4 components

8/14/2019 4 Components

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This slide show identifies and describes the four common

components or parts found in most effective classroom

management systems.

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Tom McIntyre, www.BehaviorAdvisor.com 9/20/06
http://www.behavioradvisor.com/http://www.behavioradvisor.com/


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Proficient management of student behavior is crucial to our success as

teachers. It allows us to perform all the other duties associated with our job.

While perhaps the most important skill of teaching, it is undoubtedly the most

difficult to master. With reading, writing, and math, we can learn the curricula

and teach the material well by following certain steps. Management ofbehavior also requires a knowledge base and skill in procedures, but there is

much more that is required to do it well.

In order to promote student achievement and guarantee physical,

psychological, and intellectual safety to our charges, our actions and reactions

must prevent and subdue inappropriate behavior.

Most teachers find that their effectiveness is increased and enhanced if they

construct a strong framework on which to attach their many strategies and

interventions.

Essentially, there are four universal requirements that must be considered and

addressed when setting up a classroom management plan. There are four

pieces of the behavior management puzzle that must fit tightly and securely.

They are


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TheBIG FOUR

4 Most effective comprehensive behavior

management systems used in classrooms contain

four integral components. What are they?

Rules

Negative consequences for non-compliance

Positive consequences for compliance

Consistency on the part of the teacher.


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Component #1: Rules

Generally, teachers set up rules early during

the first day of school. Do any of you have an

exception to the rule on rules?

There is always an exception to rules(except certain absolutes such as Do noharm., Do what is in the students best interest.)

How many rules are appropriate? Usually 4-7, non-redundant of school rulesspecific to the needs of your

classroom.

Do you involve the pupils in the making of the

rules? If yes, how so?


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Another Rule for Making Rules

Rules should inform kids as to thebehaviors that are expected in the schoolhouse (rather than telling them what NOT to

do).Avoid rules with Dontsor Nos. How then might we phrase them? POSTIVELY, identifying the behavior that we wish to see displayed.

Dont rules fail to tell the students what they should be doing. Infact, they may create misbehavior as students attend to the action

word, failing to mentally attend to the No and Dont.

SoLets rephrase some of Mrs. Mutnersrules into more positive versions.


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Exceptions to the No nos rule?

Are there times when a No rule is

indicated and useful?

When positive phrasing would be awkward,complex, and/or interfere with understanding.

To make it known that an action is so

inappropriate, heinous, vile, and despicable that

it is not acceptable under any circumstances.


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In general, rules Should Be Specific, describing the

behaviors one wishes to see ones students display.

Sometimes though, we think outs ide the box

For whom might this less specific Code of conduct beappropriate? What might be the purpose of this

approach?

SAFETY:Are my actions safe for myself and others?

RESPECT:Do my actions show consideration for myself and others? HONESTY:Do my words and actions meet the expectation to take

care of myself and be a dependable member of the group?

COURAGE:Am I resisting peer pressure or directions that might hurt

others? Am I doing the right thing?

COURTESY:Do my actions help to make this place a positivelearning climate where people feel welcomed and accepted. Do my

actions allow others to do their work without interruption?


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Thematic Rules

Some teachers package their rules in a theme

format. Anyone here do so? If yes, tell us more. What are your thoughts regarding the following

example? (published in a newsletter of a state-level organization for special educators)

Horse School House Rules No horsing around.

Be mature. Dont act like a colt.

Trot on the track, not in the halls.

Bridle you mouth while the trainer is instructing.

Braid your mane at home. Dont be a show horse.

Munch on your hay with your mouth closed.

Saddle up your manners & step into the stirrups of learning.


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Another Example: Rules with a Car Theme

Keep your eyes on the road.(Do your own work)

Buckle your seat belt.(Stay in your seat)

Signal to turn.(Raise your hand to speak)

Stay alert.(Listen while others speak)

Stay in your lane.(Keep hands, feet, & objects toyourself)

Be a courteous driver.(Speak kindly and encourage others)

Control your speed and direction.

(Use appropriate language and gestures)


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Most Experts Recommend that

Rules be Posted

Why? Serves as an on-going

reminder as kidsperiodically scan

the room.

Allows us to promote self-control by saying Whatshould you be doing rightnow?while gesturingtoward the poster.


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Other Influences On Rules?

Might the rules be different for various agegroups? Can you identifyexamples of rulesthat might be age-group specific?

Might other characteristics such as

gender

cognitive level/intellectual ability

culture/ethnicity

disability/challenge

affect the type, intent, focus, or wording

of the rules? If yes, how so? .


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Component #2: Negative Consequences

When student behavior does not match statedexpectations (the rules, regulations, routines, directions),negative consequences for those actions areoften deemed necessary.

