Example Second Assignment

8/12/2019 Example Second Assignment

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will be rewardin i he or she is able to "a*e it brie 8et "eanin ul. 'esides+ teachers

can utili e rou in techni;ue in hel in the" to o#erco"e "isbeha#iour. In act+

e ecti#e rou in will enhance the en a e"ent o students to the tas*s assi ned.

owe#er+ their ro ress needs to be acilitated at all ti"e to a#oid o %tas* rou

"e"bers. /urther"ore+ teachers are res onsible to sustain the interest and in#ol#e"ent

o the students b8 a#oidin satiation ro" occurrin durin the lesson. Satiation will lead

to the e"er ence o un ro"isin beha#iours.

Puttin it in a nutshell+ teacher ou ht to ha#e awareness all the ti"e and *now

when to inter#ene and sto "isbeha#iour ro" ettin serious. Then+ he or she "ust learn

how to ul ill the de"ands o the students e ecti#el8 and elicit their attention

consistentl8. /inall8+ a teacher should "aintain the in#ol#e"ent o students and reduce

the satiation throu h #arious teachin strate ies.

9ist o Article $

The article discusses the issues that co""onl8 occur while dealin with student

"isbeha#iour in a classroo". It is stated that teachers ha#e si ni icant in luence o#er

students< beha#iour. There ore+ teachers "ust be roacti#e in sol#in "isbeha#iour usin

e ecti#e a roach in "ana in the". It is urther stated that re#ention is the "ost

ower ul tool to control students< "isbeha#iour.

,e#ertheless+ at so"e oint in dealin with the roble"atic students+ teachers

co""it #arious "ista*es due "isinter retation and "is@ud ed o the "isbeha#iour. >ne

o the "ista*es is to de ine "isbeha#iour at the su er icial le#el. Teachers need to

understand that "isbeha#iour has theirs unctions. /or instance+ certain "isbeha#iour

occurs because the students are lon in or attention whereas at ti"es the8 occur due to

lac* o "oti#ation in classroo". There ore it is a "ust or teachers to de ine

"isbeha#iour b8 their unctions. ,e=t+ it is #er8 co""on or teachers to as* the students wh8 the8 "isbeha#ed in

the classroo". The idea will not wor* because students are not aware o wh8 the8

"isbeha#ed and so"eti"es the8 "a8 co"e out with un leasant answers. Thus+ it is

bene icial or teacher to assess the beha#iours strai ht awa8 and deter"ine the unctions.

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>ther than that+ so"e teachers wor* reall8 hard in dealin with "isbeha#iours.

The8 do not reali e that when their strate ies do not wor*+ the8 should chan e the" to

suit the needs. There is no oint to tr8 hard when the outco"es will @ust a ected students%

teachers relationshi ne ati#el8.

A art ro" that+ teacher should not #iolate an8 rinci les o ood classroo" rules.

The rinci les should be ollowed consistentl8. In a wa8 it hel s to disci line the

students. Then+ so"e teachers o ten ercei#e that o %tas* students do not want to do their

tas*s without noticin the realit8 which is the8 cannot do the tas* due to lac* o rior

*nowled e and rere;uisite s*ills.

/ailure to lan or transition ti"e will also contribute to "isbeha#iour. ence+

teachers "ust lan and la8 their roles as acilitator and "oti#ator durin transition ti"e

e icientl8. 'eside that+ so"e teachers tend to i nore the "isbeha#iour totall8 and thiswill not hel to i" ro#e students< attitudes. We should i nore wisel8 usin beha#iour%

buildin strate ies to i" ro#e students< beha#iour.

,e=t+ teachers o ten o#eruse ti"e out. Ti"e out should be used scarcel8 to ether

with re%correcti#e+ beha#iour% buildin strate ies and rein orce"ent. >ther than that+

teachers should not ha#e inconsistent e= ectations and conse;uences as it "a8 ha" er

the students. = ectations "ust be bac*ed u with rein orce"ent or co" liance and

reasonable ne ati#e conse;uences or nonco" liance.

/urther"ore+ teachers should not ercei#e the"sel#es as the sole classroo"

"ana er when in realit8 the8 are other arties such as students+ arents and school

authorities in "ana e"ent e ort to hel . The8 should be wor*in to ether to sol#e

"isbeha#iour. 'esides+ there is "issin lin* between instruction and beha#iours. It will

de initel8 lead to "isbeha#iour. Teachers can use acade"ic instruction as a beha#ior

"ana e"ent tool and it "ust be e ecti#e and clear. /inall8+ so"e teachers ta*e

"isbeha#iour ersonall8 whereas the8 should be dealt with ro essionall8. It is "ore

ruit ul to s ent ti"e and ener 8 on students< success rather than bein u set all the ti"e.

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Be lection!Discussion

I ha#e chosen two articles which are related to techni;ues and strate ies or

dealin with "isbeha#iour e ecti#el8. The articles hi hli hted -ounin tas*

beha#iour has been de ined as Cthat which is not co" atible with the wor* re;uested b8teacher. ('i s F Wat*ins+ 1667)

In "8 hu"ble o inion+ "isbeha#iour o students is co""on in an8 classroo".

Teacher will ha#e to ace a ew students who will choose not to in#ol#e the"sel#es in

classroo" acti#ities. The8 occur in e#er8 sin le lesson and di er in ter" o seriousness.

It de ends on how the teachers "ana e the roble"s e ecti#el8+ thus+ it will lea#e a

si ni icant i" act on teachers the"sel#es and students too. ost o the ti"e teachers will

ut on their Thin*in &a in anal8 in the roble"s lo icall8. 'esides+ teachers

so"eti"es decided to ut on their /eelin &a and the heart will ob#iousl8 ta*es o#er.

Personall8+ I a reed on uttin on both Thin*in &a and /eelin &a in sol#in

"isbeha#iours. Students need to *now that "isbeha#in is wron and their teacher care

about the".

I thin* that in dealin with "isbeha#iour e#er8 teacher will e= ect ositi#e

outco"es to e#entuall8 e"er e. There ore+ a ood teacher will alwa8s "aintain his or her

co" osure in dealin with "isbeha#iours. Accordin to Willia" Stewart (166G)

Ce"otions are in luenced b8 eelin s+ and in turn in luence beha#iour and C ositi#e

e"otions create ositi#e beha#iour0 ne ati#e e"otions create ne ati#e beha#iour. These

two ;uotes share with us the i" ortance o bein ositi#e e"otionall8 because it will

a ect beha#iours. ence+ i we intend to chan e the undesirable attitudes o our students

to a better one+ we should irst ortra8 ositi#e attitudes oursel#es.

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We should alwa8s sta8 on the ositi#e trac* as it will de initel8 hel us to tac*le

the roble" usin e ecti#e and well or ani ed strate ies. When we are e"otionall8

a ected b8 our students< "isbeha#iour+ it will drain awa8 the ener 8 and ulti"atel8 there

will be no rein orce"ent or the beha#iours to chan e. 'esides+ I stron l8 belie#e that it

will a ect students%teachers relationshi ne ati#el8.

