HAVE YOU EVER FELT LIKE THIS?

WHAT IS BEHAVIOR MANAGEMENT?

REFLECTION

Think back to your favorite class as a student in school.What was the classroom environment like? What characteristics can you remember the teacher possessing?What made this your favorite class?

WHAT OUR STUDENTS NEED

TO MEET THESE NEEDS IN YOUR CLASSROOM YOU

NEED TO HAVE A proactive classroom

management plan

BEHAVIOR MANAGEMENT CAN BE DEFINED FROM A TEXTBOOK AS……

that set of activities by which the teacher promotes appropriate student behavior and eliminates inappropriate student behavior, develops good interpersonal relationships and a positive socio-emotional climate in the classroom, and establishes and maintains an effective and productive classroom organization.“ (Weber 1977)

IN OTHER WORDS…We want to promote “good” behavior

We want to get rid of the "bad" behavior

We want to create positive interactions with our students

We want to establish a classroom in which kids feel welcomed, valued, useful, challenged, respected, and physically and psychologically safe

WHAT DOES A WELL-MANAGED CLASSROOM LOOK LIKE?Positive, productive classroom atmosphereSafe learning environmentEnvironment in which all students feel they have a place that they belong in Creative environment in which students can develop a sense of individuality

WHAT SHOULD A TEACHER DO?Show respect to students in ALL situations

Be consistent in all classroom practices

Always give clear directions

Show that you care for students

Remember, that the classroom is not strictly about academics. The classroom entails the whole development of a child. If a child is not having their basic needs met, then they can’t learn.

GUIDELINES FOR CLASSROOM RULES● Develop 4-6 measurable observable, positive classroom

rules

● Teach the rules and sub-rules directly

● Post the rules and review them frequently

● Carry out consequences for rule compliance and noncompliance

CLASSROOM RULESWhat should rules should look like?● Simple, Specific, Clear and Measureable● Must be consistent for all students● Must be doable● Must be stated positively

CLASSROOM RULESBad Rules

No screaming

No running in the halls

No hitting

No disrespecting others

Good Rules

We can use an inside voice

We will walk inside the school

We will keep our hands to ourselves

I can use kind words toward my friends

REINFORCE POSITIVE BEHAVIORS Reinforcement Systems: These plans can support a whole class in positive behavior plans:

Token Systems Tokens can be points, chips, stickers or other ways to record students' successes. You need to find the best way to communicate immediately when students have earned tokens toward the reinforcers of their choice.

A Lottery System: Catch students being good and give them tickets that are good for a drawing.

The Marble Jar: a jar or another way to accumulate the whole classes' success toward a group prize (a pizza party, a movie day) will help provide a visual reminder of rewards: it also helps you remember to sprinkle praise generously around your classroom

CONSEQUENCES: A SYSTEM OF NEGATIVE OUTCOMES TO PREVENT UNACCEPTABLE BEHAVIORS

As part of a progressive discipline plan, you want to have consequences in place.

Logical consequences teach because they are logically connected to the behavior.

PROGRESSIVE DISCIPLINE PLANA Warning.

The Loss of part or all of recess.

The loss of privileges, such as computer time.

A letter home

Parent contact by phone.

Adminstrative action as a last resort.

ARE YOU A LEADER OR A BOSS?A leader involves students in classroom decisions, keeps communication lines open between students/teachers, listens instead of just hears, and focuses on all aspects of student growth

A boss is driven by their own personal gains, tells instead of shows, believes they can coerce a student into following the rules leads into power struggles and confrontation

BE PROACTIVE, NOT REACTIVEFocus on teaching appropriate behaviors, rather then eliminating negative ones.

Prevention is the most effective form of behavior management.

RESPONDING TO POOR BEHAVIORSLow Profile ResponseProximityNonverbal (eye contact, tap the desk)State what is not acceptableGive student chance to self-correctEncourages self-control

Direct Profile ResponseReminder of classroom rules and/or expectationsCan be a simple commandIndividual conferencing if neededMay include the development of a Behavior Intervention Plan (BIP)Serious issues that require direct responses, may result in separation, removal from class, staying after school, etc.

EFFECTIVE BEHAVIOR MANAGEMENT TECHNIQUESAlways preserve student dignity. Maintaining dignity builds positive trusting relationships instead of tearing them down.

When possible, correct the student privately. If not possible, make it as low profile as possible.

Remain consistent and fair. Fairness is essential. Same rules for ALL students. Students will be quick to point out when things are not consistent from student to student.

Remain calm: Breathe, remain in control, keep your face relaxed.

Stay firm: DO NOT GIVE IN! A student will think that they can wear you down, if they continue the negative behaviors.

EFFECTIVE BEHAVIOR MANAGEMENT TECHNIQUES…Maintain Rational Detachment: Don’t take negative comments personally. Be careful not to react in defense which may escalate situations.

Be attentive: Validate their feelings. “So you feel _________________, because _______________________.”

Recognize Your Limits: Don’t be afraid to ask for back-up, admit you are overwhelmed and need a break to refocus yourself, don’t hesitate to step back and let someone else take over.

Debrief: After every/any incident

PICK YOUR BATTLES WISELY

ABC’S OF BEHAVIOR MANAGEMENT

Antecedent Behavior Consequence

Bob was asked to put his name on the worksheet.

Bob refused. Bob sits until he makes the choice to put his name on his worksheet.

Annie was asked a question and provided wait time for an answer.

Annie refused to answer the question when called on.

Annie will have a conference with her teacher to determine if she does not know the answer or if it was an act of defiance.

CASE STUDY 1 Sally

Sally is a regular education student in the 1st grade. She is very smart and is capable of completing her schoolwork; however, Sally often becomes angry and has an extremely explosive temper. She has at times thrown chairs, shoved desks, and then isolates herself until her mother gets to the school to pick her up. Her mother and father have recently separated and she currently is not seeing her father. You spoke to her kindergarten teacher and she did not exhibit these behaviors at all while in kindergarten.

What can you proactively do for Sally as her classroom teacher?

CASE STUDY 2 Randy is a special education student identified as having an Emotional Disability. He is currently in the 3rd grade. Verbally, Randy appears to be very bright and his test scores correlate with this; however, when it comes to any reading, writing, or math assignments he works at least two years below grade level. Randy expresses zero interest in applying himself to any academic subject. All he wants to do is play video games and it is clear from conversations that is all he does at home. When confronted with any correction, he becomes easily angered and will scream, “You hate me.” This behavior continues for a period of 5-10 minutes. As the behavior escalates, he will bite and hit himself. He has also at times thrown objects. Parental support is virtually nonexistent.

What can you proactively do for Randy as his classroom teacher?