Punishment can be effective in promotingbehavior change, but to gain this outcome, itmust be administered in a well-informed andthoughtful manner.

The above conditions are not often met.


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Typically, consequences are placed into a list of sequentially

more punitive penalties. They usually follow an official

warning telling the student to engage in the appropriate

behavior.

The word warning might be viewed as confrontational or

coercive by the student, spurring defiance. Many teachers

prefer reminder or cue.

The warning is not actually the first intervention. The

teacher should have tried to get the student on task in subtle

ways previous to it (distracting the youngster, proximity praise).

Too many teachers make this component the main ingredient

in their behavior management stew. Instead, it should be a

sparingly used spice adding a subtle undertaste.

Oth I t t P i t T R b


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Other Important Points To Remember Let the list of consequences do the work while presenting yourself as being:

Confident

Calm

Regretful at having to implement consequences

Show more firmness and resolve (but not anger) in your voice andapproach as the youngster moves through the penalty list whileALWAYS

reminiscing about the times when s/he made a good behavior choice

encouraging a good choice now to avoid further penalties.

If the systematic application of a list of consequences isnt working, changeit. Get a better system. Dont get meaner and crankier; get smarter.

Immediately show a smile upon compliance (at any point) and thank thestudent for making a good choice or displaying the correct behavior(instead of holding a grudge and saying Its about time. Dont do that again.)

People are more likely to comply with authority figures that they like. Besure that the archive of positive interactions between you and studentoutweighs the history of negative events(at least 5-8 positive interactions foreach negative onemore if interactions have been primarily negative to this point).


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Make a list of 4 to 7 consequences that could be used in

your (future)classroom. After the consequences have been

exhausted, it is time for the administrator in charge ofdiscipline to take over.

The teacher should be supportive and respectful when

administering consequences. Talk about what privilegesand points can be kept, versus how more will be lost.

Wh t if I l h bi i h t


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What if I only have one big punishment

that I can use?

Removal of recess

Phone call to the home

Send to the office

Lunch in an isolated place

Lethal injection .

EITHERTake it away in segments Elementary grades:1 minutes of lost recess; 3 minutes; 7 minutes; 15

minutes; all of recess spent sitting on the sidelines watching others have fun

Secondary:Student leaves 20 seconds after the bell for the 5 minutes ofhallway passing to the next class; 45 seconds, 1 minutes, 2 minutes; (thendetention assigned10 minutes if quiet during that time, 20 minutes if quiet)

ORTake away all of a privilege after a certain number ofwarnings have been given 3rdcheckmark on the board results in implementation of serious consequence

Decrease the number of warnings as the student is capable of more restraint.


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Los ing you r l icense(This slide shows the penalty

component for the Driver theme

plan seen earlier.)

If a certain number of negative points accumulate,

daily privileges (social time, lunch with friends)are

denied.

Violations that result in points on your license:

Failure to yield right-of-way(disrespect shown toward others)

Failure to observe a stop sign(failing to follow directions)

Reckless driving(roughness with others)

Excessive speed(use of profanity or offensive words) .


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Component #3: Positive Consequences

The major focus of our system should beplaced on catching kids being good.

Have the students join you in promoting appropriatebehavior by implementing a group reward system thatcreates positive peer pressure/support to behave well.

(found at www.behavioradvisor.com)

When the class is out of control, scan the room lookingfor kids who are doing the right thing. Recognize thatthose students in an attempt to instigate the ripple effect.

Constantly watch for opportunities to recognizeappropriate behavior. Dont be stingy with praise, smiles,non-verbal positive signals.
http://www.behavioradvisor.com/http://www.behavioradvisor.com/


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Positive Non-Verbal Signals

What are some non-verbal signals that

indicate pleasure with the actions

displayed by students?


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OopsThats not what I meant

To whom might these gestures be offensive? Thumbs up

Pointing at the person

Summoning with a finger curl

Making the V for victory sign with the back of thefingers toward others

The OK sign

Pasting a star on a paper

Handing items with the left hand

A light touch on the shoulder, or mussing of the hair

Showing the sole of your shoe to others whencrossing legs .


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Negative Non-Verbal Signals

What are some non-verbal responses that

indicate displeasure with the actions displayedby students?

Stern facial features and glaring eye contact (perhapswith angled body leaning back and arms folded across chest)

Holding up index finder and wagging it side-to-side Holding up stop hand (arm outstretched and palm of hand

facing student with fingers spread) .


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All in All

Research and craft knowledge tell us that

our best behavior management practice is

to catch kids being good.

Make it the MAJOR focus of your behavior

management approach.


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Component #4: Consistency

In order for our system to be effective, we

must be predictable in our responses to

actions that abide by and break the rules.

4 components

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