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Dr. Susan R. Rose, Ph.D.
University of the Cumberlands
January 13, 2011
No matter how well a teacher knows the subject matter or how well he or she can teach, a teacher who cannot
manage a class is finished!
So, what can we do to make sure that ALL students within our reach learn (and save our sanity)?
REACH!
Relationship Enthusiasm Activity – Multiple!! Collaboration Human
People don’t care how much you know until they know how much you care!
Relationship
Maslow’s Hierarchy of Needs
So, where do you think education/school fits in?
People become really quite remarkable when they start thinking they
can do things. When they believe in themselves,
they have the first secret of success. - Norman
Vincent Peale
Treat a man as he is and he will remain as he is; treat a man as he can and should be and he will become as he can and should be. ~ Johann Wolfgang von Goethe
Enthusiasm
Nothing great was ever achieved without enthusiasm. -Ralph Waldo Emerson
Activity Over Plan
Multiple Intelligences
Attention Span Three things you’ve learned so far
Collaboration Parents Previous Teachers Students themselves Community
GrantsFund-raising
Many others
Human Learn from your mistakes
There was only one perfect man
Take Care of Yourself
Teacher Reflection Could this problem be a result of inappropriate
curriculum or teaching strategies? What do I demand and prohibit? Why do certain behaviors bother me? Is this behavior developmentally appropriate? Do I focus on a behavioral excess or a
deficiency? Will resolution of the problem solve anything
else?
•Rewards and Punishments (Behaviorist Theory)•Lead by Example (Social Learning Theory)•Work with the child’s level of development (Cognitive Theory)
Behaviorist Theory
Based on Theories of Watson, Pavlov, and Skinner.
Use rewards and punishments to get desired results and behaviors.
Most frequently used behavior management strategies for the primary and elementary classroom are based on the Behaviorist model.
Positive Reinforcement
A positive reinforcement is a stimulus that follows an event and increases the chance of this event reoccurring.Examples:
○ tangible object (candy, treasure chest, sticker charts, marble jars)
○ an activity (computer time)○ something social (playing a game with a
friend)
Negative Reinforcement
Negative reinforcement is taking something negative away in order to increase a response .Examples:
○ Taking away an assignment○ Lessening an assignment○ Telling a student they will not have to work on
an assignment during free time if they finish it in time.
Punishment
Punishment refers to adding something aversive in order to decrease a behavior.Examples:
○ Detention○ Loss of Privilege○ Time off of recess○ Taking money away (in a token economy)○ Time Out
Extinction
Extinction occurs when one plans to withhold any reinforcement for a specific behavior. The teacher must be consistent with this
method.Examples:
○ When a child yells out to gain attention, the teacher (and students) have planned to ignore this behavior.
What Research Tells Us Research has found positive reinforcement is
the most powerful of any of these. Adding a positive to increase a response not only works better, but allows both parties to focus on the positive aspects of the situation.
Punishment, when applied immediately following the negative behavior can be effective, but results in extinction when it is not applied consistently.
Punishment can also invoke other negative responses such as anger and resentment.
Social Learning Theory
Albert Bandura is most famous for development of this theory (Bobo the Clown Experiment)
Children learn by observing others and the modeling of a given behavior
Applying Social Learning Theory in the Classroom Set Expectations Model these expectations at all times in the
classroom Be consistent with praise, and redirection Monitor what types of behaviors you
choose to ignore and acknowledge. Have motivators and follow through with
these Provide time for children to reproduce
expectations
Cognitive Theory
Based on Theories of Piaget, Erikson, and Kohlberg
There are stages of intellectual development that children go through
Children will only be able to comprehend and function at the level of their cognitive development.
Applying Cognitive Theory to the Classroom Avoid language that focuses on others (“I
am so disappointed in that choice”; “How do you think that made Sally feel?”)
Provide plenty of praise and enough support to create a successful experience for all.
Need immediate feedback Use long term rewards for class goals and
still keep the time frame to earn the celebration to just a few days.
Children with disabilities in the public school system are educated in accordance with an individualized education plan (IEP). It is imperative for all staff involved with a child with disabilities to understand the unique cognitive, language, motor, and social-emotional needs of that child. In addition, behavior management strategies/implementation will be specified in the IEP, and must be followed by law.
Special Considerations, continued: Make sure student cognitively understands what is
expected of him. Is there the ability to understand cause and effect (Time-
Out legal issues). Known fears of child must be avoided. (Child may have
been abused) Remember to reflect on regular education peer group---
don’t be too strict. Communicate with parents---behavior management must
be agreed upon. Family may have had negative prior experiences.
Positives 1st---Catch kids “being good” Engage other adults in the school---communicate student
social skill needs. TEACH appropriate behaviors and consequences.
Oh Boy!!!
Since boys tend to make up a disproportionate number of the students in special education, it is important to understand gender differences when implementing behavior management strategies.
According to Leonard Sax, director of the National Association of Single Sex Public Education(NASSPE), boys need: A highly structured learning environment to
achieve maximum academic success. Allotted time for organized breaks---boys
are very physical and competitive, and physical movement helps to relieve stress/ enhances the thinking process.
More use of manipulatives and hands-on instruction.
Paraphrased instructions on class work. Opportunities for verbalization of feelings.
Tools
Best Practices Make sure you have clear expectations. Establish clear rules and procedures. Teach and model your rules and
procedures. Enforce classroom rules promptly,
consistently, and equitably from the very first day of school.
Provide frequent positive praise and reinforcement.
Best Practices Continued
Make smooth transitions between activities.
Give students feedback and reinforcement regarding their behavior.
