Classroom Management: A New Bag of Tricks Mickey Maheu Southeast Elementary School Mansfield Center, CT

Goal: To help students learn to assume greater responsibility for their social and academic growth.

Rationale: Internalization of this responsibility will facilitate positive aspects of character and student learning.

Proposed Methodology: Implement a classroom management structure based upon group contingencies and reinforcers. Independent group contingency reinforces students based upon individual performance. Interdependent group contingency reinforces the group based upon the whole class meeting the criteria. Dependent group contingency reinforces the group based upon the performance of one or more targeted students meeting the criteria. ( Adapted from Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior; Lea A. Theodore et al; Journal of School Psychology, Vol. 39, No. 3)

Suggested Benefits: Individuals work to internalize targeted behaviors and outcomes. Group contingencies can assist targeted students enhance their growth. Teacher draws attention to positive performance rather than negative performance.

How I Applied the Concept: Class meetings to discuss what it means to be a good learner and to display good character. –Why is it important? –How do you show it? Be specific. Develop goals with students and discuss ways of displaying these goals.

To do your very best To be a good learner To be a respectful listener To model good behavior To be kind, courteous, and respectful to everyone To follow directions To be patient To take turns To make good transitions Continued: Some examples:

continued: –Discuss team concept and point system. –Establish rewards. Some examples: 1.Extra recess (team) 2.No homework for a week (team) 3.Free time for Art (team) 4.Bring a toy from home (team) 5.PJ Day (class) 6.Ice cream party (class) 7.Special movie with popcorn (class) 8.Free time on the computer (team)

Continued: Form teams. I do this by random drawing of names on a monthly basis. Be proactive and creative in awarding points. Accentuate the positive. Target a particular behavior from time to time. Tell it to the class and take advantage of every opportunity to award points for it. Pay extra attention to the fragile or disruptive child. Look for every opportunity to publicly acknowledge his or her triumphs and award points. Provide time for occasional team meetings so team members can discuss how they are doing and if there is anything they can do better to meet the goals. This also provides opportunities for conflict resolution.

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