classroom management and behavior interventions similarities and differences in general and special...
Post on 01-Jan-2016
216 Views
Preview:
TRANSCRIPT
Classroom Management and Behavior Interventions
Similarities and Differences in General and Special Education
What Is the Goal of Behavior Management?
To facilitate student learning. Ensure learning is successful.
For each individual. For all students involved. Maximizing academic engaged
Two Forms of Management
Classroom management Prevention of the need for crisis
management Institution in classes of support for
positive learning behaviors Establishment and fluent use of key
management strategies Crisis management
When classroom management fails
Effect of Classroom and Behavior Management
Managem ent E ffects
G enera l C lassroomPositive E ffects for 70 to 80% of students
Level 1C lassroom Managem ent
Learning Environm entW ell-prepared P lanning
G enera l C lassroomC risis m anagem ent for 15 to 25% of students
Level 2C lassroom Behavior Managem ent
E ffective Positive G roup InterventionsE ffective Individual Interventions
Alternative and Specia l Education5% of the students
D elinquent and Socia lly Malad justedEm otional/Behaviora l D isorders
Level 3Managem ent o f C hallenging Behaviors
Functional Behavior Managem entBehavior Intervention P lanning
Positive Behavior Interventions and Supports
General Model of Classroom Management(Savage, 1999)General Model of Classroom Management(Savage, 1999)
Management
Management Dimension
Discipline Dimension
Developing Self-Control and Character
Establish Conditions Fostering Success
General Model of Classroom Management(Savage, 1999)General Model of Classroom Management(Savage, 1999)
Establish Conditions Fostering Success
Teacher Leadership
Time Management
Organizing the Environment
Motivating Students
Lesson Planning
General Model of Classroom Management(Savage, 1999)General Model of Classroom Management(Savage, 1999)
Developing Self-Control
and Character
Choosing a ResponseSerious Misbehavior
Direct Intervention
Minor Problems
Persistent Misbehavior
Responding to Inappropriate Behavior
Focus on the purpose of management foster student learning
Identify your response motives Develop and choose from a range of
alternatives Maintain a “least intrusive” response
schedule
Least Intrusive Response schedule
Low-Profile Responses supporting stimulus control
Direct Intervention Behavior Interventions for
Persistent and Serious Misbehavior
Low Profile Responses
Modeling Appropriate Behaviors
Understanding Group Dynamics
Addressing Minor Problems with Low Profile Responses
Modeling
Don’t ask students to do what you will not
Approach your behaviors from the students’ view
Admit that you can sometimes fail
Always demonstrate that you are trying
Group Dynamics
Groups reinforce individual behavior
Group reinforcement competes with teacher reinforcement
Students play different roles in groups
Teacher roles in a classroom
Facilitator Group
maintenance: promote group welfare
Confidant Expert in
content
Leader Decision
maker Arbitrator Expert:
Modeling
Roadblocks to Communication (Gordon, 1974)
Orders/commands Threats Preaching Judgments Name-calling/stereotyping/labeling Interpreting/analyzing Undue praise (look for something “positive”) Sympathizing Interrogating Withdrawing/diverting
Communication Facilitators
Student-Owned Problems First
Active Listening “I” Messages Sample Activities
Differences in Classroom Management and Behavior Interventions
Classroom Management Normal range of
student behavior Assumes stimulus
control Focus on low profile
responses Focus on Prevention Managing the
environment Severe problems left
to experts
Behavior Interventions Low to subnormal
range of student behavior
Teaching stimulus control
Focus on managing individual behavior
Focus on Direct interventions
Address Severe/Challenging Behaviors
Problem 1 (from Savage, 1999)
Address this problem from a classroom management perspective
Keith is not really a problem student. He wants to please and is a likable student who does acceptable work. The problem is that he is constantly talking. When students are working independently, he talks incessantly to himself and to those around him. It is not loud talking, but is noticeable. The behavior disturbs you, and you think it bothers those who are seated near him.
What might be causing Keith to talk? Is this a problem requiring your intervention? What would you do [using classroom management
techniques] to help Keith control his talking?
Problem 2 (Savage, 1999)
Address this problem from a classroom management perspective
You are teaching a very capable tenth-grade science class. The students are generally well behaved and produce outstanding work. A number of the students, however, tend to be late; arriving in class a few minutes after the bell rings. They are not disruptive, but just wait until the last minute. The principal observes this behavior and reminds you of attendance policies stating that this problem must rectified. He plans to monitor this problem and assist you if you cannot correct it. You are embarrassed and upset. You decide to use an “I” message and active listening to get student cooperation and solve the problem.
What I-message would you convey to the class? What will you do if students become angry or
defensive? What are some possible actions to suggest to the
class.
Functional Behavior Management
Observing behavior Defining behavior Measuring behavior Collecting data on observed behavior
displaying observed behavior Making data-based decisions
Observing Behavior
Determining priority behaviors Deciding on a target behavior Making a determination of the
behavior’s level of priority Determining whether to remediate,
accommodate, postpone, or ignore
Priority of Target Behavior.
Determine and begin with high-priority behaviors. Low priority behaviors: annoying but not
harmful or of less educational importance. Mild priority: frequently (but not repeatedly)
interfere with educational performance. Moderate-priority: repeatedly or significantly
interfere with educational performance. High-priority: excessive and persistent
disruption to self and others.
top related