This “This “slide showslide show” identifies and describes the four common ” identifies and describes the four common components or parts found in most effective classroom components or parts found in most effective classroom

management systems.management systems.

There is a “code” to help you view this show. A red punctuation There is a “code” to help you view this show. A red punctuation mark indicates that the show has stopped. You must “left click” on mark indicates that the show has stopped. You must “left click” on your mouse to view the next part of the slide. A green punctuation your mouse to view the next part of the slide. A green punctuation

mark also indicates a stopping point and the end of the material mark also indicates a stopping point and the end of the material on a particular slideon a particular slide..

Tom McIntyre, Tom McIntyre, www.BehaviorAdvisor.comwww.BehaviorAdvisor.com 9/20/06 9/20/06

Proficient management of student behavior is crucial to our success as Proficient management of student behavior is crucial to our success as teachers. It allows us to perform all the other duties associated with our job. teachers. It allows us to perform all the other duties associated with our job. While perhaps the most important skill of teaching, it is undoubtedly the most While perhaps the most important skill of teaching, it is undoubtedly the most difficult to master. With reading, writing, and math, we can learn the curricula difficult to master. With reading, writing, and math, we can learn the curricula and teach the material well by following certain steps. Management of and teach the material well by following certain steps. Management of behavior also requires a knowledge base and skill in procedures, but there is behavior also requires a knowledge base and skill in procedures, but there is much more that is required to do it well.much more that is required to do it well.

In order to promote student achievement and guarantee physical, In order to promote student achievement and guarantee physical, psychological, and intellectual safety to our charges, our actions and reactions psychological, and intellectual safety to our charges, our actions and reactions must prevent and subdue inappropriate behavior.must prevent and subdue inappropriate behavior.

Most teachers find that their effectiveness is increased and enhanced if they Most teachers find that their effectiveness is increased and enhanced if they construct a strong framework on which to attach their many strategies and construct a strong framework on which to attach their many strategies and interventions.interventions.

Essentially, there are four universal requirements that must be considered and Essentially, there are four universal requirements that must be considered and addressed when setting up a classroom management plan. There are four addressed when setting up a classroom management plan. There are four pieces of the behavior management puzzle that must fit tightly and securely.pieces of the behavior management puzzle that must fit tightly and securely.

They areThey are……

TheThe “BIG FOUR” “BIG FOUR”

44 Most effective comprehensive behavior Most effective comprehensive behavior

management systems used in classrooms contain management systems used in classrooms contain four integral components. What are theyfour integral components. What are they??

RulesRules Negative consequences for non-complianceNegative consequences for non-compliance Positive consequences for compliancePositive consequences for compliance Consistency on the part of the teacherConsistency on the part of the teacher..

Component #1: RulesComponent #1: Rules

Generally, teachers set up rules early during Generally, teachers set up rules early during the first day of school. Do any of you have an the first day of school. Do any of you have an exception to the rule on rulesexception to the rule on rules??

There is always an exception to rulesThere is always an exception to rules (except certain absolutes such as “Do no (except certain absolutes such as “Do no

harm.”, “Do what is in the student’s best interest.”)harm.”, “Do what is in the student’s best interest.”)

How many rules are appropriateHow many rules are appropriate?? Usually 4-7, non-redundant of school rules…specific to the needs of your Usually 4-7, non-redundant of school rules…specific to the needs of your

classroom.classroom.

Do you involve the pupils in the making of the Do you involve the pupils in the making of the rules? If yes, how sorules? If yes, how so??

Another Rule for Making RulesAnother Rule for Making Rules

Rules should inform kids as to the Rules should inform kids as to the behaviors that are expected in the school behaviors that are expected in the school house house (rather than telling them what (rather than telling them what NOTNOT to to do).do). Avoid rules with “ Avoid rules with “Don’tDon’t””ss or “ or “NoNo””ss..

How then might we phrase themHow then might we phrase them?? POSTIVELY, identifying the behavior that we wish to see displayed. POSTIVELY, identifying the behavior that we wish to see displayed.

““Don’t rulesDon’t rules” fail to tell the students what they should be doing. In ” fail to tell the students what they should be doing. In fact, they may create misbehavior as students attend to the action fact, they may create misbehavior as students attend to the action word, failing to mentally attend to the “word, failing to mentally attend to the “NoNo” and “” and “Don’tDon’t”.”.

So…So…Let’s rephrase some of Mrs. Mutner’s Let’s rephrase some of Mrs. Mutner’s rules into more positive versionsrules into more positive versions..