There ore+ teachers will ha#e to e=a"ine the actors that tri er "isbeha#iour to

ta*e lace in their classroo". Bichard I. Arends ($22E) has stated our "a@or causes o

"isbeha#iour: 1) students ercei#e that schoolwor* is borin and irrele#ant and the8 will

tr8 to esca e it+ $) students< out%o school li#es ( a"il8 or co""unit8) roduce

s8cholo ical and e"otional roble"s that the8 la8 out in school+ 7) rebellious students

5) attention see*in which is art o rowin rocess.When I was a be innin teacher+ I used to search ealousl8 or causes o

"isbeha#iour and in the lon run I was e=tre"el8 rustrated. There are "an8 actors to be

considered and nor"all8 I ail to co e with students< "isbeha#iour e ecti#el8. owe#er+

throu h "8 13 8ears o teachin e= erience+ I stron l8 belie#e "8 techni;ues in

o#erco"in "isbeha#iour ha#e been er ected. a#in "8 own *ids has added "ore est

to the techni;ues I a" utili in . -ounin


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. ,e=t+ at ti"es "8 lessons were not suitable or the class0 so"eti"es the8 are too

eas8 and so"eti"es too tou h or the students. 'oth situations contributed to o %tas*

students and I was so rustrated because the students did not res ond li*e another

teacherther than that+ I stron l8 belie#e that incor oratin @o8 in a lesson will hel to

reduce the nu"ber o "isbeha#iour. Accordin to Ste#en F 9oldber ($22H) hu"an

bein s are born with a natural abilit8 to e= erience @o8. ence the innate abilit8 can be

used as an ad#anta e to ro"ote ositi#e learnin en#iron"ent and indirectl8 hel s

teachers to curb "isbeha#iour roble"s.

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In conclusion+ "isbeha#iour is co""on and an una#oidable. -ounin


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the teacher reall8 *nows what is oin on in the 8"nasiu". I students are o %tas* andoolin around+ the teacher needs to send a clear "essa e that co""unicates to the

students that the teacher sees that the8 are not wor*in and the8 need to et started.Withitness can be i" ro#ed with ractice+ such as learnin how to e ecti#el8 uses8ste"atic techni;ues to scan the class. -ee in 8our Kbac* to the wallK as 8ou "o#e

throu hout the class hel s 8ou see the broader icture and be "ore aware o what isoin on.

The e ecti#eness o withitness is increased when the teacher can correctl8 identi 8 thestudent who is the insti ator o the incident. Teachers who tar et the wron student or adesist or a re ri"and are ercei#ed b8 the students are not *nowin what is reall8 oinon (i.e.+ not KwithitK). When se#eral incidences o "isbeha#ior occur at the sa"e ti"e+ itis i" ortant that teachers deal with the "ost serious incidence irst. Ti"in is anotheras ect o withitness. Teachers should inter#ene earl8 and ;uic*l8 in dealin with"isbeha#ior. /ailure to do so allows the "isbeha#ior to s read.

Overlapping . >#erla in is attendin to two or "ore e#ents at the sa"e ti"e. /ore=a" le+ the teacher can i#e a student indi#idual eedbac* at one station and+ at thesa"e ti"e+ o er a ;uic* word o encoura e"ent to students who are wor*in at anotherstation. >r+ a teacher can deal e ecti#el8 with an interru tion while *ee in an e8e onthe ha enin s across the 8". -ounin ound that teachers who are s*illed at o#erla inalso were also "ore aware o what is oin on in the classroo" or de"onstratedwithitness. Students are "ore li*el8 to sta8 on%tas* i the8 *now that the teacher is awareo what the8 are doin and can hel the" when needed.

Transitions . Student beha#ior is in luenced b8 the s"oothness and e ecti#eness otransitions between tas*s in a lesson. /ailure to ain the students attention+ unclear and

con usin directions+ usin len th8 e= lanations+ dwellin too "uch on the details ratherthan ocusin on *e8 oints+ and allowin students to ta*e too "uch ti"e "o#in ro"one tas* to the ne=t contribute to student "isbeha#ior. Well%established routines+ aconsistent si nal or ainin the class attention+ clear directions+ re arin students toshi t their attention ro" one tas* to another+ and concise e= lanations that hi hli ht the"ain oints o the tas* hel reduce student "isbeha#ior. -ounin ound that s"ooth ande ecti#e transitions are one o the "ost i" ortant techni;ues in "aintainin studentin#ol#e"ent and class control.

Group Focus . The abilit8 to *ee "e"bers o the class or rou a8in attention to thetas* is essential in "aintainin an e icient classroo" and reducin student "isbeha#ior.

ecti#e rou in "a=i"i es acti#e artici ation and *ee s students en a ed inlearnin . Accountabilit8 is a ower ul orce in *ee in students on%tas*. Accountabilit8"easures can include record%*ee in %% both teacher % and student%"aintained (chec*lists+tas* cards+ etc.)+ ublic reco nition+ s*ill testin + and written wor*. When students *nowthat the8 will be held accountable or their learnin and beha#ior and teachers *now howeach student is ro ressin + student "isbeha#ior decreases. Another i" ortant techni;ueis alertin %% ocusin the attention o the rou . Directin students attention to thecritical cues in the de"onstration+ usin ;uestions to chec* or students understandin +

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and #ar8in the student who is called u on to i#e an answer are so"e wa8s to ocus theclass attention. Student in#ol#e"ent is increased and "isbeha#ior reduced when teachershold the attention o the class.

Maintaining Interest an Involve!ent . Satiation+ which "eans bein satis ied or

ha#in enou h+ is used b8 -ounin to describe students ro ressi#e loss o interest in thetas*. When students e= erience satiation or boredo"+ other beha#iors e"er e. Students"a8 introduce #ariations into the tas*+ wor* "echanicall8 on the tas* without i#in it"uch thou ht+ or tr8 to create so"e e=cite"ent throu h oolin around with a class"ateor en a in in other or"s o "isbeha#ior. -ounin su ests reducin satiation b8

ro#idin students with a eelin o ro ress+ o erin students challen es throu hout thelesson+ and bein enthusiastic. 4ariet8 reduces satiation and alle#iates boredo".&han in the le#el o challen es+ restructurin rou s+ e=tendin the tas*+ and usindi erent teachin st8les add #ariet8 to the lesson.

"u!!ary . I" le"entation o -ouninLs techni;ues or class "ana e"ent can reduce the

incidence o student "isbeha#ior and contribute to a ositi#e learnin en#iron"ent.ereLs a short su""ar8 o how 8ou can ut -ouninLs ideas to wor* or 8ou.

