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!