Classroom and Behavior Management

1

Classroom and Behavior Management

A recorded version of this presentation will be posted to http://wvde.wv.us/osp/sebta.html

Presented by JoDonna Burdoff

December 12, 2012

http://wvde.wv.us/osp/sebta.html

Proactive Components

1. Developing a Vision for the Classroom2. Assessment3. Guidelines4. Strategies for Dealing with

Inappropriate Behaviors

Fact or Fiction…

“Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time” (Cotton 1990).

Positive Behavior Interventions and Supports

Main Concepts:• A decrease in inappropriate behavior

equals an increase in academic time• Preventative approach to addressing

inappropriate behavior• Should result in greater academic

success

Traditional Discipline Strategies

• Focus on the student as the problem• Reactive in nature• Focus on topography, or form of behavior• Separation between instruction and

behavioral issues• Oriented toward short-term changes

Punishing students without a school-wide positive support system results in increased aggression, vandalism, truancy, dropouts (Mayer & Sulzer-Azaroff, 1999).

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we teach?

……… punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2

Philosophical Shift• Educators now recognize that some students

do not have the social or emotional skills nor behavioral repertories necessary to cope with the many academic and social expectations of school.

• Researchers have determined a careful examination of curriculum may identify academic, social, and behavioral expectations that are associated with occurrences and nonoccurrences of problem behavior in students.

(Kern, Delaney, Clark, Dunlap, & Childs, 2001)

Classroom-Based Indicators

• More than 2-3 students off-task at one time

• Interfere with teaching or learning• Occur more than once per hour• More than 10% of students do not

complete assignments • Students require constant reminders to

follow classroom rules

Teacher Responsibility

• Identify a vision for the students in your classroom

• Identify different assessment tools to use in your classroom

• Understand systems that currently work and when to seek additional support

• Identify next steps to improve your classroom

Developing a Clear Vision

• What do you want your classroom to be like?

• What should your classroom look like?• What should it feel like to a class

member or visitor?• What do you want your students to

accomplish?• What do you want to accomplish?

(Sprick, Garrison & Howard, 1998)

Developing a Clear Vision

• Identify goals• Identify expectations and procedures• Design a functional environment • Identify potential barriers to success

(Sprick, Garrison& Howard, 1998)

Behavior

Curriculum and

Instruction

Ecology

Assessing All Classroom Systems

Assessment Benefits

• Identify where support is needed

• Identify problem areas to target

• Identify information for specific student benefit

Initial Classroom Assessment

Assessment of the “whole” class• Not specific to individual students

Allows teacher to observe and evaluate student

• Behaviors• Curriculum Delivery• Environment

Ecological Factors:Various aspects of the classroom environment are altered to

prevent or to address behavior issues.

A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence.

In place Somewhat In Place

Initiated Not In Place

A1. Are unnecessary and distracting items removed from view and reach?

A2. Are all materials organized and easily accessible?

A3. Do students have secure and adequate spaces for personal storage?

A4. Has furniture been placed to decrease traffic flow challenges?

A5. Do instructional areas of the classroom have clear, visual boundaries for students?

A6. Are the rules posted and written in words that all can read and /or illustrated with graphics or icons?

B. Scheduling – The scheduling of instruction occurs in a manner that optimizes student learning.



B1. Is the daily schedule of activities posted and reviewed regularly?

B2. Are transitions and non-instructional activities posted and regularly reviewed?

B3. Does the daily schedule provide each student with regular time periods for independent work, one-to-one

instruction, small and large group activities, socialization, and free time?

B4. Does each student spend most of his/her time engaged in active learning activities, with little or no unstructured

downtime?

C. Socialization – Opportunities for social instruction and social

environments occurs in a manner that optimizes student learning.



C1. Is there an emphasis on the development of the individual responsibility and independence of all students?

C2. Is there a process for regular (at least weekly) communication between the teacher and family?

C3. Are skills taught in the settings and situations in which they are naturally needed?

C4. Are friendships between students promoted?

C5. Are classroom assistants actively involved with students in a manner that promotes their independence, learning and interaction with peers?

