read and

understand.

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(e) Self-Management Interventions

Self-monitoring

students measuretheir behaviors byusing a data-collection system.

students can begiven self-monitoringcards to promptthem to record their

behaviors. increase students'ability to record theirown behavior byusing a countoon.

Self-evaluation

students are taughtto evaluate their in-class behavioraccording to somestandard or scale.

students can beasked to respond toa series of questions

that prompt them toevaluate theirbehavior.

Self-reinforcement

students are taughtto evaluate theirbehavior and thendeliver self-selectedrewards ifappropriate.

Self-managed free-token response-cost

give students anindex card with acertain number ofsymbols.

students receivesthe agreed-onreinforcement if anysymbols remain atthe end of the classtime.

Self-instruction

teaches students toregulate theirbehaviors byverbalizing tothemselves thequestions andresponsesnecessary to identifyproblems, generatepotential solutions,evaluate solutions,use appropriate

solutions anddetermine if thesolutions wereeffective.

Self-managing peerinteractions

students can use todeal with theinappropriatebehavior of theirpeers is 3-steps: (a)telling peers,(b)ignoring frompeers if they do notstop, (c) informingteacher that theytold them to stop,tried to ignore them

and are now seekingthe teacher's help.

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(f) Group-oriented Management Systems

Use interdependent group systems

Group free-token response-cost system.A group of students are givena certain number of tokens. A token is removed each time a group membermisbehaves. The agreed-on reinforcement is given if any tokens remain atthe end of the time period.

Group behavior game. The class is divided into more groups. Eachgroup's inappropriate behaviors are recorded by a slash on the blackboard.if the total number of slashes is less than the number spesified by theteacher, the groups earn special privileges.

Group evaluation. Group average group-evaluation system and theconsensus-based interdependent group-evaluation system. Both examples

can be adapted so that one student's evaluation of the behavior of thewhole group determines the reinforcement for the whole class.

Use dependent group systems

a student's behavior problem is reinforced by his or her peers.

Use independent group systems

Individual students are reinforced based on their own performance or

behavior. Thus, reinforcement is available to each student, depending on

that students behavior.

Token economy systems. This system works well in both general and

special education classes whereby students earn tokens for showing

appropriate behaviour and can redeem these tokens for social, activity and

so on.

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(g) Behavior Reduction Interventions

HOW CAN I PREVENT STUDENTS FROM HARMING OTHERS?

(a) Students who are bullies

-Forms of bullying and peer harassment:

redirection involves making comments or using behaviors designed tointerrupt the mis behavior and prompt students to use appropriatebehavior and work on the activity at hand.

corrective teaching is used to redirect and prompt students to behavewell.

Use redirection, choice statements, and correctiveteaching

decrease students' avoidance and challenging behaviors and to help students maketransitions and avoid a series of escalating misbehaviors.

motivate students to do a difficult or unpleasant task.

Employ interspersed requests

reinforce and increase a positive behavior that cannot coexist with the misbehaviorthat you want to decrease; this reduces the incidence of misbehavior.

Use positive reductive procedures/Differentialreinforcement techniques

positive reinforcers of a behavior are withheld or ended.

it takes time to be effective and often initially increases the rate and/or intensity ofmisbehavior.

Use planned ignoring

use reprimands carefully and infrequently, by making them brief, firm and matter-of-fact, and by delivering them immediately after the misbehavior occurs and in closecontact to the students.

may combine reprimands with nonverbal behaviors such as eye contact.

Consider careful reprimands

Verbal andwritten

name-calling,e-mails

Physical

hitting,pushing,damagingpersonalproperty

Social

spreadingfalse rumors,sharingpersonalinformation

Sexual

sexuallyharrassing orabusingothers.

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-Signs of a student is being bullied:

-Bullying prevention strategies and policies:

(b) Students with aggressive and violent behaviors

-strategies to defuse a crisis:

an avoidance of school

sudden decrease in academic performance

an increase in being late to class without a possible explanation

a difficulty sleeping and frequent nightmares

a nervousness around specific class/ school mates

a withdrawal from others

a reluctance to try new things

Establishing school rules that prevent bullying. Using a confidential message box that allows students to report incidents of

bullying.

Holding meetings with students to discuss bullying incidents.

Supervision specific locations where bullying is most likely to occur.

Modelling respectful behaviours toward others.

Confronting and disciplining bullies quickly and firmly.

