Creating a Positive, Pro-active Environment for All

Students

Annemieke Golly, Ph.D.,Annemieke Golly, Ph.D.,agolly@uoregon.eduagolly@uoregon.edu

Institute on Violence and Destructive BehaviorInstitute on Violence and Destructive Behavior

University of OregonUniversity of Oregon

Agenda IntroductionIntroduction 5 Universal Principles of 5 Universal Principles of

Positive Behavior SupportPositive Behavior Support

Preventive InteractionsPreventive Interactions

Dealing with problem behaviorDealing with problem behavior

Motivational SystemsMotivational Systems

3-5%3-5%

FEWFEW(High-Risk)(High-Risk)

Individual InterventionsIndividual Interventions

7-10%

SOME(At-Risk Students)

Classroom and Small Group Strategies

85-90%

ALL(All Students)

School-Wide Systems of Support

•Functional Assessment•Individual Behavior Management Plans•Parent Training and Collaboration•Multi-agency collaboration (wrap-around)

•Intensive social skills teaching•First Step to Success•Adult mentors (checking in)•Increased academic support

•Social skills teaching•Positive, proactive discipline•Teaching social behavior expectations•Active supervision and monitoring•Positive reinforcement systems•Firm, fair, and corrective discipline•Data-based decision Making

Five Universal Principles

1. Have Very Clear Expectations2. Teach those expectations

Use examples and non-examples

3. Reinforce the expectations4. Minimize a lot of attention for

minor inappropriate behaviors (Don’t make mountains out of

mole hills)

5. Have clear consequences for unacceptable behavior

Effective Schools & Classrooms:• Clearly Define Expectations in All Settings (e.g., entering classroom, getting drinks, asking for help)

• Teach Expected Behaviors in Specific Settings

• Reward Expected Behaviors (Catch students doing the “right” thing)

• Correct /Provide Clear Consequences for Inappropriate Behavior

• Use Data-based Decision Making (Count)

Message

• Assume compliance.

• Children want to do what you want them to do (if they know how).

• Children want to be noticed by adults.

Why do we need clear expectations?

• The adjustment to new situations can be confusing and challenging.

• Knowing what is expected makes children feel safe and gives a sense of belonging.

• Knowing what is expected helps with self-esteem and decision making.

What can we do to help children be more successful?

• Clear rules & expectations– What do you want to see & hear

• Teach your expectations- This how you do it, this not how to do it

• Catch the child doing the right thing

• Ignore Minor inappropriate behaviors

• Always use a neutral toneGive a clear directionDo not argueRemain calmUse humor, not sarcasm

• Use appropriate consequences

• Ignore Minor inappropriate behaviors

Basic Concept

• Decide what you want to see and hear• Tell students what you want• Teach students what you want• Reinforce them a lot when they are

doing it• Minimize a “lot of attention” when

they’re not doing it

Why do most children misbehave?

•Attention (adult, peer)

•Avoidance (Task too hard, too easy, boring)

Verbal & Non-Verbal Communication

Be aware of your communication style

Video tape yourself teaching. Watch for:

• Shaking finger?

• Hands in sides?

• Standing in front of the student.

• Looking down at the student?

• Standing next to the student?

• Being at eye level with the student?

• Giving the student a clear direction?

ActivityActivity• Think of a student who is a weak or

non-responder in your classroom/group

• What “need” (attention, avoidance) is maintaining the inappropriate behavior for the student.

• How do you typically deal with the student when unacceptable behavior occurs.

• How might your behavior maintain the problem behavior?

Clear Directions

• Use short, clear directions such as:

“Open your book to page 5.” or “Go to your seat and complete

page 15 quietly.”

• Use a neutral tone

What Else Can We Do?What Else Can We Do?• Motivate All StudentsMotivate All Students

• Provide lots of positive feedbackProvide lots of positive feedback

• Minimize attention for minor inappropriate behaviorMinimize attention for minor inappropriate behavior

• Focus on the behavior you wantFocus on the behavior you want

• Use humor, never sarcasm.Use humor, never sarcasm.