'e aware o what is ha enin in all areas o the 8". Scan re;uentl8 ands8ste"aticall80 -ee 8ou bac* to the wall.

Inter#ene earl8 be ore the beha#ior escalates. &orrect the a ro riate student anddeal with the "ost serious issues irst.

earn to deal with co" etin de"ands at the sa"e ti"e. 9ain the students attention. Jse routines+ concise e= lanations+ and s"ooth

transitions to *ee students on%tas*. -ee students in#ol#ed throu h acti#e su er#ision and accountabilit8.

Beduce satiation or boredo" b8 usin challen es+ e=tendin tas*s+ in or"instudents o ro ress+ and addin #ariet8 to lessons.

$nd Article

#lassroo! Behavior Manage!ent: $ Do%en #o!!on Mista&es an What to DoInstea #ontents

Authors: 'arbetta+ Patricia+ ,orona+ -athleen eon + 'icard+ Da#id

Source: Pre#entin School /ailure0 S rin $223+ 4ol. 56 Issue 7+ 11%16+ 6

>ne o our ri"ar8 res onsibilities as teachers is to hel our students learn. It is di icultor learnin to ta*e lace in chaotic en#iron"ents. Subse;uentl8+ we are challen ed dail8

to create and "aintain a ositi#e+ roducti#e classroo" at"os here conduci#e tolearnin . >n an8 i#en da8+ this can be ;uite a challen e. In our atte" ts to ace this

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challen e+ we ind oursel#es "a*in co""on classroo" beha#ior "ana e"ent "ista*es.This article is desi ned to resents so"e o these co""on "ista*es ollowed b8 >ne oour ri"ar8 res onsibilities as teachers is to hel our students learn. It is di icult orlearnin to ta*e lace in chaotic en#iron"ents. Subse;uentl8+ we are challen ed dail8 tocreate and "aintain a ositi#e+ roducti#e classroo" at"os here conduci#e to learnin .

>n an8 i#en da8+ this can be ;uite a challen e. In our atte" ts to ace this challen e+ weind oursel#es "a*in co""on classroo" beha#ior "ana e"ent "ista*es. su estionsas to what we should do instead. The "ista*es resented are co""itted re;uentl8+ at"an8 rade le#els and in all t8 es o learnin en#iron"ents. ach su estion is relati#el8eas8 to i" le"ent and use ul or all t8 es o learners.

We ha#e based our su estions on se#eral assu" tions and belie s. /irst and ore"ost+teachers ha#e considerable in luence o#er student beha#ior. This is articularl8 true iinter#entions be in earl8 and are su orted at ho"e. ,e=t+ "ost student "isbeha#iors are

learned and occur or a reason. It is our @ob to deter"ine those reasons and teacha ro riate beha#iors to re lace those "isbeha#iors. We belie#e that re#ention is the"ost e ecti#e or" o beha#ior "ana e"ent. That is+ the "ost e icient wa8 to eli"inate"isbeha#iors is to re#ent their occurrence or escalation ro" the be innin . Jsin a

roacti#e a roach also allows us to ocus "ore on teachin a ro riate beha#iors ratherthan eli"inatin ne ati#e beha#iors. >ur e= erience tells us that "ana e"ent s8ste"sshould be le=ible enou h to "eet the chan in needs o our classroo"s. /inall8+students+ arents+ and other ro essionals can be e ecti#e artners in beha#ior"ana e"ent.

Mista&e '(: Defining Misbehavior By)o* It +oo&s

When atte" tin to chan e "isbeha#ior+ we o ten describe it b8 onl8 how it loo*s (e. .+callin out+ hittin + ettin out o seat). De inin "isbeha#ior b8 how it loo*s onl8

ro#ides us with an inco" lete icture o the beha#ior0 it tells us little about wh8 it

occurred and doesnLt hel "uch in our beha#ior%chan e e orts. /or e=a" le+ a studentwho is o tas* is a co""on classroo" roble". I two o our students are o tas*re ularl8+ the8 "a8 or "a8 not be o tas* or the sa"e reason. I the8 are o tas* ordi erent reasons+ our a roaches to chan e their beha#iors "a8 need to di er. Actuall8+a strate 8 that will eli"inate the o %tas* beha#ior o one student "i ht worsen the o %tas* beha#ior o the other. De inin a "isbeha#ior b8 how it loo*s tells us nothin aboutwh8 it occurred and o ten doesnLt hel in our beha#ior%chan e e orts. ust because two

beha#iors loo* the sa"e+ doesnLt "ean the8 are the sa"e.

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Instead: De ine isbeha#ior '8 Its /unction

To de#elo a better strate 8 to "ana e "isbeha#iors+ we need to as* oursel#es+ KWhatwas the unction o this "isbeha#ior?K >r "ore si" l8+ KWhat did the student ain ro"the "isbeha#ior?K Thou h our studentsL "isbeha#iors a ear to occur or no reason+ the8do ser#e a ur ose+ otherwise the8 would not occur. Althou h so"e beha#ior roble"sare the result o or anic issues (e. .+ h8 eracti#it8) "ost "isbeha#iors unction or one o/or e=a" le+ the two o %tas* students "entioned re#iousl8%%one student "i ht be otas* to et our attention+ whereas the other "i ht be o tas* because his or herassi n"ent was too di icult. (e. .+ ewer roble"s to sol#e+ clearer directions) "i hteli"inate the o %tas* beha#iors. &learl8+ these "isbeha#iors ser#e dissi"ilar unctionsand need to be sol#ed di erentl8.

Mista&e ',: $s&ing- .Why Di /ou DoThat0.

Althou h we are te" ted+ it is not a ood idea to as* our students+ KWh8 did 8ou do

that?K /irst+ "an8 ti"es our students will not *now the reasons wh8 the8 "isbeha#ed.Second+ we o ten will not li*e their answers. /or e=a" le+ i 4ictor is la8in at his des*durin our lesson and we as* hi" wh8+ he "a8 #er8 well sa8+ K'ecause this lesson is so

borin .K We are not li*el8 to be leased with that res onse.

Instead: Assess the 'eha#ior Directl8 to Deter"ine its /unction

The unction o a beha#ior is the ur ose it ser#es the student (i.e.+ what the student etsro" it). As stated re#iousl8+ "ost "isbeha#iors ser#e a ettin or an a#oidin unction.To deter"ine a beha#iorLs unction+ we need to stud8 what is ha enin in the classroo"

be ore and a ter it occurrs. This in or"ation% atherin rocedure is called a unctionalassess"ent. An Antecedent%'eha#ior%&onse;uence (A'&) chart can be used as a

unctional assess"ent tool. An A'& chart has three colu"ns on which we record the beha#ior and what ha ened be ore and a ter it. The standard wa8 to "a*e this chart is tose arate a sheet o a er into three colu"ns and label the irst Antecedent+ the second

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'eha#ior+ and the third &onse;uence. When the "isbeha#ior occurs+ it is written down inthe beha#ior colu"n+ then the obser#er records what ha ened i""ediatel8 be ore(recorded in the antecedent colu"n) and a ter its occurrence (recorded in the conse;uencecolu"n). To "a*e data collection si" ler+ a "odi ied A'& chart can be used thatcontains se#eral redeter"ined cate ories o teacher or eer antecedent beha#ior+ student

res onses+ and conse;uential e#ents (See /i ure 1).

