Post on 22-Feb-2016
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transcript
Rock McLean, M.Ed.
ESSENTIALS FOR MANAGING STUDENT CLASSROOM BEHAVIOR
OBJECTIVES OF THIS PRESENTATION:
1. Discuss the management of student behavior through:
A. Reactive vs. Pro-Active Behavior Management Systems B. Positive Behavior Supports
C . Understanding conflict
D. Rules and Procedures
E. Consequences
2. Review some excellent data collection ideas
PRO-ACTIVE VS REACTIVE SYSTEMS
What are they?
REACTIVE
(Of a person, policy, or action)
Something that is done in response to a problem
or situation. Reacting to problems when they occur
instead of planning something that could prevent them.
PRO-ACTIVE
(Of a person, policy, or action)
Creating or controlling a situation by causingsomething to happen rather than responding
to something after it has happened.
How can my classroom be pro-active in preventing potential problems?
DISCUSSIONPRO-ACTIVE VS. REACTIVE
What are some examples of these systems in everyday life?
What are some examples of these systems in your schools?
What are the benefits / detriments of these systems in your schools?
“If a child does not know how to read,we teach.
If a child does not know how to swim,we teach.
If a child does not know how to multiply,we teach.
If a child does not know how to drive,we teach.
If a child does not know how to behave,
we teach?... we punish?...
What makes the last sentence more difficult to complete?
John Herner
POSITIVE BEHAVIOR SUPPORT SYSTEMS
Positive behavior management happens on three levels:
School-Wide Positive Behavior Support (SWPBS)
Positive Classroom Behavior Supports
Individual Positive Student Behavior Supports and Interventions
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS
1. Decision making framework
2. Guides in the selection of academic and behavior practices
3. Improves important academic and behavior outcomes for all students
4. Consistent from classroom to classroom.
THE BENEFITS OF SWPBS…
• This framework can focus a school,
• Allocate limited resources more effectively,
• Increase the perception that school is safe, and
• Reduce in office discipline referrals that directly leads to increased academic gain…
…when combined with effective instruction.
Primary PreventionsWhole School, Classroom, and
Non-ClassroomSystems for
ALL Students & Staff
80% of Students
Secondary PreventionsSpecialized Systems for
Students with At-Risk Behavior
15%
Tertiary Interventions Specialized
IndividualizedSystems for Students with
High-Risk Behavior5%
SYSTEMS OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Select Primary Team
Training Team Meets to Develop SWPBS
Features
Obtain Feedback from Staff
Ongoing
Implement Features
Collect Data
Review Data and Revise
Develop Tiers 2 and 3
Reward when your expectations are being met!
“Token” Earn EconomiesTickets, Points, Marbles, Coins, Popsicle Sticks, Tallies, Happy Faces, Stickers, Check-marks, Class Performance Charts, etc. These are immediately or very
closely followed by…
Tangible and/or Intangible RewardsThat can be used independently or in conjunction with…
Level Systems
…
Positive Classroom Behavior Supports
The MotivAider!• Vibrates at timed intervals
to provide an individual with a private prompt to engage in a specific behavior.
• Can be programmed to vibrate on a fixed or variable schedule at different duration and intensity levels.
• Can be used to manage a wide variety of behaviors and scheduling issues.
http://www.difflearn.com/product/MotivAider/timers_counters_clocks
1. The SAMA Assistive Process (Verbal de-escalation
procedure)
2. Observation, Data Collection, and Selecting
Individual Interventions
3. Replacement Behaviors
INDIVIDUAL POSITIVE STUDENT BEHAVIOR SUPPORTS AND INTERVENTIONS
THE GREAT BEHAVIOR GAME
http://www.educatorshandbook.com/workspace//videos/game/overview.m4v
CLASS DOJO
https://www.youtube.com/watch?v=f23bnZaWHNE
WHEN ACTING OUT BEHAVIORS OCCUR, WE OFTEN ONLY LOOK AT THE END RESULT.