C6. Are effective, efficient communication strategies being used or taught?

C7. Are students with disabilities given opportunities to interact and socialize with typical peers?

Classroom Behavior System: A behavior system is developed and implemented to prevent

or to address behaviors.

D. Classroom Behavior Plan– Plan demonstrates preparedness and ability to

maintain a coherent system to reduce or eliminate problem behaviors.



D1. Are there clearly defined, positively stated expectations and rules for the classroom (2-3 Classroom Expectations)?

D2. Are behavior referrals (those handled by the office as well as the ones managed in the classroom) clearly defined and differentiated?

D3. Is there a system for teaching and practicing behavior expectations and rules to students?

D4. Are data collected from classroom settings analyzed frequently and used to guide ongoing behavior support decisions?

D5. Does a reward/recognition system for appropriate behavior exist in your classroom?

D6 Are there specific criteria in place for earning reinforcers/rewards and are students aware of the specific criteria?

D7. Are students always eligible to earn reinforcers/rewards?

D8. Are rewards that have been earned not taken away/threatened to be removed.

D. Classroom Behavior Plan– Plan demonstrates preparedness and ability to

maintain a coherent system to reduce or eliminate problem behaviors. (continued)

In place Somewhat

In Place Initiated Not In

Place D9 Are reinforcers age-appropriate and accessible for 2

diverse groups of students?

D10. Is specific behavioral praise provided at a rate of 4 positives to every 1 corrective statement?

D11. Are data on student performance displayed prominently?

D12. Are the consequences for rule violation preplanned?

D13. Are consequences delivered consistently, respectfully, and in a timely manner?

D14. Are students reminded of their choices in a calm, positive manner prior to escalation in behavior?

D15. Is there a formal system for communicating and involving parents that don’t rely entirely on students as the messenger?

D16. Are there positive strategies in place to strengthen home school partnership?

Curriculum and Instruction: Materials and instructional presentation are altered or

adapted to prevent or to address behavior concerns.

III. Curriculum and Instruction: Materials and instructional presentation are altered or adapted to prevent or to address behavior problems. INSTRUCTIONAL PLANNING AND DELIVERY– Teaching activities are planned and implemented in ways that optimize student learning. In place Somewhat In

Place Initiated Not In Place

E1. Are lesson objectives and materials used appropriate for students’ functioning levels?

E2. Are assignments relevant and meaningful to students?

E3. Are a variety of teaching methods and materials used?

E4. Are appropriate lengths of time provided for the tasks assigned?

E5. Are oral directions paired with pictures, icons, or written words that students can read?

E6. Is the pace of the instruction appropriate for the needs of all students?

E7. Are student checks for understanding conducted frequently both after directions are delivered and while task is being completed?

E8. Are students provided opportunities to make choices within and/or across tasks?

E9. Is specific academic praise provided during guided and independent practice?

E10. Is corrective feedback provided promptly and positively during guided practice?

E11. Are adaptations made to meet individual student needs?

Summary of Positive Behavior Support in Classroom Settings

Total marked In Place

Total Marked Somewhat In Place

Totals Marked Initiated

Total Marked Not in Place

I. Environmental Factors A,B,C

_____ of 17 = __________ %

_____ of 17 = __________ %

_____ of 17 = __________ %

_____ of 17 = __________ %

II. Classroom Behavior Systems

_____ of 15 = __________ %

_____ of 15 = __________ %

_____ of 15 = __________ %

_____ of 15 = __________ %

IIII. Curriculum and Instruction

_____ of 11 = __________ %

_____ of 11 = __________ %

_____ of 11= __________ %

_____ of 11 = __________ %

Maximizing Effectiveness of Positive Behavior Interventions

and Supports

Expectations and Guidelines

Why do we need classroom guidelines?

• To ensure control of the environment • To provide structure in the classroom• To provide the students with an

appropriate learning environment• To proactively keep inappropriate

behaviors from occurring• To provide students with consistent

procedures and routines

How can you Develop Guidelines for the Classroom?