• Have fun!Have fun!

Motivation• If the student can’t do the task, it’s a skill

problem. You have to teach or re-teach!

• If the student won’t do the task, it’s a motivational problem. You have to motivate!

In both cases, you have to change your behavior.

It is your job to help the student be as successful as possible!

Motivation• Students can earn points for :

– Following directions – Working independently – Raising their hand quietly– Lining up quickly & quietly– Cleaning up quickly & quietly– Transitioning quickly & quietly

– Etc.

Motivation/Be SpecificUse terms like:

– This group is incredible! Your voices were off the whole time while I gave directions.

– I see that everyone is on page 5.

– You are being so responsible by having your work in your cubby before lunch.

– You are showing respect by looking at me and listening.

– You lined up quickly and safely with personal space.

– That was very responsible the way you went to your seat quickly.

– Thank you for raising your hand quietly.

Motivation• Make separate chart

with 2 columns

You/ Other (make believe animal or object)

• When they are doing the “right thing” they get a point

• When someone isn’t doing “the right thing”, the other side gets a point.

YOU(The students)

e.g.-Snoopy-Tiger Woods-Mr. President

• If they have more points then the other side at the end of the period, they get a mark on the motivational chart

• When motivational chart is filled, there is a surprise for the entire class.

YOU

IIIII IIIII

Snoopy

II

MotivationThis game is an excellent way to keep data

on your positive interactions with the kids.

• Students should have at least 5 points for every point the other side gets• If not….

• Your instructions aren’t clear or.• You are paying too much attention to inappropriate behavior.

You

(students)

lllll

lllll

lllll

Other side

(e.g. Snoopy)

lllll

lllll

lll

Motivation

• Pick a motivational theme (e.g., rocket, thermometer, tree, basketball, map, ladybug, butterfly)

• Make a large poster with 10-20 marks

• Explain how students can earn a mark (e.g., when they have more points than the other side)

• Make it fun!

“We know how to be respectful!”

What works?What works?

• Effective classroom managementEffective classroom management

• Knowing what need maintains the Knowing what need maintains the inappropriate behavior (e.g., attention, inappropriate behavior (e.g., attention, escape/avoidance)escape/avoidance)

• Figure out a way to meet the child’s Figure out a way to meet the child’s need in a positive wayneed in a positive way

What else works?What else works?– Stimulus Cue (Attention signal)Stimulus Cue (Attention signal)– Group behavior contingencies (You/other Group behavior contingencies (You/other

side game)side game)– Differential reinforcement Differential reinforcement (“You never (“You never

know when you get a surprise!”)know when you get a surprise!”)– Teacher approval or disapprovalTeacher approval or disapproval– Token systemsToken systems– Self-management (you/other game)Self-management (you/other game)– Differentiated InstructionDifferentiated Instruction– Concentration /Focus Power GameConcentration /Focus Power Game

vs. teachers

• Re-active teachers

• with problem behaviors

• Pro-active teachers

• problem behaviors

Reactive Statements

– What are you doing!?– Stop that!– Sit down!– Get to work!– No!– You should know how to do that by

now!

Many times our reactive statements increase anger and escalate behavior.

• Reduce reliance on punishment, time-out, office-referral and suspension, as a primary strategy

• If the “punished” behavior occurs again and again, the punisher is reinforcing to the child.

• Find out what the child is trying to get (e.g., attention, avoidance/escape or both).

PunishPunish

Pro-active/Reinforcing words:

“ I noticed……”

“I saw…..”

“You are being responsible, respectful, safe when you…….”

What can be done?• Be organized

• Set up a positive and predictable classroom environment

• Develop and teach clear expectations

• Use positive classroom systems (Not this: “Turn the card when you misbehave.”

Instead: “Turn a card when you’ve done well!”

Neatness and Organization

• Teach students respect for their space.– Coats on hangers, hats off, roll up sleeves

• When expecting writing tasks:– Reinforce students for putting name &

date on right side– Start after the margin– Start each sentence with capital and end

with end mark– Stay on the line– Leave a space between words– Keep paper neat

How can we help make children more successful?

