Classroom and Behavior Management

1. Classroom and Behavior Management Presented by JoDonna Burdoff December 12, 2012 A recorded version of this presentation will be posted to http://wvde.wv.us/osp/sebta.html

2. Proactive Components Developing a Vision for the Classroom Assessment Guidelines Strategies for Dealing with Inappropriate Behaviors

3. Fact or Fiction… “Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time” (Cotton 1990).

4. Positive Behavior Interventions and Supports Main Concepts: • A decrease in inappropriate behavior equals an increase in academic time • Preventative approach to addressing inappropriate behavior • Should result in greater academic success

5. Traditional Discipline Strategies • Focus on the student as the problem • Reactive in nature • Focus on topography, or form of behavior • Separation between instruction and behavioral issues • Oriented toward short-term changes Punishing students without a school-wide positive support system results in increased aggression, vandalism, truancy, dropouts (Mayer & Sulzer-Azaroff, 1999).

6. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we teach?……… punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

7. Philosophical Shift • Educators now recognize that some students do not have the social or emotional skills nor behavioral repertories necessary to cope with the many academic and social expectations of school. • Researchers have determined a careful examination of curriculum may identify academic, social, and behavioral expectations that are associated with occurrences and nonoccurrences of problem behavior in students. (Kern, Delaney, Clark, Dunlap, & Childs, 2001)

8. Classroom-Based Indicators • More than 2-3 students off-task at one time • Interfere with teaching or learning • Occur more than once per hour • More than 10% of students do not complete assignments • Students require constant reminders to follow classroom rules

9. Teacher Responsibility • Identify a vision for the students in your classroom • Identify different assessment tools to use in your classroom • Understand systems that currently work and when to seek additional support • Identify next steps to improve your classroom

10. Developing a Clear Vision • What do you want your classroom to be like? • What should your classroom look like? • What should it feel like to a class member or visitor? • What do you want your students to accomplish? • What do you want to accomplish? (Sprick, Garrison & Howard, 1998)

11. Developing a Clear Vision • Identify goals • Identify expectations and procedures • Design a functional environment • Identify potential barriers to success (Sprick, Garrison& Howard, 1998)

12. Assessing All Classroom Systems Behavior Curriculum and Instruction Ecology

13. Assessment Benefits • Identify where support is needed • Identify problem areas to target • Identify information for specific student benefit

14. Initial Classroom Assessment Assessment of the “whole” class • Not specific to individual students Allows teacher to observe and evaluate student • Behaviors • Curriculum Delivery • Environment

15. Ecological Factors:Various aspects of the classroom environment are altered to prevent or to address behavior issues.

19. Classroom Behavior System: A behavior system is developed and implemented to prevent or to address behaviors.

22. Curriculum and Instruction: Materials and instructional presentation are altered or adapted to prevent or to address behavior concerns.

25. Maximizing Effectiveness of Positive Behavior Interventions and Supports Expectations and Guidelines

26. Why do we need classroom guidelines? • To ensure control of the environment • To provide structure in the classroom • To provide the students with an appropriate learning environment • To proactively keep inappropriate behaviors from occurring • To provide students with consistent procedures and routines

27. How can you Develop Guidelines for the Classroom? • Consistent with school-wide system • Use assessment as guide • Identify what behavior concerns exist • Identify systems working in the classroom • Individualized • Based on the student’s behaviors • Based on the student’s needs • Identify skills to teach

28. Maximizing Effectiveness of Positive Behavior Interventions and Supports Strategies for Dealing with Inappropriate Behavior

29. Effective Strategies for Dealing with Behavior What happens after a behavior? Was the behavior appropriate or inappropriate? Appropriate Inappropriate Reward System Praise Cool-Off Pass Parent Contact

30. Traditional Strategies Used for Dealing with Inappropriate Behavior • Time out • Demerit or fine • Detention • Writing assignment • Deprivation of reward

31. Aversive Techniques and Punishment • Not aligned with the function of the behavior. The student is allowed to escape what they want to avoid or may obtain desired attention and activity or item. • Student is not taught replacement skill or desired behavior. • May increase agitation of student . • More use equals less effect. • May embarrass the student. • The student-teacher relationship is negatively impacted. • Consequence is not always immediate.

32. Guidelines for Handling Inappropriate Behaviors • Develop a hierarchy for rule violations • Rules are reasonable and logical • Consequences are preplanned and posted • Consequences for rule violations are explained and regularly reviewed • Consequences are delivered consistently and in a timely manner • Consequences relate to expectations

33. Effective Strategies for Handling Inappropriate Behaviors • Re-teach expectations/rules • Change seating arrangements • Conference with parent or student • Peer mediation • Student contracts • Provide choices • Remove tempting items from the classroom

34. Effective Strategies for Handling Inappropriate Behaviors • Humor • Let the student “save face” • Re-direct • Failure to earn a privilege • Restitution or Apology • Verbal and non-verbal prompt-cue • Reward alternate positive behavior

35. Effective Strategies for Handling Inappropriate Behavior • Allow wait time between request and follow through • Planned ignoring • Reward peers for demonstrating appropriate behavior • Teach a replacement skill or desired behavior • Cool-off pass with reflective time

36. Logical Strategies for Addressing Inappropriate Behavior • Match severity of the behavior to action • Determine function of the behavior • Should not result in a power struggle

37. Reasonable and Logical Strategies

38. Reasonable and Logical Strategies

39. Reasonable and Logical Strategies

40. Reasonable and Logical Strategies

41. Suggestions for Success • Provide opportunities for parents, and students to contribute ideas • Notify all parents of the new discipline procedures prior to implementation • Streamline documentation procedures to facilitate communication • Maintain consistent responses to rule violations • Plan lessons to teach students the discipline policies and procedures

42. Suggestions for Success • Remind students of their choices in a calm, positive manner prior to escalation in behavior • Remember that how you react could escalate the student’s behavior • Include plans for sessions with students on specific expectations and rules as the data indicates need • Establish back-up procedures prior to initiating the plan

43. Policy 4373 http://wvde.state.wv.us/policies/p4373-new.pdf Thank you for your participation. At the conclusion of this webinar please download the NCIPP mentor-mentee attachments. If you require additional assistance please contact JoDonna Burdoff jburdoff@gmail.com