A unctional assess"ent i#es us a "ore co" lete icture o the "isbeha#ior b8includin the en#iron"ental antecedents and conse;uences in its descri tion (Alberto FTrout"an+ $227). >nce we deter"ine the unction o a "isbeha#ior (Kwh8K it occurs)+ weneed to teach and rein orce an a ro riate re lace"ent beha#ior that ser#es the sa"e

unction as the "isbeha#ior. /or instance+ i a unctional assess"ent re#eals that >li#iateases her riends at recess because it is the onl8 ti"e that she ets their attention+ weneed to teach >li#ia a ro riate "ethods to et eer attention+ such as sharin or as*in

to be in#ited to @oin in a a"e. A unctional assess"ent "i ht re#eal that chan es in ourteachin "ethods are needed. /or instance+ i Bicardo tends to act out durin "ath class+a chan e in how or what we are teachin "a8 be in order. The roble" "i ht be thatBicardo is "issin so"e rere;uisite "ath s*ills. '8 re#iewin those rere;uisite "aths*ills+ we could reduce his rustrations and actin out+ and "a=i"i e his learnin .

an8 ti"es+ an A'& anal8sis is all that is needed to deter"ine a unctional assess"ent./or co" le= beha#ior roble"s+ a "ore detailed+ "ulti aceted unctional assess"ent "a8

be needed. At those ti"es+ we should contact a beha#ior%"ana e"ent s ecialist+ school

s8cholo ist+ or other trained ro essional or a "ore thorou h assess"ent. &onductin aunctional assess"ent can be ti"e consu"in . owe#er+ research shows that beha#ior%chan e ro ra"s desi ned ro" this rocess tend to be "ore e ecti#e than those be unwithout the co" rehensi#e in or"ation ro#ided b8 this assess"ent (-a" s+ $22$). /oradditional in or"ation on conductin a unctional assess"ent+ we reco""end #isitin the&enter or ecti#e &ollaboration and Practice Web site at htt :!!cec .air.or ! ba!.

Mista&e '1: When an $pproach Isn2t

Wor&ing- Try )ar er

When a "ana e"ent a roach isnLt wor*in + our irst tendenc8 is to tr8 harder. The roble" is that we "ost o ten tr8 harder ne ati#el8. We "a*e loud+ disa ro#instate"ents+ increase ne ati#e conse;uences+ or re"o#e "ore ri#ile es. This does not do

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an8thin to teach a ro riate beha#ior. Instead+ our increased ne ati#it8 results ini" aired student%teacher relationshi s and increases the li*elihood o our students eelinde eated.

Instead: Tr8 Another Wa8

When an a roach is not wor*in + instead o tr8in harder+ we should tr8 another wa8.So"e e=a" les include #erbal redirectin + ro=i"it8 control+ rein orcin inco" atible

beha#iors+ chan in the acade"ic tas*s and ro#idin additional cues or ro" ts. Thesea roaches are "ore e ecti#e+ si" ler to use+ and create a "ore ositi#e classroo"cli"ate than tr8in harder. I two o our students+ Dann8 and Sara+ are tal*in in class+instead o re ri"andin the"+ we could wal* in their direction (use ro=i"it8 control)+

"a*e e8e contact+ and ro#ide a non#erbal cue to et on tas*. This a roach allowsDann8 and Sara to sa#e ace with their eers and ro"otes teacher res ect.

Instead o increasin ne ati#e conse;uences+ we should increase the re;uenc8 ocontin ent raise or a ro riate student beha#ior. Teacher raise is eas8 to deli#er and isone o the "ost ower ul tools a#ailable to us. In act+ raise (or so"e t8 e orein orce"ent) should be included in all a roaches to beha#ior chan e. /or e=a" le+when a"al is o tas*+ instead o re ri"andin + we should ind another student who ison%tas* and raise that student. This will rein orce the on tas* student and has the added

bene it o noti 8in a"al o his "isbeha#ior+ without sin lin hi" out. When usin raise+ we should re"e"ber that it is e ecti#e when it is ro#ided i""ediatel8("ini"all8 be ore the ne=t o ortunit8 to er or" the beha#ior a ain)+ s eci icall8 (b8identi 8in the beha#ior as we raise)+ and re;uentl8.

>ur "ost challen in students+ such as students with se#ere e"otional and beha#ioral roble"s+ o ten need the "ost rein orce"ent+ 8et the8 o ten recei#e the least. Descri ti#eresearch o classroo"s or children with beha#ior disorders shows low raise rates oonl8 1.$ to 5.3 ti"es er hour (9able+ endric*son+ Youn + Shores+ F Stowitsche*+

16G70 Shores et al.+ 16670 4an Ac*er+ 9rant+ F enr8+ 166H0 Wehb8+ S8"ons+ F Shores+1663). This trend needs to be chan ed.

/inall8+ when we ind oursel#es "a*in "ore sto than start re;uests+ we need to re#erseour beha#ior. /or e=a" le+ instead o as*in Sa" to sto tal*in + as* hi" to wor* on hisassi n"ent. When he co" lies+ ro#ide raise. /or e=cellent resources on ractical+

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ositi#e classroo" "ana e"ent techni;ues+ see Bhode+ enson+ and Bea#is (166$) and-err and ,elson ($22$) in the a endi=.

Mista&e '3: 4iolating the 5rinciples ofGoo #lassroo! Rules

&lassroo" rules la8 a #ital role in e ecti#e classroo" "ana e"ent. owe#er+ rulesalone e=ert little in luence o#er student beha#ior. Too o ten+ rules are osted at the

be innin o the 8ear+ brie l8 re#iewed once+ and then attended to "ini"all8. When thisis the case+ the8 ha#e little to no e ect on student beha#ior.