-No hitting-No hitting

-No cursing-No cursing

-No yelling-No yelling

-No cheating-No cheating

-No cell phones-No cell phones

-No note passing -No note passing

-No asking unrelated -No asking unrelated questionsquestions

-No talking while the -No talking while the teacher is talkingteacher is talking

-No saying “No”-No saying “No”..

Exceptions to the “No no’s” ruleExceptions to the “No no’s” rule??

Are there times when a “No rule” is Are there times when a “No rule” is indicated and usefulindicated and useful?? When positive phrasing would be awkward, When positive phrasing would be awkward,

complex, and/or interfere with understanding.complex, and/or interfere with understanding. To make it known that an action is so To make it known that an action is so

inappropriate, heinous, vile, and despicable that inappropriate, heinous, vile, and despicable that it is not acceptable under any circumstancesit is not acceptable under any circumstances..

In general, rules Should Be Specific, describing the In general, rules Should Be Specific, describing the behaviors one wishes to see one’s students displaybehaviors one wishes to see one’s students display..

Sometimes though, we think “Sometimes though, we think “outside the boxoutside the box ” ” For whom might this less specific “For whom might this less specific “Code of conductCode of conduct” be ” be

appropriate? What might be the purpose of this appropriate? What might be the purpose of this approach?approach? SAFETY:SAFETY: Are my actions safe for myself and others? Are my actions safe for myself and others? RESPECT:RESPECT: Do my actions show consideration for myself and others? Do my actions show consideration for myself and others? HONESTY:HONESTY: Do my words and actions meet the expectation to take Do my words and actions meet the expectation to take

care of myself and be a dependable member of the group?care of myself and be a dependable member of the group? COURAGE:COURAGE: Am I resisting peer pressure or directions that might hurt Am I resisting peer pressure or directions that might hurt

others? Am I doing the right thing?others? Am I doing the right thing? COURTESY:COURTESY: Do my actions help to make this place a positive Do my actions help to make this place a positive

learning climate where people feel welcomed and accepted. Do my learning climate where people feel welcomed and accepted. Do my actions allow others to do their work without interruptionactions allow others to do their work without interruption??

Thematic RulesThematic Rules Some teachers package their rules in a “theme” Some teachers package their rules in a “theme”

format. Anyone here do so? If yes, tell us moreformat. Anyone here do so? If yes, tell us more .. What are your thoughts regarding the following What are your thoughts regarding the following

example? example? (published in a newsletter of a state-level organization for special educators)(published in a newsletter of a state-level organization for special educators)

Horse School House RulesHorse School House Rules No horsing around.No horsing around. Be mature. Don’t act like a colt.Be mature. Don’t act like a colt. Trot on the track, not in the halls.Trot on the track, not in the halls. Bridle you mouth while the trainer is instructing.Bridle you mouth while the trainer is instructing. Braid your mane at home. Don’t be a show horse.Braid your mane at home. Don’t be a show horse. Munch on your hay with your mouth closed.Munch on your hay with your mouth closed. Saddle up your manners & step into the stirrups of learningSaddle up your manners & step into the stirrups of learning..

Another Example: Rules with a Car ThemeAnother Example: Rules with a Car Theme

Keep your eyes on the road.Keep your eyes on the road. (Do your own work)(Do your own work) Buckle your seat belt.Buckle your seat belt. (Stay in your seat)(Stay in your seat) Signal to turn.Signal to turn. (Raise your hand to speak)(Raise your hand to speak) Stay alert.Stay alert. (Listen while others speak)(Listen while others speak) Stay in your lane.Stay in your lane. (Keep hands, feet, & objects to(Keep hands, feet, & objects to yourself)yourself) Be a courteous driver.Be a courteous driver. (Speak kindly and encourage others)(Speak kindly and encourage others)

Control your speed and directionControl your speed and direction.. (Use appropriate language and gestures)(Use appropriate language and gestures)

Most Experts Recommend that Most Experts Recommend that Rules be PostedRules be Posted

WhyWhy?? Serves as an on-going Serves as an on-going

reminder as kidsreminder as kids periodically scanperiodically scan the the room.room.

Allows us to promote self-Allows us to promote self-control by saying control by saying “What “What should you be doing right should you be doing right now?”now?” while gesturing while gesturing toward the postertoward the poster..

Other Influences On RulesOther Influences On Rules??

Might the rules be different for various age Might the rules be different for various age groupsgroups?? Can you identifyCan you identify examples of rules examples of rules that might be age-group specificthat might be age-group specific??

Might other characteristics such asMight other characteristics such as gendergender cognitive levelcognitive level//intellectual abilityintellectual ability cultureculture//ethnicityethnicity disabilitydisability//challengechallenge

affect the type, intent, focus, or wordingaffect the type, intent, focus, or wording of the rulesof the rules?? If yes, how so If yes, how so?? ..

