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Classroom Behavior Management

Classroom Behavior Management. TEACHER INDUCTION TRAINING 8/10/10. Positive Behavioral Support. New Chapter 14 guidelines PBS plans must be based on a functional assessment of behavior. PBS plans must include methods that utilize positive Rf and other positive techniques to shape behavior.

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Classroom Behavior Management

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  1. Classroom Behavior Management TEACHER INDUCTION TRAINING 8/10/10

  2. Positive Behavioral Support • New Chapter 14 guidelines • PBS plans must be based on a functional assessment of behavior. • PBS plans must include methods that utilize positive Rf and other positive techniques to shape behavior. • PBS plans range form the use of positive statements (“I like the way you walked in the hall”) to specific tangible rewards. • PBS plans teach strategies or replacement behaviors

  3. Characteristics of a Well-Managed Class • High level of student involvement with work • Clear student expectations; posted and visual • Relatively little wasted time, confusion, or disruption with scheduled and constructive “down-time” • Work-oriented, but positive and pleasant climate.

  4. Activity #1 • Pretend you are a supervisor walking in to a classroom… • List five observable red flags that indicate or signal a mismanaged classroom. • List Five observable green flags that indicate a well-managed classroom. • Share as a group. • Discuss tips for classroom management

  5. Procedures and Routines: Students need to know “what” is expected for good classroom management. • Procedures are the “what” that teachers expect. • Routines are the “how” that will accomplish this. THESE NEED TO BE TAUGHT AND PRACTICED! …therefore this should be the focus of your first few weeks of school. • What are the most important routines for your setting? (Examples of Procedures)

  6. Class-wide Behavior Management Systems • Rules, rewards, consequences • Tools • Reinforcement menus • Motivators/ positive Rf • Student contracts • Checklists, logs • “Classroom cash” rewards

  7. Self and Match SystemJamie S. Salter, ED.S, BCBA, NCSP and Katharine M. Croce,M.Ed.,BCBA • At the beginning of the morning and afternoon, student selects the reward he is working from. • At the end of the designated time period student and teacher or IA will answer the questions. • At the end of morning and afternoon student and teacher will total points to see if he reached his. If so, student will receive the pre-determined reward. • The list of rewards should be created at the beginning o f each year and can added to when ever a new approved reward is determined.

  8. Examples:

  9. Weekly Data Collection

  10. Social Behavior MappingMichelle Garcia Winner • Connecting behavior, emotion, and consequences across the day. • Helps students understand the emotional connection between their behavior and consequences. • Expected versus Unexpected Behaviors

  11. How to Develop a Social Behavior Map • List at the top the the behavior you are describing (i.e. Working in a group) • List the EXPECTED set of behaviors (i.e.Keep your body in the group, Contribute to the group) • List how the behaviors make other people feel (their perspective) i.e. happy, proud, pleased • List the consequences that come about as a result (i.e. calm tone of voice, praise, smile) • List how behaviors make you feel about yourself (i.e. successful, proud, calm, confident) • Do the same process now using the UNEXPECTED behaviors.

  12. Steps to Follow • Develop the maps for various settings, activities, classes • Share with all people working with student • Provide empty maps to be used as needed • Keep maps in a binder to refer to as necessary • Incorporate behavior charts that keep track of Expected and Unexpected behaviors.

  13. Take Five Rules • Be there - Be ready • Be Respectful • Be Responsible • Keep hands and feet to self • Follow directions

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