Instead: /ollow the 9uidelines or &lassroo" Bules

There are se#eral rules or rule settin that+ when ollowed+ hel create orderl8+ roducti#e classroo"s that teach a ro riate social s*ills alon with the acade"iccurriculu". To be "ore e ecti#e+ our classroo"s should ha#e our%to%si= rules that could

o#ern "ost classroo" situations. Too "an8 rules can "a*e it di icult or students to

co" l8 and or teachers to en orce. Alon with other ro essionals (e. .+ 9athercoal+166E0 Paine+ Badicchi+ Bosellini+ Deutch"an+ F Darch+ 16G7)+ we see bene its to studentsacti#el8 artici atin in rule settin . When students la8 an acti#e role+ the8 be in tolearn the rules+ and the8 are "ore inclined to ha#e rule ownershi . The rules beco"e theirrules+ not our rules. To include students+ conduct se#eral short rule%settin "eetin s the

irst ew da8s o school. /or these "eetin s to be e ecti#e+ we need to share with ourstudents the rule%"a*in uidelines (e. .+ the rules need to be stated ositi#el8+ the8 ha#eto be obser#able and "easurable+ conse;uences need to be realistic). With uidelines in

lace+ students o ten select rules si"ilar to the ones we would ha#e selected. Withoutuidelines+ students are inclined to "a*e too "an8 rules+ "a*e rules that are too

strin ent+ and "a*e those that are not s eci ic enou h.

&lassroo" rules should be si" le+ s eci ic+ clear+ and "easurable. The de ree o rulesi" licit8 de ends on the a e and abilit8 le#els o our students. /or 8oun er students+ we"a8 want to include ictures in the rule osters. Bules are s eci ic when the8 are clearand una"bi uous. /or e=a" le+ the rule Kbrin boo*s+ a er+ and encils to classK is

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"uch clearer than the rule Kbe read8 to learn.K &learl8 stated rules are easil8 obser#edand "easured. The classroo" rules should be osted.

Another characteristic o e ecti#e rules is that the8 are stated ositi#el8. Positi#el8 statedrules are KdoK rules. Do rules ro#ide in or"ation as to how to beha#e and set theoccasion or teacher raise. An e=a" le is KBaise 8our hand or er"ission to tal*.K&on#ersel8+ ne ati#el8 stated rules or KdonLtK rules tell students what not to do andencoura e us to attend to student rule brea*in . An e=a" le o a donLt rule is KDonLt callout.K

So"e teachers de#elo subrules that corres ond with each o the "a@or classroo" rules./or e=a" le+ a classroo" rule "i ht be+ K/ollow classroo" e= ectations.K >ne o the

corres ondin subrules or line beha#ior could be K-ee 8our hands and eet to 8oursel .K>nce the subrules are set+ we need to teach or role la8 a ro riate beha#ior b8 ha#in"ini%lessons ( 7%3"inutes) se#eral ti"es a da8 or the irst ew wee*s o school. So"eteachers continue to re#iew subrules rior to each acti#it8 or eriodicall8+ de endin ontheir studentsL needs. A si" le+ ;uic* wa8 to re#iew is to ha#e a student #olunteer to readthe osted subrules rior to each "a@or acti#it8.

We consistentl8 need to carr8 out the conse;uences and nonco" liance o our classroo"rules or the8 will "ean #er8 little. I our students ollow the rules or rou wor* at the

learnin center+ we should #erball8 raise the" and ro#ide additional rein orce"ent asneeded (e. .+ stic*ers+ e=tra ree ti"e). >n the other hand+ i the classroo" conse;uenceor i htin with a eer is the loss o recess+ then we "ust "a*e certain that we ollow

throu h. We need to "a*e clear the conse;uences or ollowin and not ollowin therules ('ab8a*+ u e+ F -a" s+ $222).

We o ten need re"inders to raise our students throu hout the school da8. >ne wa8 is to lace a si n in the bac* o the roo" that sa8s+ K a#e 8ou raised 8our students latel8?K

ach ti"e we notice the si n+ we should raise a student or the rou or ollowin one

o the classroo" rules. Another wa8 is to *ee a runnin tall8 o our raise co""ents onan inde= card or on a card cli ed to a strin that han s ro" our nec*s (si"ilar to thoseused with "an8 school identi ication cards).

To su""ari e+ the uidelines or classroo" rules include the ollowin : (a) de#elo 5%H"easurable+ obser#able+ ositi#e classroo" rules and include students in rule

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de#elo "ent0 (b) teach the rules and subrules directl80 (c) ost the rules and re#iew the"re;uentl80 and+ (d) be sure to carr8 out the conse;uences or rule co" liance and

nonco" liance.

Mista&e '6: Treating $ll Misbehaviors as.Won2t Dos.

When students "isbeha#e+ it o ten see"s as thou h it is e=clusi#el8 a "oti#ational issue.At ti"es+ this is true. >n those occasions+ we need to increase the rein orce"ent ora ro riate beha#ior and eli"inate it or ina ro riate beha#ior. owe#er+ se#eral

"isbeha#iors are due to a lac* o a ro riate s*ills not a lac* o "oti#ation. We callthese beha#iors KcanLt dos.K

Instead: Treat So"e 'eha#iors as &anLt Dos

&anLt dos occur because o lac* o s*ills not lac* o "oti#ation or rein orce"ent. Weshould deal with canLt do "isbeha#iors the sa"e wa8 that we deal with studentLs

acade"ic "ista*es. When students "a*e re eated errors durin our lessons+ we "a*echan es in how we teach (e. .+ ro#ide "ore e=a" les+ allow students to ractice "ore)+and ro#ide "ore intensi#e instruction. >ur i" ro#ed lessons "a*e us "ore roacti#eteachers+ decreasin the li*elihood o chronic+ acade"ic errors bein re eated. This

re#entati#e a roach is re erred to as recorrection (&ol#in+ Su ai+ F Patchin + 1667).In contrast+ when students chronicall8 "isbeha#e+ we are "ore inclined to re"ainreacti#e+ ro#ide onl8 correction rocedures (si" l8 tell the" that the8 are "isbeha#in )+and increase the intensit8 o our ne ati#e conse;uences. We would be "ore e ecti#e insol#in chronic "isbeha#iors i we "o#ed into the recorrecti#e "ode.

The ollowin are se#en "a@or recorrection ste s:

Ste 1. Identi 8 the conte=t and the redictable beha#ior (where and when the"isbeha#ior occurs)0

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Ste $. S eci 8 e= ected beha#ior (what we want instead)0

Ste 7. S8ste"aticall8 "odi 8 the conte=t (e. .+ chan es in instruction+ tas*s+ schedules+seatin arran e"ents)0

Ste 5. &onduct beha#ior rehearsals (ha#e students ractice the a ro riate beha#ior)0

Ste 3. Pro#ide stron rein orce"ent such as re;uent and i""ediate teacher raise0

Ste H. Pro" t e= ected beha#iors0 and

Ste E. onitor the lan (collect data on student er or"ance).

etLs a l8 this ste to a traditional classroo" beha#ior roble"%%callin out durinteacher%led instruction. The "isbeha#ior occurs durin uided instruction (Ste 1). The beha#ior that we want instead is or our students to raise their hands and wait to be calledon (Ste $). To acco" lish this oal+ we could #erball8 re"ind our students to raise theirhands rior to each ;uestion and no lon er res ond to our studentsL call outs. Also+ wecould "odel hand%raisin as we as* the ;uestion to ro" t students to do the sa"e (Ste s7 and H). 'e ore our teacher%led lessons+ we could ha#e a short re#iew o the rules ora ro riate hand%raisin (Ste 5). When our students raise their hands a ro riatel8+ weshould raise i""ediatel8 and re;uentl8 and erha s i#e the" bonus oints on theclassroo" "ana e"ent s8ste" (Ste 3). /inall8+ to deter"ine i our lan is e ecti#e+ weshould tall8 how o ten students a ro riatel8 raise their hands (Ste E).