Component #2: Negative ConsequencesComponent #2: Negative Consequences

When student behavior does not match stated When student behavior does not match stated expectations expectations (the rules, regulations, routines, directions)(the rules, regulations, routines, directions), , negative consequences for those actions are negative consequences for those actions are often deemed necessary.often deemed necessary.

Punishment can be effective in promoting Punishment can be effective in promoting behavior change, but to gain this outcome, it behavior change, but to gain this outcome, it must be administered in a must be administered in a well-informedwell-informed and and thoughtfulthoughtful manner. manner.

The above conditions are not often metThe above conditions are not often met..

Typically, consequences are placed into a list of sequentially Typically, consequences are placed into a list of sequentially more punitive penalties. They usually follow an official more punitive penalties. They usually follow an official “warning” telling the student to engage in the appropriate “warning” telling the student to engage in the appropriate behavior.behavior.

The word “warning” might be viewed as confrontational or The word “warning” might be viewed as confrontational or coercive by the student, spurring defiance. Many teachers coercive by the student, spurring defiance. Many teachers prefer “reminder” or “cue”.prefer “reminder” or “cue”.

The “warning” is not actually the first intervention. The The “warning” is not actually the first intervention. The teacher should have tried to get the student on task in subtle teacher should have tried to get the student on task in subtle ways previous to it ways previous to it (distracting the youngster, “proximity praise”).(distracting the youngster, “proximity praise”).

Too many teachers make this component the main ingredient Too many teachers make this component the main ingredient in their behavior management stew. Instead, it should be a in their behavior management stew. Instead, it should be a sparingly used spice adding a subtle undertaste.sparingly used spice adding a subtle undertaste.

Other Important Points To RememberOther Important Points To Remember Let the list of consequences do the work while presenting yourself as being:Let the list of consequences do the work while presenting yourself as being:

ConfidentConfident CalmCalm Regretful at having to implement consequencesRegretful at having to implement consequences

Show more firmness and resolve (but not anger) in your voice and Show more firmness and resolve (but not anger) in your voice and approach as the youngster moves through the penalty list while approach as the youngster moves through the penalty list while ALWAYSALWAYS

reminiscing about the times when s/he made a good behavior choicereminiscing about the times when s/he made a good behavior choice encouraging a good choice now to avoid further penalties.encouraging a good choice now to avoid further penalties.

If the systematic application of a list of consequences isn’t working, change If the systematic application of a list of consequences isn’t working, change it. Get a better system. Don’t get meaner and crankier; get smarter.it. Get a better system. Don’t get meaner and crankier; get smarter.

Immediately show a smile upon compliance (at any point) and thank the Immediately show a smile upon compliance (at any point) and thank the student for making “a good choice” or displaying the correct behavior student for making “a good choice” or displaying the correct behavior (instead of holding a grudge and saying (instead of holding a grudge and saying “It’s about time. Don’t do that again.”“It’s about time. Don’t do that again.”))

People are more likely to comply with authority figures that they like. Be People are more likely to comply with authority figures that they like. Be sure that the archive of positive interactions between you and student sure that the archive of positive interactions between you and student outweighs the history of negative eventsoutweighs the history of negative events (at least 5-8 positive interactions for (at least 5-8 positive interactions for each negative one…more if interactions have been primarily negative to this point)each negative one…more if interactions have been primarily negative to this point)..

Make a list of 4 to 7 consequences that could be used in Make a list of 4 to 7 consequences that could be used in your your (future)(future) classroom. After the consequences have been classroom. After the consequences have been exhausted, it is time for the administrator in charge of exhausted, it is time for the administrator in charge of discipline to take over.discipline to take over.

The teacher should be supportive and respectful when The teacher should be supportive and respectful when administering consequences. Talk about what privileges administering consequences. Talk about what privileges and points can be kept, versus how more will be lost.and points can be kept, versus how more will be lost.

What if I only have one big punishment What if I only have one big punishment that I can usethat I can use??

Removal of recessRemoval of recess Phone call to the homePhone call to the home Send to the officeSend to the office Lunch in an isolated placeLunch in an isolated place Lethal injectionLethal injection ..