Lastly…
Be Pro-Active! Have Set Procedures in Place: A signal to get your students’ attention Places for homework/notes from parents Appropriate behavior for entry/exit to class Acceptable noise levels When can students leave their seats? Quality of work expectations Behavior expectations clearly posted and
discussed/practiced Give regular reminders and feedback Select high-interest or functional learning activities Offer frequent opportunities for choice
Ignore minor misbehaviors.
Documentation/Data
IF it’s not written down, it didn’t happen! Behavior Log (For entire class)FBABIP
Behavior Log
Chart travels with class throughout week Rewards distributed on specific day each
week (Consistency!)Course Related Movie for students who earned it;
Study period for students who did notSmall rewards
○ Little Debbie Snack Cakes○ Oriental Trading Prizes
Functional Behavior Analysis Step 1: Identify and Define the Problem
Behavior
ABC ChartScatterplot ChartIndirect Assessment
○ InterviewParentStudent
ABC’s of Behavior Management Antecedent
○ events or conditions that immediately precede the problem behavior
Behavior ○ unwanted action by the student
Consequence ○ what the student gets from the behavior
Antecedent Factors
Teacher behavior Outside influences (home life, peer
relations) Self-esteem Learning disabilities/ lack of skills or
knowledge Environmental factors
Behavior Issues
Inattentiveness Disruptiveness Non-compliance/Refusal Bullying Outward aggression
Consequences Avoidance of class work Negative attention Time out of class Time away from peers Drawing attention away from flaws/lack of
knowledge After school detention
When the behavior is followed by a pleasant consequence, it is more likely to reoccur.
When the behavior is followed by an unpleasant consequence, it is less likely to reoccur.
Example ABC ChartDate Time Antecedent Behavior Consequence Possible
Function
2/7/99 9:40am Teacher announces it is time forreading
Tellsinappropriate joke
Peers laugh, classdisrupted
Escape/ Attention
2/7/99 9:45am Teacher calls on George toread first
Throws book Sent to office Escape
2/8/99 9:50am Teacher says go to your group
George throws hisbook and walks outof the class towardsthe principal'soffice
Avoids readinggroup
Escape
Example ScatterplotStudent:____Susie Smith____________________ Grade: ___4__ School: __Anywhere Elementary_
Date(s): ___10/06/10-10/10/10________ Observer: __Mrs. Rose, Counselor_____________________
Behavior of Concern: ___Verbal outbursts of anger followed by refusal to respond to directions by___ teacher/adult authority______________________ Additional relevant information: _Susie is with Ms. Doe in the a.m. for Reading and with Mr. Jones in the p.m. for Math/Sci./Social Studies______________
___________________________________________________________________________________
Code used (if any): ____Tally mark for each observed instance________________________________Setting or
Class Times or Intervals
Day/DateM. 10/06
Day/DateT. 10/07
Day/DateW. 10/08
Day/DateTh. 10/09
Day/DateF. 10/10
Total Times
Observed
Reading 8:45-10:00
|| ||| | | ||| 10
Transition 10:00-10:10
| 1
Language 10:10-11:50
||| || ||| || ||| 13
Transition 11:50-12:00
| 1
Lunch 12:00-12:30
| 1
Functional Behavior Analysis Step 2: Collect Information and
Determine FunctionTimes and Conditions when the behavior
does/does not occur Specific location of the behavior Individuals present when the behavior is
most/least likely to occur Events or conditions that typically occur
before and after the behavior Common setting events
Functional Behavior Analysis Step 3: Categorize Behavior; Form a
Hypothesis’ (Triangulating the Data)Three basic ways to categorize why a behavior is
occurring: ○ Function—why the student is demonstrating the behavior,
usually to get/seek something desired or to escape/avoid something painful or undesired.
○ Skill deficit—a behavioral or academic skill that the student does not know how to perform.
○ Performance deficit—a behavioral or academic skill the student does know, but does not consistently perform. Example: A student is chronically late for the classes she doesn’t “like.” In cases of performance deficit, the BIP may include strategies to increase motivation.
Behavior Intervention Plan Give it time! Note Strengths as well as weaknesses Much more detailed than Behavior
Contracts, but this is a good place to start.
Behavior Contracts
By Course, Y/N By Course and Specific Goals Weekly for Elementary Self and Teacher Check Time Interval Weekly Percentages
Closing
www.counselingtoday.com
Questions
References Kauffman, J. M. , Hallahan, D. P., Mostert, M.P., Trent, S.C., & Nuttycombe, D.G.
(1993). Managing Classroom Behavior. Boston: Allyn & Bacon www.interventioncentral.org www.fpg.unc.edu www.specialed.about.com/cs/behaviordisorders/a/rules/htm Center for Adolescent Studies. (1996). What is your classroom management
profile? Teacher Talk,1(2). Bloomington: Indiana University, Center for Adolescent and Family Studies.
Clark, Elaine, Farley, Megan, Jenson, William ,Olympia, Daniel. Positive psychology and externalizing students in a sea of negativity. Psychology in the Schools; Jan2004, Vol. 41 Issue 1, p67-79, 13p.
"Behaviorist Theory" by Richard H. Hall- Educational Psychology/ 2001/ v11b Learning-Theories.com Knowledge Base and Webliography; www.learning-
theories.com/social-lerning-theory-bandura.html; accessed 4/10/2009 LinguaLinks Library, Version 4.0, published on CD- ROM www.lsil.org/lingualinks/literacy/ImplementALiteracyProgram: accessed
4/10/2009 Santrock, John, Child Development; 11th Edition