Addressing victims of bullying by being supportive, refuting the actions of

bullies.

Remain claim and control.

Allow the student to vent anger and feelings verbally.

Ignore irrelevant comments and have the student focus on the relevant issues.

Listen to the student without interrupting.

Use the students name, and speak clearly, moderate voice and slowly,

empathetic manner.

Consider the cultural and experiential background of the students.

Remain close to the student while respecting the students personal space.

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HOW CAN I ADAPT THE CLASSROOM DESIGN TO ACCOMMODATE STUDENTS

LEARNING, SOCIAL AND PHYSICAL NEEDS?

(a) Seating Arrangement

Classroom Design

SeatingArrangement

Teachers Desk

Bulletin Boardsand Walls

Learning Centreand Specialized

Area

ClassroomAdaptations

Students are seated in areasthat allow them to see clearlyall presentations and displays.

Students can be seated insemicircle facing teacher for

small group.

Student sitting in a row,circular or horseshoe

arrangement for large group

Students should face eachother for group work

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(b) Teachers Desk

(c) Bulletin Boards and Walls

(d) Learning Centre and Specialized Area

Location of the desk should

allow you to monitorbehavior, progress and tomove quickly if problem

occurs.

The desk should be placedin an area that providesview to the classroom.

When teacher are workingin group with students,

teacher can sit facing them

makes the toom attractive and interesting

Decorative bulletin

Encourages students by showing progress and publicity displayingstudents work.

Motivational bulletin

Introduces the new concepts and material, maintenance wall thatreviews previously learned concepts.

Instructional bulletin

Use materials that students can manipulate to learn new skills.

Manipulate bulletin

Provide variety in the classroom and help to individualize instruction.

Help students develop independent and problem solving skills and learn to

work collaboratively

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(e) Classroom Adaptations

Students from Diverse Cultural & Language Backgrounds

ClassroomDesign

Adaptations

Students fromDiverse Cultural

& LanguageBackgrounds

Students withHearing

Impairments

Students withVisual

Impairments

Students withHealth and

PhysicalDisabilities

Students withBehavioral and

AttentionDisorders

Teacher should label thework areas and objectsin the classroom

Give students access to

material and learningactivities, set up socialand work areas, listening

areas, meeting areas

Allow students to sit andwork with peer models.

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Students with Hearing Impairments

Students with Visual Impairments

students desk placed in central location where students can see teacherand other students lips.

Students sits in swivel chairs on casters to help them to move and followconversations.

Use lip reading and residual hearing

Help students to have a direct view of speakers reading during smallgroup instructions.

Make a staggered seating arrangement

Glaring light can hinder lip reading where the source of information shouldbe placed in high lighted areas

Structural noises such as vehicles, furniture movements, constructionoutside can be reduce by using carpet and acoustic files on the floor,drapes on window and sound absorbent rooms dividers.

Students also can put in quiet locations and away from noise centre.

Lightning and noise levels

help them to follow along during verbal conversations

Students should sit next to the competent peers

Provide a glare-freeand well lighted work

area and adjustablelighting

Painting mild colors on

walls

Using gray-green

chalkboard

Placing translucentshades on windows

Installing furniture withmatte finishes

The work area forstudents should offer

an unobstructed view ofinstructional activities.

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Students with Health and Physical Disabilities

Students with Behavioral and Attention Disorders

Avoid barriers such as doors, elevators, stairs by placing signs around theschools.

Students who use wheelchair

Need aisles and doorways at least 32 inches to maneuver easily in theclassroom

Use floor coverings that nonslip surface, covered with tightly looped,commercial carpet smooth.

Ergonomic furniture with padding on edges and no protrusions.

Works areas should be places at least 28 inches high

Work tables should be wider than 42 inches.

Chairs should be curvilinear and have height at least 16 inches above theground.

Students with other needs

The chairs should be adapted by inserting foams, towels, wood andinstalling the shoulder and chest straps.

Use a special chairs with abductor to support them in aligning their legs.

Use a chalkboard that lowered to 24 inches from the floor.

Boxes or containers should be placed next to student work areas.

Securing papers by taping on students desks that can help them writingassignments

Desk should be designed with barrier to prevent the things from falling.

Locate the work areas of students near to the teacher

Placing them next to good peer models.

Avoid putting desks that have a lot of activity or visually loaded areas of

the room

Decrease the visual distraction and hearing distraction

Use a study carrels for several purposes such as relaxation areas and amedia centre.