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Katie and Amandaaahh

What Will I do to Recognize and Acknowledge Adherence and Lack of to Classroom R ules and Procedures? . Katie and Amandaaahh. Intro. Consequences: other side of rules and procedures. When students do a good job at following rules and procedures, it should be recognized.

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Katie and Amandaaahh

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  1. What Will I do to Recognize and Acknowledge Adherence and Lack of to Classroom Rules and Procedures? Katie and Amandaaahh

  2. Intro • Consequences: • other side of rules and procedures. • When students do a good job at following rules and procedures, it should be recognized. • When students do not follow rules it should be noted. • Consequences: • both positive and negative • established in beginning of year • Addressed routinely and frequently

  3. Acknowledging Adherence to Rules/Procedures

  4. Action Step 1: Use simple verbal and non verbal acknowledgment. Verbal • Talk to class as whole or to specific students that they did a good job. • Follow up comments with a “thank you” • Ex: Thank you for listening while I talked to you. Non Verbal • Smiles • Nods • Winks • Thumbs Up

  5. Action Step 2: Use Tangible Recognition When Appropriate • Any form of concrete recognition of adherence to rules/procedures. • Ex. Point System, Marble Jar, Tickets, etc. • Reward: A call home or letter home • Color Code Cards for behavior • Teacher changes card color based on adherence to rules/procedures. • Reward: Goal is earn back a positive color card.

  6. Action Step 3: Involve the Home in Recognition of Positive Student Behavior • Phone Calls • Emails • Notes Home • Certificates of Good Behavior

  7. Acknowledging Lack of Adherence to Rules/Procedures

  8. Action Step 4: Be With It! • Proactive not reactive. • Be aware of outside instances that effect in class behaviors. • Occupy the entire room. • Make eye contact with EVERY student. • Notice potential problems. • Use a series of graduated actions. • When a potential problem is identified. • Look, move, confront

  9. Action Step 5: Use Direct-Cost Consequences • Explicit and concrete consequences for inappropriate behavior. • Time-Out • Time out chair, time out room. • Only use when other interventions have been exhausted. • Overcorrection • Engaging students in activities that overcompensate for inappropriate behavior. • Ex. Drawing on wall. Must clean marks on ALL walls.

  10. Action Step 6: Use Group Contingency • Hold entire class responsible for any and all members of class. • “You are all in this together. It is your responsibility to manage your behavior and to help your classmates manage their behavior.”

  11. Action Step 7: Use Home Contingency • Usually used with negative behaviors. • Parent-Teacher-Student meetings to discuss behaviors. • Student has opportunity to defend or explain behaviors. • All parties must agree on behaviors that need to stop and positive behaviors that need to be shown.

  12. Action Step 8: Have A Strategy For High Intensity Situations • Recognize student is out of control. • Step back and calm yourself. • Actively listen and plan action. • When student is calm, repeat a simple verbal request. • “I want you to go with me outside in hall to discuss. Can we please do that now?”

  13. Action Step 9: Design an Overall Plan For Disciplinary Problems • Outline steps in overall plan for resolving conflicts with students and improving disciplinary behaviors. • Suggestions: • List your typical reactions • Analyze list and determine most effective • Improve relationship with disruptive students • Meet with students and discuss behaviors that need to change • Make sure students understand and describe behavior • Student develops plan to change • Isolation, in school suspension, go home for day • When all else fails, remove from school

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