Althou h initiall8 "ore ti"e consu"in + recorrection rocedures allow us to be "ore roacti#e than reacti#e and to reduce or eli"inate beha#ior roble"s be ore the8 beco"ewell established. This+ in turn+ increases the a"ount o ti"e that we ha#e to rein orcea ro riate beha#ior.

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Mista&e '7: +ac& of 5lanning for

Transition Ti!e

When lannin our teachin da8+ lannin or transitions o ten ets o#erloo*ed. Yet+ asi ni icant a"ount o class ti"e is s ent transitionin ro" one sub@ect to another or ro"one lace to another. Without ro er lannin + transitionin can be one o the "ost

rustratin ti"es o the da8 or teachers. These ti"es see" to in#ite beha#ior roble"s.Wh8? At ti"es students are not read8 or the transition. Inconsistent e= ectations causetransition roble"s. /urther"ore+ because we are o ten transitionin with the students+our attention is di#erted awa8 ro" the"+ "a*in transitions lon er and in#itin e#en

"ore "isbeha#ior.

Instead: A ro riatel8 Plan or Transition Ti"e

Success ul transitionin re;uires @ust as "uch lannin as e ecti#e acade"ic instruction+ but the ti"e is worth it. When transitions are done ;uic*l8 and ;uietl8+ it allows lessonsto start on ti"e and can set a ositi#e tone or the lesson+ whereas un lanned+ oorl8 done

transitions can waste #aluable ti"e and cause ne ati#e student%%teacher interactions.

Transition roble"s can be reduced si ni icantl8 b8 ollowin a ew ractical rocedures./irst+ it is best that our transition e= ectations are consistent+ "eanin the sa"e rulesa l8 or each t8 e o transition. &onsistenc8 be ins b8 de#elo in transition rules withour students (e. .+ ;uietl8 ut "aterials awa8+ *ee 8our hands and eet to 8oursel .)

>nce we ha#e de#elo ed our transition rules+ we should teach the" to our students. Wecan do this b8 ha#in brie lessons at the be innin o the school 8ear ollowed b8re;uent re#iews. It is a ood idea to ost the transition rules+ and ha#e a student

#olunteer to read the" be ore transitionin . We should consistentl8 ro#ide readinesssi nals or cues or endin transitions. We can do this b8 lettin our students *now thatin 3 "inutes the ne=t acti#it8 will be in and that it is ti"e to inish the tas* at hand. Weneed to ollow that state"ent b8 raisin students as we see the" inishin their tas*s. Itis i" ortant not to "o#e to the ne=t ste o the transitionin rocess until e#er8one has

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ollowed the re#ious ste s. /or e=a" le+ i we as* our students to return to their seatsand et out their "ath boo*s+ e#er8one needs to ha#e ollowed those directions be ore we

be in our "ath lesson. /or rou s that ha#e a di icult ti"e switchin ears+ such as"an8 students with learnin disabilities or beha#ior disorders+ ro#idin a 72%second

rou silence at their seats rior to be innin the ne=t acti#it8 ro"otes cal"ness be ore

"o#in on. This is articularl8 use ul when students are returnin ro" a hi hl8sti"ulatin acti#it8+ such as h8sical education.

an8 students res ond ositi#el8 to transition ti"in a"es. To do this+ irst set a ti"eoal (e. .+ e#er8one should be in line within $2 seconds). Jsin a sto watch+ ti"e their

transition and then raise indi#idual students or the rou or "eetin the oal. Whentransitions in#ol#e lea#in the classroo"+ rior to lea#in + we should ha#e our studentsta*e out the "aterials or the lesson that is oin to be conducted on their return. Thiswill acilitate ettin started when the8 return to the classroo".

>ur role as teachers durin transitions should be to "onitor studentsL er or"ance and to raise a ro riate beha#ior. To do this+ we "ust ha#e our "aterials re ared ahead oti"e. When needed+ we should use students or aides to ather "aterials or e;ui "ent+allowin us to better attend to our students and ro#ide raise.

Mista&e '8: Ignoring $ll or 9othing at $ll

I norin can be a #aluable tool in reducin "isbeha#iors when used with beha#ior% buildin strate ies. owe#er+ itLs di icult or "an8 o us to deter"ine which beha#iors toi nore and which to i#e attention. We tend to ta*e i norin to e=tre"es b8 i norinal"ost all "isbeha#iors or none at all. ,either a roach is e ecti#e.

Instead: I nore Wisel8

/irst+ not all beha#iors should be i nored. We should onl8 i nore the beha#iors "oti#atedor our attention. /or e=a" le+ i arr8 is la8in his a#orite co" uter a"e instead o

doin "ath+ i norin hi" will not wor* because his beha#ior is not "oti#ated b8 ourattention. is "oti#ation is la8in on the co" uter. owe#er+ when beha#iors are

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attention see*in we need to i nore continuousl8 (e#er8 sin le ti"e). As soon as we be in to i nore our studentLs "isbeha#ior+ he or she will see* it elsewhere+ "ost li*el8

ro" eers. It can be di icult or eers to i nore "isbeha#iors. There ore+ i norin"isbeha#ior should be a classroo" rule that recei#es ower ul rein orce"ent. Also+ weneed to lan or the "isbeha#ior to et worse (ha en "ore o ten and "ore intensel8)

be ore it i" ro#es. When this ha ens+ we "ust continue to i nore.

I norin "ust be used in co"bination with beha#ior%buildin strate ies+ such asrein orce"ent o a ro riate beha#iors+ teachin re lace"ent beha#iors+ and rein orcin

eers. I norin teaches students what not to do+ but does not teach the" what the8 shoulddo instead. /or e=a" le+ a reschool student+ onica+ has a tendenc8 to tu at ourclothin or 8ell to et our attention. In this scenario+ we should i nore these"isbeha#iors. In addition+ we need to teach onica a ro riate wa8s to ain ourattention (e. .+ raisin her hand+ sa8in Ke=cuse "eK) and raise her each ti"e she uses

these re lace"ent beha#iors. To add to the e ecti#eness+ we could also raise eers who+in her resence+ a ro riatel8 see* our attention.

There are occasions when i norin is ina ro riate. These include when there areconcerns or obser#ational learnin o "isbeha#iors+ when our students are en a in ine=tre"e or dan erous beha#iors+ and+ as stated earlier+ when the "isbeha#ior is notattention see*in .

