Upload
tyler-logan
View
223
Download
1
Tags:
Embed Size (px)
Citation preview
Discipline in the Secondary Classroom
Behavior Strategies
Dropout Prevention
High School Team TrainingMiami Coral Park Senior
October, 2010
2
Objectives
Understand Key Concepts About Managing Behaviors
Prepare Routines and Procedures
Develop a Plan to Respond Consistently to Misbehavior
Decide Behavioral Strategies and Activities to Use in Dropout Action Plan
Introduction: Why Are We Here?
4
Understand Key Concepts About Managing Behaviors: Principles of BehaviorsPrinciples of Behaviors
Behavior is learned
Behavior serves a purpose or a function
Behavior can be changed
5
Understand Key Concepts About Managing Behaviors: MotivationMotivation
Motivation-Definition: To provide an incentive, to move to action, to drive forward: help students do their best academically and encourage them to exhibit responsible and successful behavior.
6
Understand Key Concepts About Managing Behaviors: MotivationMotivation
Motivation Concepts Behavior that is repeated is motivated;
behavior does not reoccur if there is no motivation
Motivated to engage in behavior that is a complex mixture of intrinsic and extrinsic factors
Relationship between intrinsic motivation to engage in a task and the proficiency at that task
Expectancy X Value = Motivation
7
Understand Key Concepts About Managing Behaviors: High Expectations for Academic and Behavioral High Expectations for Academic and Behavioral PerformancePerformance
Maintain and communicate high and positive expectations
Maintain high and realistic expectations
Form a belief in the potential success of every student
Evaluate yourself. Look at your behavior. What you are saying and how saying it.
8
Understand Key Concepts About Managing Behaviors: High Expectations for Academic and Behavioral PerformanceHigh Expectations for Academic and Behavioral Performance
Maintain a positive attitude toward students by: Taking care of yourself Maintain a positive realistic vision of student
success Be reflective about your plan Make an effort to interact positively with
every student Consult with colleagues
9
Understand Key Concepts About Managing Behaviors High Expectations for Academic and Behavioral PerformanceHigh Expectations for Academic and Behavioral Performance
ACTIVITY Task 3ACTIVITY Task 3
A. Share what you do to avoid developing low expectations for a student who is chronically behaviorally challenging.
B. Consider whether the atmosphere at your school is one of positive expectations for students. If not, identify how you might help your staff develop more positive expectations.
10
Understand Key Concepts About Managing Behaviors: Building Personal Relationships with StudentsBuilding Personal Relationships with Students
Making an effort to build relationships with students, demonstrates to students, that you hope to have a positive influence on their lives.
Show that you care about your students
Maintain a personal connection
Understand Key Concepts About Managing Behaviors: Guidelines for SuccessGuidelines for Success
Guidelines for Success are attitudes or traits that you hope to inspire students to strive toward.
Guidelines are values that will help students succeed in school and in all other aspects of life.
Guidelines for Success are developed and used on a school-wide basis; all staff agree to post and use.
12
Understand Key Concepts About Managing Behaviors
Guidelines for SuccessGuidelines for Success ACTIVITY Task 5ACTIVITY Task 5
A. Each person in the group develop Guidelines for Success for your school.
B. Brainstorm six different strategies, other than those identified in the text, for using Guidelines of Success in the classroom to help students understand and internalize them.
C. What actions would be necessary to get a school-wide development process for Guidelines for Success?
13
Prepare Routines and Procedures Arrange A Schedule of ActivitiesArrange A Schedule of Activities
Evaluate and change your schedule to ensure it promotes effective student behavior.
Scheduling activities will identify specific times of the day during which students are more prone to irresponsible behavior and what you can do to increase productive behavior at those times.
14
Prepare Routines and Procedures Arrange A Schedule of ActivitiesArrange A Schedule of Activities
Create a balance of teacher-directed, independent, and group tasks.
Schedule independent work and cooperative group tasks so that they immediately follow low teacher-directed tasks.
The last hour of the day. The last five minutes of a class period.
15
Prepare Routines and Procedures Arrange A Schedule of ActivitiesArrange A Schedule of Activities ACTIVITY Task 1ACTIVITY Task 1
Identify those times or events during the day or class that are likely to produce more irresponsible student behavior and discuss how each of you might proactively address those times and events to reduce misbehavior.
16
Prepare Routines and Procedures Arrange Physical SpaceArrange Physical Space
Physical organization of a classroom has a significant influence on student behavior. Make sure there is easy access to all parts of the
room. Arrange student desks to optimize the instructional
tasks that students are most likely to engage in. Minimize the disruptions caused by high traffic
areas in the class.
Change what you can and make the best ofwhat you can’t. You may not have control ofthe physical layout.
17
Prepare Routines and Procedures Use of SignalsUse of Signals
Your signal must be able to get the attention of the entire class or group of students within five seconds.
Must teach the signal and how to respond to it.
18
Prepare Routines and Procedures: Beginning and Ending of the Class PeriodBeginning and Ending of the Class Period
Begin and end class with a positive tone and maintain maximum time for instructional activities. Entering Class Opening Activities Materials Dealing with Students Returning After an
Absence End of Class or Period Dismissal
19
Prepare Routines and Procedures: Assigning, Monitoring, and Collecting Student WorkAssigning, Monitoring, and Collecting Student Work
Five Major Areas to Consider for Managing Student WorkAssigning Classwork and HomeworkManaging Independent Work PeriodsCollecting Completed WorkReturning Grade Work to StudentsPolicies for Late or Missing Assignments
Rules and Consequences
Rules and Consequences: Identifying and Post Identifying and Post Three to Six Classroom RulesThree to Six Classroom Rules
Decide who will help to develop the rules. State the rules positively. Rules should be specific and refer to
observable behaviors. Plan to teach your rules using positive
and negative examples. Rules must be applicable. Post the rules in a prominent, visual
location.
Rules and Consequences: Develop a Plan For Correcting Early-stage MisbehaviorsDevelop a Plan For Correcting Early-stage Misbehaviors
Proximity Gentle Verbal Reprimand Discussion Family Contact Humor Restitution
Rules and Consequences: Develop Develop Consequences for Committing Rule ViolationsConsequences for Committing Rule Violations
Plan to implement the corrective consequence consistently.
Make sure the corrective consequence fit the severity and frequency of the misbehavior.
Plan to implement the consequence unemotionally.
Plan to interact with the student briefly at the time of the misbehavior without arguing.
Rules and Consequences: Develop Consequences for Committing Rule Develop Consequences for Committing Rule ViolationsViolations
Time Owed Time-Out Restitution Detention Demerits Office Referral
Rules and Consequences ACTIVITIES Tasks 1-3ACTIVITIES Tasks 1-3
Student Motivation
Dropout Strategies
Dropout Action Plan: Behavior
Thank You For Your Time! Contact Information
Ms. Robin J. Morrison
Instructional SupervisorClinical Behavioral Services
Division of Special Education
305-995-1733