Essentials for Managing Student Classroom Behavior

1. Essentials for Managing Student Classroom Behavior Rock McLean, M.Ed.

2. Objectives of this presentation: • Discuss the management of student behavior through: A. Reactive vs. Pro-Active Behavior Management SystemsB. Positive Behavior Supports C . Understanding conflict D. Rules and Procedures E. Consequences 2. Review some excellent data collection ideas

3. Pro-Active VS Reactive systems What are they?

4. Reactive (Of a person, policy, or action) Something that is done in response to a problem or situation. Reacting to problems when they occur instead of planning something that could prevent them.

5. Pro-Active (Of a person, policy, or action) Creating or controlling a situation by causing something to happen rather than responding to something after it has happened. How can my classroom be pro-active in preventing potential problems?

6. DiscussionPro-Active vs. Reactive What are some examples of these systems in everyday life? What are some examples of these systems in your schools? What are the benefits / detriments of these systems in your schools?

7. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?... we punish?... What makes the last sentence more difficult to complete? John Herner

8. Positive Behavior Support Systems Positive behavior management happens on three levels: School-Wide Positive Behavior Support (SWPBS) Positive Classroom Behavior Supports Individual Positive Student Behavior Supports and Interventions

9. School-Wide Positive Behavior Supports • Decision making framework • Guides in the selection of academic and behavior practices • Improves important academic and behavior outcomes for all students • Consistent from classroom to classroom.

10. This framework can focus a school, Allocate limited resources more effectively, Increase the perception that school is safe, and Reduce in office discipline referrals that directly leads to increased academic gain… …when combined with effective instruction. The benefits of SWPBS…

11. Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior 5% 15% Secondary Preventions Specialized Systems for Students with At-Risk Behavior Primary Preventions Whole School, Classroom, and Non-Classroom Systems for ALLStudents & Staff 80% of Students SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

12. Select Primary Team Training Obtain Feedback from Staff Ongoing Team Meets to Develop SWPBS Features

14. Positive Classroom Behavior Supports Reward when your expectations are being met! “Token” Earn Economies Tickets, Points, Marbles, Coins, Popsicle Sticks, Tallies, Happy Faces, Stickers, Check-marks, Class Performance Charts, etc. These are immediately or very closely followed by… Tangible and/or Intangible Rewards That can be used independently or in conjunction with… Level Systems …

15. The MotivAider! • Vibrates at timed intervals to provide an individual with a private prompt to engage in a specific behavior. • Can be programmed to vibrate on a fixed or variable schedule at different duration and intensity levels. • Can be used to manage a wide variety of behaviors and scheduling issues. http://www.difflearn.com/product/MotivAider/timers_counters_clocks

16. Individual Positive Student Behavior Supports and Interventions • The SAMA Assistive Process (Verbal de-escalation procedure) 2. Observation, Data Collection, and Selecting Individual Interventions 3. Replacement Behaviors

17. The Great Behavior Game http://www.educatorshandbook.com/workspace//videos/game/overview.m4v

18. Class DOJO https://www.youtube.com/watch?v=f23bnZaWHNE

19. When acting out behaviors occur, we often only look at the End Result. Consider the following: 1. Prerequisite Academic Skills 2. Signs of Agitation 3. Escalating Behavior Chain 4. Presence of Successive Interactions

20. Proactive Strategies for Maintaining Expected behaviors

21. Three Possible Outcomes of a Conflict Staff-Student Relationship Unchanged Staff-Student Relationship Improved Conflict! Staff-Student Relationship DAMAGED!

22. Use Diffusers Rather Than Escalators Escalators • Yelling • Public confrontation • Sarcastic or judgmental tone of voice • Invading personal space • Shaming and blaming • Bringing up the past • Engaging in power struggle (i.e. arguing back) • “Backing student into a corner” Diffusers • Calm, neutral tone of voice • Addressing issues in private • Reflective listening • Problem-solving approach as opposed to a punitive, confrontational approach • Acknowledging positive as well as negative behavior • Providing student with a “save face” option

23. One of The Best Teaching Practices of All! Establishing Classroom Rules and Procedures! It would be easy if all we had to do was tell our students what all of our classroom rules and procedures are on the first day of school. In a perfect world, they would remember them and follow them without fail until the very last day of school. Dream On! They are kids. They will forget! Paula Naegle, 2002

24. Suggested Guidelines for Classroom Rules • Select 3 or 4 rules. • State these rules as positive expectations. • Give specific examples of behavior that demonstrate each rule. • Rules should be the same or aligned with the rules established through your SWPBS (where applicable). • Identify your rewards and consequences (pro-active system). • Post the rules in your classroom. • Teach them throughout the school year.

25. About Classroom Procedures • Establishes the classroom climate by setting and practicing classroom procedures throughout the school year. • An excellent time-saving strategy. • Sets up routines that help you and your students focus on academics. • Creates an environment that is less stressful for everyone

26. Consequences Consequences work best when they: 1. Are clear and specific 2. Relate directly to statement of purpose, rules, and procedures 3. Possess a range of intensity or hierarchy of alternatives (progressive) 4. Are natural and logical Iris Center, Vanderbilt University In a pro-active system, many times the consequence will be the withholding of the expected reinforcer / reward.

27. When delivering consequences 1. Apply them consistently 2. Use the power of proximity 3. Make direct eye contact 4. Use a soft voice 5. Be firm and anger-free 6. Link the consequence to the expected behaviors 7. Never accept excuses, bargaining, or whining 8. Be educative, not vindictive

28. Data Collection Why Collect Data? • To assist with students’ specific needs • To determine intervention effectiveness and assist with making changes based on valid information • To provide data for FBA, BIP, and IEP • Maintains your program integrity

29. Kinds of Data Measures • Frequency • Intensity • Duration • Permanent Product • Rate • Latency

32. Remember… • Data, observation, interviews, drive the interventions… • Which collects more data… • Which drives the current or another intervention… • Which collects more data… There is no fixed recipe or a “sure fire” intervention. Behavior interventions are a continuum of trials. Find the ones that will have positive results.

33. A word about Replacement Behaviors… Every behavior serves a function. There’s always a pay-off; something that will reinforce the likelihood that the behavior, good or bad, will be repeated. Select appropriate replacement behaviors that serve the same function and have an equal or better pay-off.

34. Thank you! You are all amazing for what you do! rock.mclean@mnps.org Murrell SDS 615-298-8070 Ex. 219