• Consistent with school-wide system • Use assessment as guide

– Identify what behavior concerns exist – Identify systems working in the classroom

• Individualized– Based on the student’s behaviors– Based on the student’s needs– Identify skills to teach

Maximizing Effectiveness of Positive Behavior Interventions

and Supports

Strategies for Dealing with Inappropriate Behavior

Effective Strategies for Dealing with Behavior

What happens after a behavior?

Inappropriate

Reward System Praise

Cool-Off PassParent Contact

Was the behavior appropriate or inappropriate?

Appropriate

Traditional Strategies Used for Dealing with Inappropriate Behavior

• Time out• Demerit or fine• Detention• Writing assignment• Deprivation of reward

Aversive Techniques and Punishment

• Not aligned with the function of the behavior. The student is allowed to escape what they want to avoid or may obtain desired attention and activity or item.

• Student is not taught replacement skill or desired behavior.

• May increase agitation of student .• More use equals less effect.• May embarrass the student.• The student-teacher relationship is negatively impacted.• Consequence is not always immediate.

Guidelines for Handling Inappropriate Behaviors

• Develop a hierarchy for rule violations • Rules are reasonable and logical• Consequences are preplanned and posted• Consequences for rule violations are

explained and regularly reviewed• Consequences are delivered consistently and

in a timely manner• Consequences relate to expectations

Effective Strategies for Handling Inappropriate Behaviors

• Re-teach expectations/rules• Change seating arrangements• Conference with parent or

student• Peer mediation • Student contracts• Provide choices• Remove tempting items from the

classroom

Effective Strategies for Handling Inappropriate Behaviors

• Humor• Let the student “save face”• Re-direct• Failure to earn a privilege• Restitution or Apology• Verbal and non-verbal prompt-cue• Reward alternate positive behavior

Effective Strategies for Handling Inappropriate Behavior

• Allow wait time between request and follow through

• Planned ignoring• Reward peers for demonstrating

appropriate behavior• Teach a replacement skill or desired

behavior• Cool-off pass with reflective time

Logical Strategies for Addressing Inappropriate Behavior

• Match severity of the behavior to action

• Determine function of the behavior

• Should not result in a power struggle

Reasonable and Logical Strategies

Student Behavior Illogical Strategies Logical Strategies

Chewing gum Teacher sends student to the office

???

Submits incomplete paper

Teacher refuses the paper

???

Inappropriately enters classroom

Teacher ignores behavior

???


Student Behavior

Illogical Strategies

Logical Strategies

Chewing gum Teacher sends student to the office

Dispose of gum

Submits incomplete paper

Teacher refuses the paper

Student allowed to redo paper

Inappropriately enters classroom

Teacher ignores behavior

Re-enters classroom


Student Behavior

Illogical Strategies Logical Strategies

Passes paper in incorrectly

Teacher deducts 10 points

???

Arrives late Teacher sends student to the office

???

Failure to bring text book or pencil

Student sits at their desk without a pencil or textbook

???


Student Behavior Illogical Strategies

Logical Strategies

Passes paper in incorrectly

Teacher deducts 10 points

Passes paper correctly

Arrives late Teacher sends student to the office

Receives assistance from peer

Failure to bring text book or pencil

Student sits at their desk without a pencil or textbook

Student required to borrow from teacher

Suggestions for Success

• Provide opportunities for parents, and students to contribute ideas

• Notify all parents of the new discipline procedures prior to implementation

• Streamline documentation procedures to facilitate communication

• Maintain consistent responses to rule violations

• Plan lessons to teach students the discipline policies and procedures

Suggestions for Success• Remind students of their choices in a

calm, positive manner prior to escalation in behavior

• Remember that how you react could escalate the student’s behavior

• Include plans for sessions with students on specific expectations and rules as the data indicates need

• Establish back-up procedures prior to initiating the plan

Policy 4373http://wvde.state.wv.us/policies/p4373-new.pdf Thank you for your participation. At the conclusion of this webinar please download the NCIPP mentor-mentee attachments.

If you require additional assistance please contact JoDonna Burdoff [email protected]

http://wvde.state.wv.us/policies/p4373-new.pdf



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Classroom and Behavior Management