Mista&e ' : Overuse an Misuse of Ti!eOut

Ti"e out occurs when a teacher re"o#es a student or a s eci ic ti"e ro" a chance torecei#e rein orce"ent. There are se#eral ti"e%out strate ies ran in ro" brie in%classi norin to lacin a student in a secluded area. We are te" ted to o#eruse ti"e out

because it results in a re rie#e ro" roble"atic students. At ti"es+ we "isuse ti"e out b8 inad#ertentl8 rein orcin "isbeha#iors while usin the rocedure.

Instead: /ollow the Princi les o ecti#e Ti"e >ut

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Ti"e out can be an e ecti#e tool but onl8 when used a ro riatel8 (Turner F Watson+1666). /irst+ we "ust re"e"ber that ti"e out is not a lace. Instead it is a rocesswhereb8 all o ortunities to et rein orced are withdrawn. &onse;uentl8+ or it to wor*+the ti"e%in area (the acti#it8) "ust be "ore rein orcin than the ti"e%out area. Wa8s to"a*e the ti"e%in area "ore rein orcin include chan in the acti#it8+ our instructional

techni;ues+ and increasin our raise. /or e=a" le+ Tre#or constantl8 disru ts thelan ua e arts lesson b8 throwin a er or tal*in to eers+ resultin in re;uent ti"e outsin the hall. Ti"e out would onl8 be e ecti#e i the lan ua e%arts lesson is "oresti"ulatin than what is oin on in the hall+ which o ten is not the case. A better "ethodwould be to "a*e the lan ua e%arts lesson hi hl8 sti"ulatin b8 usin coo erati#elearnin + hands%on acti#ities+ and re;uent student res ondin . I we still need to use ti"eout with Tre#or+ we need to ind a less sti"ulatin + desi nated ti"e%out area+ such as a

artitioned corner o the roo".

/or "ildl8 disru ti#e "isbeha#ior+ ti"e outs should be done in class. In%class ti"e outin#ol#es the re"o#al o all or"s o rein orce"ent or a brie eriod o ti"e. >ne t8 e oin%class ti"e out is lanned i norin + which in#ol#es the brie re"o#al o socialrein orcers+ such as attention or #erbal interaction. This in#ol#es loo*in awa8 ro" thestudent+ re rainin ro" an8 interaction+ or re"ainin ;uiet. A second or" o in%classti"e out is the brie re"o#al o the student ro" an acti#it8 b8 bein laced on theouts*irts (i.e.+ a ew ste s bac*) but still able to Kloo*K into the "ore rein orcin ti"e%insettin .

When "isbeha#iors are "ore se#ere+ we "a8 need to send our students to out%o %classti"e out. The out%o %class ti"e out area should be a ;uiet+ noninti"idatin +rein orce"ent% ree roo" with no other ur ose. It should not be a hi hl8 sti"ulatin +rein orcin lace li*e the o ice area+ other classroo"s+ or the hallwa8. I ossible+ weshould use the sa"e lace or each ti"e out. Des ite our rustrations+ we shouldad"inister ti"e out with a cal"+ neutral tone o #oice. We should also i#e our students a

brie e= lanation or the ti"e out to hel build an association between the "isbeha#iorand the ti"e%out conse;uence. Ti"e outs should last or onl8 brie + reasonable eriods oti"e ( ro" a ew seconds or in%class to se#eral "inutes or out%o %class ti"e outs) andshould be "onitored occasionall8 to "a*e certain the student is not recei#inrein orce"ent. We should collect data to assess the o#erall e ecti#eness o ti"e out./inall8+ ti"e out should alwa8s be used with recorrecti#e+ beha#ior%buildin strate iesand rein orce"ent.

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Mista&e ';: Inconsistent E


24/28

ista*e M12: 4iewin >ursel#es as the >nl8 &lassroo" ana er

ana in classroo" beha#ior "a8 be "ore challen in toda8 than e#er be ore. an8

teachers ace lar er class si es+ "ore students who co"e ro" stress ul+ chaotic ho"es+and increased di#ersit8 in studentsL abilities and cultures (9ross"an+ $225). Yet+ "an8 ous are deter"ined to "ana e classroo" beha#ior oursel#es. A ter all+ collaboratin withothers ta*es ti"e and ener 8 to build ra ort and co"e to a consensus on beha#ior%chan e riorities and strate ies. ItLs te" tin @ust to or e ahead. Althou h+ oin at italone "a8 see" li*e a ood idea in the short%run+ in the lon run+ we are "ore li*el8 to

burn out and lose our e ecti#eness.

Instead: Include Students+ Parents+ and >thers in ana e"ent orts

/ortunatel8+ there are "an8 others who can assist in our beha#ior "ana e"ent e orts+includin students+ their eers+ ellow teachers+ ad"inistrators+ arents+ and other school

ersonnel. >ne e ecti#e wa8 to include students in their own beha#ior chan e ro ra"sis the use o sel %"onitorin . With sel %"onitorin + a student hel s re ulate his or herown beha#ior b8 recordin its occurrence on a sel %"onitorin or". To hel ensureaccurac8 o sel %"onitorin + we should occasionall8 collect the data oursel#es andco" are our recordin s with those o our student. I our student accuratel8 sel %"onitored+ we should rein orce his or her accurac8. In addition+ we should hold brie +

occasional student%teacher con erences to re#iew the studentLs ro ress. /or "orein or"ation on sel %"onitorin + see Alberto and Trout"an ($227) or Webber+Scheuer"an+ c&all+ and &ole"an (1667). Also+ o to htt :!!www.coe."issouri.edu!N$Hsi"0#rcbd to learn about -idTools+ a co" uter%based ro ra" used to hel studentscreate and use a #ariet8 o sel %"onitorin "aterials. -idTools contains eas8%to%usete" lates used to create ersonali ed sel %"onitorin or"s+ includin oint cards+countoons+ sel "ana e"ent cards+ "a*e%a% lan cards+ and contracts. To use this

ro ra"+ students enter in or"ation about tar et beha#iors into a te" late and rint outthe card or i""ediate use in the classroo".

The ower o the eer rou can be used to roduce ositi#e chan es in student beha#ior.Peers can ser#e as acade"ic tutors and can "onitor and rein orce each otherLs beha#iors.Also+ rou % rocess+ con lict resolution+ or eer "ediation "eetin s can be used in whichstudents ro#ide each other with beha#ior "ana e"ent su estions (e. .+ KI nore hi"when he calls 8ou na"esK)+ raise each other or beha#in a ro riatel8+ and hel eachother resol#e a current classroo" beha#ior roble" ( 'arbetta+ 16620 S"ith F Daunic+

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$22$). To hel acilitate rou cohesi#eness+ we can use rou %oriented contin encies inwhich the class earns its le#el o ri#ile es and rein orcers as a rou .

