Setting Limitson

Behavior

Community Guidelines

Conversation: Quiet side conversations totally OK, please take cell phones outside

Help: Raise your hand or call out for assistance

Activities: Discussion, reflection, & planning

Movement: Feel free and watch for easy exits

Participation: Give me the straight goods; encourage others to share their thoughts

The single most important thing a teacher can do to raise student achievement and promote a positive learning environment is to maintain classroom management

STOIC

Structure classrooms and school for success---over plan and organize.

Teach behavior—rules, expectations for activities and transitions, and procedures.

Observe and Monitor behavior progress.Interact positively with students.Correct fluently - be brief, calm, and consistent.

Room Structure

Examine the structure of your room• Flow• Work space• Clutter• Easy to get things• Non-touchables• Touchables

Designing Clear Expectations for Student Behavior

Features of effective behavioral expectations Clear Age-appropriate Detailed Reasonable Known by all staff members who supervise (or may be in)

the setting/situation Consistent

Preventing Non-compliance

An effective teacher conveys an ASSUMPTION OF STUDENT COMPLIANCE. Using body language and tone of voice to demonstrate

that he/she “expects” students to follow directions

Preventing Non-compliance

An effective teacher IS CAREFUL when giving directions to a student. Getting the student’s attention first Going to the student

Not giving directions from a distance More likely to be ignored or challenged

Avoiding “squaring off” with the student Avoiding an “audience” if possible

Preventing Non-compliance

Using clear and simple language Stating the direction positively Not framing the direction as a question Being as brief as possible

Giving only one or two directions at a timeGiving the student reasonable time to

respondAvoiding “staring down” the studentMay have to explain or teach why behavior

is inapproprate

Preventing Non-compliance

An effective teacher RESPONDS THOUGHTFULLY when a student initially fails to follow a direction. He or she might try:

Using humor Appealing to cooperation Using the “broken record” technique Offering the student a reasonable choice Letting the student know what will happen if he/she does

not follow the direction Might offer to help or assistance (how long do you want

this to last?)

Preventing Non-compliance

The teacher will avoid: Arguing with the student Escalating the emotional intensity of the situation Letting the student “get away with it” Physically trying to make the student comply Threatening the student with what will happen

Preventing Non-compliance

An effective teacher RESPONDS THOUGHTFULLY if a student continues to not follow a direction. Informing the student that the teacher will follow

up on the matter Recording what has happened Completing Review 360 Discussing the situation (and sharing any

records) with one’s immediate supervisor

So what data do I take?

A-B-C’s of Behavior

A=Antecedent -Stimuli that occur just prior to the

occurrence of the behaviors -Time and location, people present, environment events

A-B-C’s of Behavior

B=Behavior-Anything we do or say-observable, measurable definition

A-B-C’s of Behavior

C=Consequence -Events that follow the behavior

-Reinforcers, punishers, neutral events-Behaviors of others-social and nonsocial outcomes of behavior

Functions of Behavior

AttentionEscapeAccess to tangibleAutomatic (Self-Stimulatory)

Tough Kids

Behavior Excesses Non compliance Aggression Argues Destroys Property

Behavior Deficits Contingency governed,

not rule governed Poor social skills Academic Deficits

Feedback, Motivation and Incentives

I =ImmediatelyF=FrequentlyE=Eye contactE=EnthusiasmD=Describe the BehaviorA= AnticipationV(2)=Variety and Variability

Changing Behaviors

Consequence Manipulation-Reinforcement-Punishment-Extinction

Changing Behaviors

Antecedent manipulation-Prompts-Order of events-Practice-Break tasks into smaller chunks-Environmental arrangement

Research suggests

63% of students say the best motivator is……Teacher Praise

Students #1 valued behavior from a teacher is….. Humor

Research also suggests:

The average teacher says something good every 100 minutes

The average teacher says something bad every 3 minutes

Which argues we get what we reward

Success!!

1st

Relationship

2nd

Behavior

3rd

Instruction

To sum it up…

Websites Behavior: www.teachervision.com/classroom-discipline/resource/5806.html www.ldonline.org/article/6165/ www.pinterest.com/reallygoodstuff/behavior-management/ www.theguardian.com/education/2012/aug/27/pupil-behaviour-management-teaching-resources http://www.educationworld.com/a_curr/archives/behaviortips.shtml http://www.dailyteachingtools.com/effective-classroom-management.html http://www.webmd.com/add-adhd/childhood-adhd/adhd-behavioral-techniques www.freeprintablebehaviorcharts.com www.pinterest.com/chamber/behavior-charts/ www.child-behavior-guide.com/behavior-charts.html www.empoweringparents.com teachinginprogress.blogspot.com – “take a break” pre-kpages.com – spin a prize – under classroom organization kindergartenklub.com

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