solutions to classroom discipline problems presented by fdlrs springs cindy leannah...

Solutions to ClassroomDiscipline Problems

Presented by

FDLRS Springs

Cindy [email protected]

Marilyn [email protected]

mailto:[email protected]


Participant Responsibilities

• Honor the quiet signal

• Turn off phones/computers

• Listen respectfully

• Participate actively

Know, Understand, Do• Know: There are multiple options for

solving specific behavior issues in the classroom.

• Understand: The first step to solving behavior problems is to identify observable and measureable behavior.

• Do: Use the Teacher’s Encyclopedia to determine appropriate strategies for solving individual behavior issues

Mix Pair Share

Stand Up When music starts, move around the room When music stops, you stop, put hand up,

and find the 2 partners closest to you. Wait for directions

Mix Pair Share

Introduce yourself

•Current placement

•Most severe behavior challenges this year

•How did you address the situation

•The person with the brightest color shirt will start first

•Take turns and go clockwise

Mental Self Check!!

• Identify if you are optimistic or pessimistic about the possibility of finding strategies that will solve (or at least improve) the problems.

• If you are pessimistic…

get optimistic. Now!!!

Underlying Beliefs• Teachers can make a difference in student’s behavior

• Students must be treated with dignity and respect

• What happens in the classroom can help students learn to be more independent and responsible

• Student’s resent firm rules and the teachers that make them .

• If I cover my rules in the beginning of the year, I shouldn’t need to do it again.

• Being strict without being respectful will not earn the willing cooperation of most students.

• Rules need to be taught with words and actions.

True/False Response Cards

Rules need to be taught, practiced, reviewed, retaught throughout the year

Teaching behavior is the parent’s job

Children should know what I expect, they have been in school for _____ years.

I can’t afford to take precious time away from instruction

True/False Response

Cards

Students won’t take me seriously unless I’m strict.

Students respect teachers who establish clear and firm rules and communicates them in a respectful manner.

Caring is important, but it is not enough to achieve consistent cooperation.

True/False Response

Cards

Things to Consider Teaching behavior and Social skills is a prerequisite skill to academics.

Good Classroom management is about preventing and reducing misbehaviors

Timed Pair Share: Shoulder PartnterWhat are your thoughts about these statements?

You will create a structure no matter what you do, so create one that works. Don’t assume children know what you expect. The lesson of structure will be taught one way or another. The only question is :

Who’s teaching the lesson? Setting Limits in the Classroom by Robert McKenzie

How proactive are you with classroom management?

S: What does structure mean to you?T: How do you teach students to behave responsibly in the classroom?O: Is collecting data important to addressing behavior and why or why not? I: Give examples of positive interactions with your students.C: When irresponsible behavior occurs, how do you handle it?

Discipline is consistently ranked as one of the leading concerns of teachers.

• Discipline is often equated with punishment.

• Punitive consequences have inherent limitations:

Lying/Sneaky Behavior

Fear

May become neutral

May become reinforcing

What are some “typical” behaviors that teachers encounter every day?

• Identify three behavioral/social engagement problems. Each problem may be an individual student or a problem exhibited by many students (e.g., not completing and turning in work).

• Write a brief description of each problem on the index cards, (one for each problem)

• How have you addressed the problem?

Frequent Flyers/ Early Warning System

Solo Think and Write

Round Robin• Independently, review your cards. Write a few

words to describe one concern.

• At your table groups– Take turns sharing your behavior concern

– Jot down key words from each person’s concern

• We’ll come back to this later!


The goal of today’s Session:

Recognize that problem solving requires analyzing the nature of the problem and designing a plan

that is different from what you

are currently doing


Why The Teacher's Encyclopedia of Behavior Management?

• This book was developed because teacher time is a precious and scarce commodity.

• Cookbook, house plans, PDR--Sitting down with a blank piece of paper can be difficult, especially when you are busy.

Encyclopedia Book Walk

• Contents: pages i-iv

• STOIC: page viii

• Common Classroom Problems: pages 9-832

• Appendices (A-D): pages 835-858

• Index: pages 859-870

Take a Few Minutes to Explore the Book

Let’s look at some behaviors..

Finding the Right Place!

• You praise a student, give a positive note, or award a point and within ten minutes the student exhibits her worst misbehavior

"Reinforcement, Misbehavior After Receiving“ page 574

Finding the Right Place!• You have a class in which many students are

hostile toward one another--especially in the form of sarcasm, ridicule, put downs, and so on.

• Name calling/Put downs, page 467• Rude/Impolite, page 597• Smart-aleck/Inappropriate humor,

page 372


• You have a student who always has to have the last word. She will comply, but she will engage in verbal comebacks as long as you will continue to interact.

Arguing--Student with the teacher, page 76

Finding the Right Place!• The last time you had a guest speaker

your class was terrible--many students acting silly, disruptive, not participating, and so on. You are beginning to question whether you should ever schedule any activity that is not part of the daily routine.

Misbehavior during special eventsPage 450


• You have a student who argues, complains and gets upset whenever you provide negative feedback on either behavioral or academic errors.

Corrected, student gets upset whenPage 229

Different contributing factors should lead to different interventions.

Locate a problem that is similar to your concern.

Analyze the nature of the problem.

Middle-stage

problems

Develop and implement an intervention.

Mild/Early-stage

problems

Habitual/Long-

standing problems

Escape/avoidance

Power/control

Attention seeking

Awareness/ability

Usually Plan A

Early Stage/Mild ProblemsActivity? Where in the book?

• Discussion--Increase awareness of the problem and the goal.