We should also include other adults in beha#ior "ana e"ent. /ellow teachers can ro#ide su ort in se#eral wa8s. >ne wa8 is to schedule re ular "eetin s where we share beha#ior "ana e"ent solutions. >ccasionall8+ we "a8 need so"e e=tra su ort ro" acollea ue+ articularl8 i we wor* with students with e"otional disorders. Durin thoseda8s+ we shouldnLt hesitate to as* a collea ue to sto b8 durin his or her lannin eriodand ro#ide us with so"e additional su ort or a short brea*. I we ind oursel#es in ateachin situation with one or "ore #olatile students+ we should de#elo a su ort lanwith a teacher in a classroo" nearb8 ( indber F Swic*+ $22$). This lan could includean a ree"ent that our collea ue will co#er our roo" in the e#ent we ha#e to escort adisru ti#e student out o the roo" or contact the rinci al or school securit8. Anothere=a" le o how we can su ort each other is b8 la8in an acti#e role in school%wide

beha#ior "ana e"ent ( indber F Swic*). As we "o#e throu hout the school rounds(e. .+ hallwa8+ ca eteria+ auditoriu"+ la8 round)+ we should be aware o all studentsL beha#iors (not @ust our own students) and ro" t and ro#ide raise or ne ati#econse;uences as a ro riate.

When includin ad"inistrators in beha#ior "ana e"ent+ we tend to "a*e two "ista*esthat are at o osite ends o the su ort s ectru" ( indber F Swic*+ $22$). We eithersend students to the" too re;uentl8 or we wait too lon to et the" in#ol#ed. It is best toresol#e as "an8 beha#ior roble"s in our class and onl8 in#ol#e ad"inistrators or "ore

serious situations+ such as h8sical a ression.

Parents and teachers who wor* acti#el8 to ether "a*e a ower ul tea". ost arents can ro#ide use ul in or"ation about their child (i.e.+ "edications+ aller ies+ issues at ho"e).So"e arents can assist in our beha#ior "ana e"ent e orts at ho"e b8 ro#idin theirchild additional ro" tin and rein orce"ent. Althou h+ there are "an8 bene its towor*in with arents+ so"e teachers are reluctant due to the challen es that o ten e=ist.The otential bene its+ howe#er+ "a*e it worthwhile in "ost situations+ and there are"an8 wa8s to increase arent%teacher tea" e ecti#eness (See ones F ones+ $22$ in

a endi=). As teachers+ it is our res onsibilit8 to build roducti#e and ositi#e arent%teacher artnershi s. We can do this b8 contactin arents when their child does well+treatin the" with res ect durin con erences+ "aintainin ositi#e and on% oinco""unication+ and #alidatin an8 concerns the8 "a8 ha#e.

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School counselors+ s8cholo ists+ and other ro essionals can be in#aluable resources.We should see* out their assistance when needed or su ort+ uidance+ and additionalstrate ies.

Mista&e '((: Missing the +in& Bet*eenInstruction an Behavior

At ti"es there is a direct lin* between our lessons and student "isbeha#ior. Perha s ourlesson is too eas8 or di icult+ ine ecti#e+ or nonsti"ulatin + which can lead to student"isbeha#ior (&enter+ Deit + F -au "an+ 16G$).

Instead: Jse Acade"ic Instruction as a 'eha#ior ana e"ent Tool

The irst line o de ense in "ana in student beha#ior is e ecti#e instruction. 9oodteachers ha#e alwa8s *nown this and research su orts this notion ( #ertson F arris+166$). ones (1661) ound that when teachers de"8sti 8 learnin + achie#e"ent and

beha#ior i" ro#e dra"aticall8. =a" les o how to de"8sti 8 learnin include students

establishin his or her learnin oals+ students "onitorin his or her own learnin +in#ol#in students in de#elo in classroo" rules and rocedures+ and relatin lessons tostudentsL own li#es and interests.

ecti#e teachin ractices include (but are not li"ited to) instruction that is ast aced+includes hi h rates o acti#e student res ondin + in#ol#es "odelin new beha#iors+ and

ro#ides uided ractice and ositi#e and correcti#e eedbac* ( #ertson F arris 166$0Su ai F Tindal+ 1667). ecti#e instructional strate ies include the use o res onsecards+ uided notes+ and eer tutorin ( eward+ $2270 eward et al.+ 166H0 iller+

'arbetta+ F eron+ 1665). &onsistent use o these strate ies+ and others that share thecharacteristics o e ecti#e instruction+ hel s create hi hl8 e ecti#e learninen#iron"ents+ which+ in turn+ reduces the li*elihood o beha#ior roble"s.

ista*e M1$: Ta*in Student 'eha#ior Too Personall8

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When students "isbeha#e+ it o ten eels li*e a ersonal attac*+ and or ood reason. So"eo our students are #er8 ood at "a*in it eel ersonal. When we ta*e studentsL"isbeha#ior ersonall8+ we tend to lose our ob@ecti#it8+ loo* or ;uic* "ana e"ent i=es

that rarel8 wor*+ and et e"otionall8 u set+ which ta*es ti"e and ener 8 awa8 ro" ourteachin .

Instead: Ta*e Student isbeha#ior Pro essionall8+ ,ot Personall8

When we ta*e "isbeha#ior ro essionall8+ we #iew beha#ior "ana e"ent as ourres onsibilit8. Pro essionals *now the i" ortance o ha#in a sound "ana e"ent s8ste"

in lace that deals with classwide issues and indi#idual student roble"s. Pro essionalsha#e realistic e= ectations or i" ro#e"ent in beha#ior and *now that there are no ;uic*i=es with lastin e ects. ost i" ortantl8+ con ident ro essionals as* or assistance

when it is needed.

Althou h handlin "isbeha#iors "a8 be "ore challen in than teachin acade"ics+there are "an8 e ecti#e strate ies we can use that will "a*e our classroo" da8s "ore

leasant and less chaotic. When we are "ore e ecti#e+ weLre cal"er and less li*el8 toreact ersonall8 to student "isbeha#ior. Althou h so"e student "isbeha#ior "a8 a ear

to be tar eted toward us+ these beha#iors "a8 be an outco"e o their own wants andneeds+ lac* o s*ills+ or e"otional di iculties and rustrations. The ti"e and ener 8wasted bein u set at our studentsL "isbeha#ior is better s ent celebratin our studentsLsuccess.

&onclusion

This article brie l8 re#iewed co""on beha#ior "ana e"ent "ista*es that we "a*e asteachers and ro#ided nu"erous strate ies as to what to do instead. We belie#e thesesu estions will be use ul in the conte=t o de#elo in and i" le"entin aco" rehensi#e beha#ior "ana e"ent lan. '8 no "eans do these su estions re resent aco" lete list o e ecti#e strate ies. /or "ore thorou h in or"ation on so"e o thereco""ended strate ies+ re er to the re erence list

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Date post:	03-Jun-2018
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