• Don’t assume anything!

• Teach your expectations

– “This how you do it, this not how to do it..”

• Model, model, model

Be Consistent with Expectations

• If you expect students to raise their hand quietly…Only call on students who raise their hand. Do not respond to talk outs.

• If you expect students to work quietly, reinforce the students who are working quietly.

Extraneous teacher talk

• Start lesson immediately.

• Focus on the task

• When a student interrupts, use planned ignoring and repeat the task.

• When student is off-task, tell student what to do, not what not to do or other discussion.

• After a few minutes say: “That’s a good choice. Can I help you?”

• Focus on positives! Don’t fall into the criticism trap

Activity:Dealing with Problem

Behavior• Think of a student who displays chronic

problem behavior in your classroom/group (Keep this child in mind as we go through the rest of the workshop).

• Describe the behavior (What does he/she do that is unacceptable?)

• Why do you think this child misbehaves?

• How do you think you can help this child?

Dealing with problem behavior

• Stay calm

• Be specific

• Use a neutral tone

• Be aware of your body language

• Avoid a power struggle!

Helpful words:To Encourage & Reinforce:

“I noticed…..” & “I saw…..”

“Can I help you?”

To stay out of a power struggle:

“Regardless “

“Never the Less”

What else…..

Do NOT hold a grudge!

Use humor, not sarcasm

•Always treat the child with respect.

Response to Intervention

• If you are doing the same thing again and again and the behavior doesn’t change, you must change your intervention/interaction.

• The teacher always has to change first before the child will change!

Use Data-based Decisions

• Keep track of repeat “offenders”– E.g., turning card, name on board,

send to office, call parents.

The “punishment” actually maybe reinforcing for the student.

“I need to teach the group to raise their hand quietly”.

Not:Not: “They “They shouldshould know how to behave.” know how to behave.”

Identify the ProblemIdentify the ProblemPut it in observable & teachable terms..Put it in observable & teachable terms..

How can we help make children more

successful?• Catch the child doing the right thing

Always use a neutral tone

Give a clear direction

Do not argue

Remain calm

Use humor, not sarcasm

• Always treat the child with respect.

Activity• Recall the student who displayed chronic

problem behavior in your classroom/group

• What “need” (attention, avoidance) is maintaining the inappropriate behavior meeting for the student.

• How do you typically deal with the student when unacceptable behavior occurs.

• How might your behavior maintain the problem behavior?

Functional Behavior Assessment

• When pro-active, predictable and positive systems are consistently implemented and a few students do not respond, a positive behavior intervention plan based on a functional assessment must get implemented.

This is another workshop! Or….Consult the book:

“Why Johnny Doesn’t Behave. Twenty Tips and Measurable BIP’s” (www.AttainmentCompany.com)

You are one of the most You are one of the most important adultsimportant adults

in your students’ lives.in your students’ lives.

You You CANCAN make a make a difference!!difference!!

Have a Fabulous Year!Have a Fabulous Year!

Resources:Resources:• Golly, A. (2006). Five Universal Principles of Positive Golly, A. (2006). Five Universal Principles of Positive

Behavior Support and the Story of My Life.Behavior Support and the Story of My Life.www.AttainmentCompany.com

• Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave : Twenty Tips and Measurable BIPs: Twenty Tips and Measurable BIPswww.AttainmentCompany.com

• Golly, A., & Sprague, J. (2005). BEST Behavior: Building Golly, A., & Sprague, J. (2005). BEST Behavior: Building Positive Behavior Supports in Schools.Positive Behavior Supports in Schools.

www.Sopriswest.com

• First Step to Success ProgramFirst Step to Success Program www.Sopriswest.com

• Music Wand: Music Wand: www.twww.treeblocks.com

• Class Prompter Computer programClass Prompter Computer programmrebar@uoregon.edumrebar@uoregon.edu