Classroom and Behavior Management 1 A recorded version of this presentation will be posted to Presented by JoDonna Burdoff December 12, 2012

Proactive Components 1.Developing a Vision for the Classroom 2.Assessment 3.Guidelines 4.Strategies for Dealing with Inappropriate Behaviors

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).

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

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).

“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

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)

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

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

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)

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

Behavior Curriculum and Instruction Ecology Assessing All Classroom Systems

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

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

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

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

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

Maximizing Effectiveness of Positive Behavior Interventions and Supports Expectations and Guidelines

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

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

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

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

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

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.

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

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

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

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

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

Reasonable and Logical Strategies Student BehaviorIllogical StrategiesLogical Strategies Chewing gumTeacher sends student to the office ??? Submits incomplete paper Teacher refuses the paper ??? Inappropriately enters classroom Teacher ignores behavior ???

Reasonable and Logical Strategies Student Behavior Illogical Strategies Logical Strategies Chewing gumTeacher sends student to the office Dispose of gum Submits incomplete paper Teacher refuses the paper Student allowed to redo paper Inappropriately enters classroom Teacher ignores behavior Re-enters classroom

Reasonable and Logical Strategies Student Behavior Illogical StrategiesLogical Strategies Passes paper in incorrectly Teacher deducts 10 points ??? Arrives lateTeacher sends student to the office ??? Failure to bring text book or pencil Student sits at their desk without a pencil or textbook ???

Reasonable and Logical Strategies Student BehaviorIllogical Strategies Logical Strategies Passes paper in incorrectly Teacher deducts 10 points Passes paper correctly Arrives lateTeacher sends student to the office Receives assistance from peer Failure to bring text book or pencil Student sits at their desk without a pencil or textbook Student required to borrow from teacher

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

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

Policy 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