Case 18 Rewarding Respectful Behavior

1. Case 18Rewarding Respectful Behavior By Danielle, Marianne & Hilary

2. Introduction • Early elementary age • Using an Incentive/reward system, how it worked & under what circumstances • 2 verbatim relationship-based responses as to why the students behavior needs to change • Identifying strengths & weaknesses in Mrs. Anderson’s system • Helping students understand expectations for behavior at school may vary from those at home • Child-rearing practices in lower-income homes affecting students behavior • Child-rearing practices of parents affecting how a teacher manages student behavior • Our design of a written plan to form a set of rules for respecting the school

3. Question 1 • Using an incentive/reward system • How did it work? • Under what circumstances was it used?

4. Question 1 What incentive system is used? • Behavior chart & treasure box How did it work? • Used everyday for the whole class What circumstances was it used? • Treasure box is the reward on Friday’s for good behavior all week

5. Question 2 • Using 2 verbatim relationship-based responses as to why the students behavior needs to change

6. Question 2 2 Verbatim Responses to Students • Use “I” statements telling them how you feel – “I like working in a peaceful classroom; how can we make our classroom peaceful?” or “When someone uses words in a hurtful way, I feel hurt and confused; how do you feel?”

7. Question 3 • Identifying strengths & weaknesses in Mrs. Anderson’s system

8. Question 3 • Strengths of system: • Addressing the issue in a positive way • Praising the positive behavior • Improvements to system: • Plan to integrate positive behavior back into regular expectations • Contact parent

9. Question 4 • Helping students understand expectations for behavior at school may vary from those at home

10. Question 4 How to help students understand differences in school & home expectations: • Role play, books, discussion • Relate expectations in school to the child’s home lives

11. Question 5 • Child-rearing practices in lower-income homes affecting students behavior • Child-rearing practices of parents affecting how a teacher manages student behavior

12. Question 5 Affects of Socioeconomic status on behaviors: • A student’s behavior wouldn't necessarily be linked to their parents’ income level; parenting can be effective & positive or inconsistent & negative in any home in today’s society • It has been shown that families with lower socioeconomic tend to • have access to less resources that may help with raising children, including behavior support • Have less time to spend on reinforcing positive goals • Have less money for extracurricular activities for children which results in more video game, TV, & solitary time for children • These factors can lead to chaotic & inconsistent parenting, which in turn lead to difficult behaviors in children from these environments or children

13. Question 5 Affects of parenting styles on a teacher’s management plan: • A teacher’s overall behavior management model for the classroom should not be affected by the individual parenting styles of her students’ parents. • A teacher could modify the plan, if needed, for individual students who may need some additional support • Parents should be involved in the expectations & implementations of the behavior model; they would also be given skills & resources to use ideas at home

14. Extended thinking • Designing a written plan to form a set of rules for respecting the school

15. Question 3-extended thinking A written plan for forming a student-faculty rules of respect committee: • Put out notice of forming a committee, include commitment & expectations • Accept applications of those interested in being part of committee • Have an “orientation” of when committee will meet, what will be discussed & what the expected results will be • Make sure there are a mixture of administration, faculty, & students, & post first meeting

16. Question 3-extended thinking Written plan continued: • Have several “brain-storming” meetings of what rules need to be addressed & what are reasonable expectations • Once rules have been accepted, they must be adopted by the school administration • A school wide assembly can be held to introduce the new “Rules of Respect” to the students • Rules are given to each child on a laminated card, teachers will have posters to display in rooms & large posters will be displayed at school entrance, office area & cafeteria

17. Conclusion • Consistency is the key to any successful classroom. “The number one problem in the classroom is not discipline: it is the lack of procedures & routines” (Harry Wong Well Managed Classroom)

18. Conclusion (continued) • Many teachers have difficulty with “behaviorally challenging” students, when the real problem is a lack of consistently enforced rules and expectations at school & at home. When teachers put a realistic & respectful rule plan in place, & enforce it consistently, they will be able to effectively teach, rather than babysit, their students.

19. Work cited • Classroom Behavior Management Checklist http://scf.angellearning.com/section/default.asp?id=201320%2D21047 • Harry Wong Well Managed Classroom http://scf.angellearning.com/section/default.asp?id=201320%2D21047