• Respond consistently to inappropriate behavior.– Signals

– Verbal reprimands--An effective reprimand is:

– Consequences--An effective consequence is:

Use reinforcement to encourage

appropriate behavior.• Praise

Accurate

Contingent

- Following any new skill or behavior

- Following any difficult skill or behavior

- Following anything the individual is proud of

Specific and descriptive

Non-embarrassing

Given in a manner that fits your style

• Praise for responding to the signal.• Give the student frequent non-contingent attention.

Early Stage/Mild Problems ? Chart Activity?

Function of Behavior:Problems of Ability or Awareness

• Adults and peers respond consistently to the inappropriate behavior.

•Conduct lessons to help the student learn when and how to exhibit the appropriate behavior.

• Make accommodations or adaptations– Change the structure.

– Develop a Goal Contract.

– Make expectations more overt (e.g., sign indicating “Talking” and “No Talking” times)

– Create a limit


• Make accommodations or adaptations

– Teach the student to modify self-talk

– Self-monitoring/self-evaluation

– Prompts

– Pre-corrections


• Use reinforcement to encourage appropriate behavior.– In addition to praise and attention, acknowledge the student

’s efforts to use the strategies you are teaching.

– If using self monitoring or self evaluation, verify accuracy on an intermittent basis. Reinforce for accuracy of ratings.


???? Where do we want this activity???

Notes of Slides 34, 38,41Why children misbehave chartComplete as a table group

• Respond consistently – Planned ignoring

– If severe or affects others students, consequences

– If attention from peers, gently correct them

Function of Behavior:Attention Seeking

• Use reinforcement to encourage appropriate behavior– Frequent praise and attention

– Intermittent reinforcement

– 3:1 ratio of positive to negative attention

• Monitor your own attention to this student

• If achieving this ratio is difficult, increase the positives by identifying some ways to prompt yourself.


Notes ? Why Children Misbehave Chart

Complete as a table group

• Respond consistently to the problem behavior– Clarify the difference between positive & negative

behavior

– Determine the consequence you can implement every time

– Calmly implement each and every time

– Do not show

frustration/anger, etc

Function of Behavior:Power/Revenge

• Identify a positive trait for describing the positive behavior– Praise the student when s/he is participating

– Be very direct with the student during your initial meeting.

– Do not engage the student in an argument, let them have the last word. You can have the last word in private.


• If possible, put the student in a position of positive power within the school as a way to reduce his/her need to engage in power struggles.– Give the student increased praise and attention for

behaving responsibly.

- Acknowledge the student for any behavior that demonstrates a positive use of power

• See Appendix B and “Meaningful Work”

– Use reinforcement to encourage appropriate behavior.


Notes ? Why Children Misbehave Chart Complete as a table group

Common Classroom Problems• More than 100 problems

(alphabetically)– Description & goal

– General Considerations

– Decision making chart

– Up to six model plans

– Information on preparing and implementing plan

Ryan is constantly blurting out during instruction and independent work time.

He frequently makes inappropriate sounds

• More than 100 problems (alphabetically)

–Description/Goal & Alternative Problems







• More than 100 problems (alphabetically)– Description/Goal & Alternative Problems

–General Considerations– Decision making chart







–Decision making chart– Up to six model plans







–Up to six model plans

–Information on preparing and implementing plan

Steps to Developing and Implementing an Intervention

• Make sure you have enough information about the problem.

•Identify a focus for the intervention and labels for referring to the positive and negative behaviors.

•Determine when and how to involve parents

Steps to Developing and Implementing an Intervention

• Prepare for, then conduct, an initial meeting about the situation.

• Give the student regular, on-going feedback about his/her behavior.

• Evaluate the situation (and the plan).

• Implement the intervention with fidelity

It’s your turn!

• Decide if you’d like to work in pairs, trios or alone.

• Choose one of the problems discussed by table group.

Ground-Rules for Group Work

1. Focus on one team member's description of the problem.

2. Give that problem your full attention (grading papers or preparing lessons can wait).

3. Use the "Planning Form for Developing and Implementing an Intervention" to guide your discussion.

4. Use the Teacher's Encyclopedia of Behavior Management to get ideas, but do not be limited to the strategies presented in the book.

5. If you get stuck, ask us.

Habitual/Long-Standing Problems

• Establish a structured system for reinforcing appropriate behavior and providing a consequence for the inappropriate behavior.

– Some types of systems might include “Mystery Motivators,” frequency count of reprimands, ticket systems (cost), and interval systems

– With the student create a list of reinforcers s/he can earn.

- Set up procedures monitoring behavior

Establish appropriate consequences for misbehavior.

• Establish appropriate consequences for misbehavior. – See Appendix D for ideas

• Give the student increased praise and attention for managing himself/herself well. In addition, show interest and enthusiasm about how the student is doing on the system.

Habitual/Long-Standing Problems

• Punitive consequences are perfectly reasonable as part of a comprehensive plan, but should never be the entire plan.

• The plan you build should be logically associated with the problem, taking into account:– when

– where

– with whom problems occur.

– why the problem behavior may be occurring

CONCLUSION

If the plan you build is successful, it will save you time and will help the student.

Identify the most useful ideas or techniques you have gained from this class

Identify three things you will do to ensure that you keep implementing a successful plan and/or modifying an unsuccessful plan until it is successful.

Although you are NOT the cause of the problem…

You DO represent the student’s best hope for learning to behave more responsibly.

One last thought…

Thanks for joining us today!

Cindy Leannah

[email protected]

Marilyn Lee

[email protected]

FDLRS Springs 352- 671-6051



solutions to classroom discipline problems presented by fdlrs springs cindy leannah...

Documents

behavior problems

yearteaching behavior

measureable behavior

irresponsible behavior

specific behavior issues

students respect teachers

students behaviorstudents

good classroom management