CONSIDER THE FOLLOWING:
1. Prerequisite Academic Skills
2. Signs of Agitation
3. Escalating Behavior Chain
4. Presence of Successive Interactions
PROACTIVE STRATEGIES FOR MAINTAINING EXPECTED BEHAVIORS
Design physical space of classroom
Establish a practical VISUAL schedule
Establish, post and continually teach classroom rules and
expectations
Establish and continually teach classroom routines
PLAN your lessons to a tee!
Create and/or utilize a reward/behavior management
system
Staff-Student Relationship
Unchanged
Staff-Student Relationship
Improved
Staff-Student Relationship
DAMAGED!
Three Possible Outcomes of a Conflict
Conflict!
Use Diffusers Rather Than Escalators
Diffusers Calm, neutral tone of voice
Addressing issues in private
Reflective listening
Problem-solving approach as opposed to a punitive, confrontational approach
Acknowledging positive as well as negative behavior
Providing student with a “save face” option
Escalators Yelling
Public confrontation
Sarcastic or judgmental tone of voice
Invading personal space
Shaming and blaming
Bringing up the past
Engaging in power struggle (i.e. arguing back)
“Backing student into a corner”
Establishing Classroom Rules and Procedures!
It would be easy if all we had to do was tell our students what all of our classroom rules and procedures are on the first day of school. In a perfect world, they would remember them and follow them without fail until the very last day of school. Dream On! They are kids. They will forget!
Paula Naegle, 2002
ONE OF THE BEST TEACHING PRACTICES OF ALL!
• Select 3 or 4 rules.
• State these rules as positive expectations.
• Give specific examples of behavior that demonstrate each rule.
• Rules should be the same or aligned with the rules established through your SWPBS (where applicable).
• Identify your rewards and consequences (pro-active system).
• Post the rules in your classroom.
• Teach them throughout the school year.
SUGGESTED GUIDELINES FOR CLASSROOM RULES
• Establishes the classroom climate by setting and practicing classroom procedures throughout the school year.
• An excellent time-saving strategy.
• Sets up routines that help you and your students focus on academics.
• Creates an environment that is less stressful for everyone
ABOUT CLASSROOM PROCEDURES
Consequences
Consequences work best when they:
1. Are clear and specific 2. Relate directly to statement of purpose, rules, and procedures 3. Possess a range of intensity or hierarchy of alternatives (progressive) 4. Are natural and logical
Iris Center, Vanderbilt University
In a pro-active system, many times the consequence will be the withholding of the expected reinforcer / reward.
When delivering consequences
1. Apply them consistently 2. Use the power of proximity 3. Make direct eye contact 4. Use a soft voice 5. Be firm and anger-free 6. Link the consequence to the expected behaviors 7. Never accept excuses, bargaining, or whining 8. Be educative, not vindictive
DATA COLLECTION
Why Collect Data?
• To assist with students’ specific needs
• To determine intervention effectiveness and assist with making changes based on valid information
• To provide data for FBA, BIP, and IEP
• Maintains your program integrity
KINDS OF DATA MEASURES
• Frequency
• Intensity
• Duration
• Permanent Product
• Rate
• Latency
• Data, observation, interviews, drive the interventions…
• Which collects more data…
• Which drives the current or another intervention…
• Which collects more data…
There is no fixed recipe or a “sure fire” intervention. Behavior interventions are a continuum of trials. Find the ones that will have
positive results.
REMEMBER…
Every behavior serves a function.
There’s always a pay-off; something that will reinforce the likelihood that the behavior, good or bad, will be repeated.
Select appropriate replacement behaviors that serve the same function and have an equal or better pay-off.
A WORD ABOUT REPLACEMENT BEHAVIORS…
rock.mclean@mnps.org
Murrell SDS615-298-8070 Ex. 219
Thank you!You are all amazing for what you do!