EITHER…EITHER…Take it away in segmentsTake it away in segments Elementary grades:Elementary grades: 1 minutes of lost recess; 3 minutes; 7 minutes; 15 1 minutes of lost recess; 3 minutes; 7 minutes; 15

minutes; all of recess spent sitting on the sidelines watching others have funminutes; all of recess spent sitting on the sidelines watching others have fun Secondary:Secondary: Student leaves 20 seconds after the bell for the 5 minutes of Student leaves 20 seconds after the bell for the 5 minutes of

hallway passing to the next class; 45 seconds, 1½ minutes, 2 minutes; (then hallway passing to the next class; 45 seconds, 1½ minutes, 2 minutes; (then detention assigned…10 minutes if quiet during that time, 20 minutes if quiet)detention assigned…10 minutes if quiet during that time, 20 minutes if quiet)

OR…OR…Take away all of a privilege after a certain number of Take away all of a privilege after a certain number of warnings have been givenwarnings have been given 33rdrd checkmark on the board results in implementation of serious consequence checkmark on the board results in implementation of serious consequence Decrease the number of warnings as the student is capable of more restraintDecrease the number of warnings as the student is capable of more restraint..

““Losing your licenseLosing your license”” (This slide shows the penalty (This slide shows the penalty

component for the “Driver theme” component for the “Driver theme” plan seen earlier.)plan seen earlier.)

If a certain number of negative points accumulate, If a certain number of negative points accumulate, daily privileges daily privileges (social time, lunch with friends)(social time, lunch with friends) are are denied.denied.

Violations that result in “Violations that result in “points on your licensepoints on your license”:”: Failure to yield right-of-wayFailure to yield right-of-way (disrespect shown toward others)(disrespect shown toward others) Failure to observe a stop signFailure to observe a stop sign (failing to follow directions)(failing to follow directions) Reckless drivingReckless driving (roughness with others)(roughness with others) Excessive speedExcessive speed (use of profanity or offensive words)(use of profanity or offensive words)

..

Component #3: Positive ConsequencesComponent #3: Positive Consequences

The major focus of our system should beThe major focus of our system should be placed on “catching kids being good”. placed on “catching kids being good”.

Have the students join you in promoting appropriate Have the students join you in promoting appropriate behavior by implementing a group reward system that behavior by implementing a group reward system that creates positive peer pressure/support to behave well.creates positive peer pressure/support to behave well. (found at (found at www.behavioradvisor.comwww.behavioradvisor.com))

When the class is “When the class is “out of controlout of control”, scan the room looking ”, scan the room looking for kids who are doing “for kids who are doing “the right thingthe right thing”. Recognize that ”. Recognize that those students in an attempt to instigate “those students in an attempt to instigate “the ripple effectthe ripple effect”.”.

Constantly watch for opportunities to recognize Constantly watch for opportunities to recognize appropriate behavior. Don’t be stingy with praise, smiles, appropriate behavior. Don’t be stingy with praise, smiles, non-verbal positive signalsnon-verbal positive signals..

Positive Non-Verbal SignalsPositive Non-Verbal Signals

What are some non-verbal signals that What are some non-verbal signals that indicate pleasure with the actions indicate pleasure with the actions displayed by studentsdisplayed by students??

Oops…That’s not what I meantOops…That’s not what I meant

To whom might these gestures be offensive?To whom might these gestures be offensive? Thumbs upThumbs up Pointing at the personPointing at the person Summoning with a finger curlSummoning with a finger curl Making the “V” for victory sign with the back of the Making the “V” for victory sign with the back of the

fingers toward othersfingers toward others The “OK” signThe “OK” sign Pasting a star on a paperPasting a star on a paper Handing items with the left handHanding items with the left hand A light touch on the shoulder, or mussing of the hairA light touch on the shoulder, or mussing of the hair Showing the sole of your shoe to others when Showing the sole of your shoe to others when

crossing legscrossing legs ..

Negative Non-Verbal SignalsNegative Non-Verbal Signals What are some non-verbal responses that What are some non-verbal responses that

indicate displeasure with the actions displayed indicate displeasure with the actions displayed by studentsby students?? Stern facial features and glaring eye contact Stern facial features and glaring eye contact (perhaps (perhaps

with angled body leaning back and arms folded across chest)with angled body leaning back and arms folded across chest)

Holding up index finder and wagging it side-to-sideHolding up index finder and wagging it side-to-side Holding up “stop” hand Holding up “stop” hand (arm outstretched and palm of hand (arm outstretched and palm of hand

facing student with fingers spread)facing student with fingers spread) ..

All in All…All in All…

Research and craft knowledge tell us that Research and craft knowledge tell us that our best behavior management practice is our best behavior management practice is to catch kids being good.to catch kids being good.

Make it the MAJOR focus of your behavior Make it the MAJOR focus of your behavior management approach.management approach.

Component #4: ConsistencyComponent #4: Consistency

In order for our system to be effective, we In order for our system to be effective, we must be predictable in our responses to must be predictable in our responses to actions that abide by and break the rulesactions that abide by and break the rules..