MANAGING CHALLENGING BEHAVIOR Dec 9th, 2014

SELF-EVALUATION  Components of a Successful Classroom Self- Evaluation  Take 10 minutes to evaluate your own classroom.  If there is something you find that you need to work on, we hope to address those areas in todays training.

BASIC BEHAVIOR BENCHMARKS FOR SUCCESSFUL CLASSROOMS

ESTABLISH EXPECTATIONS/RULES  Prioritize expectations by limiting the number to 3 to 5, school- or classroom-wide  Positively state behaviors which are expected  Use developmentally appropriate language in the wording (vocabulary appropriate to student age, functional level and skill level)  Explicitly state what the behavior looks and sounds like  Make your rules observable (applies to data collection)  Make your rules measurable (able to be counted or quantified for monitoring)  Publicly post the rules for all to see.

POINTS TO CONSIDER WHEN TEACHING BEHAVIORAL EXPECTATIONS/RULES  Keep a record of when the Behavioral Expectations/Rules were taught (in your handbook or syllabus) for future planning  Plan for re-teaching opportunities (i.e., following extended breaks from school, or if a particular rule is not being followed)  Plan for how following the expectations/rules will be positively acknowledged  Plan for how failure to follow the expectation/rule will be corrected and re-taught as needed.

BEST PRACTICE FOR TEACHING EXPECTATIONS/RULES IS TO USE AN EXPLICIT INSTRUCTIONAL PROCESS:

TEACHING BEHAVIORAL EXPECTATIONS-  1) Define expectation/rule  2) Provide rationale for expectation/rule  3) Teach critical discrimination of expectation/rule (model examples and non-examples)  4) Practice the behavior (in setting where behavior is required, if possible)  5) Discuss what will happen when expectations/rules are followed and what will happen if behavioral errors occur.

SECONDARY CLASSROOM BEHAVIORS  1) Plan, Plan, Over-Plan, - Have a well-designed, engaging lesson -Don’t let them get bored! (have mini-lessons prepared)  2) Speak only when all students are quiet and ready. Always require attention in a calm and consistent manner  3) Keep them engaged with hands-on learning or discovery where possible  4) Handle conflicts or defiance discretely (never publicly) and in a positive way “how can I help ? ” (even if you are angry at the child)  5) Randomly call on kids (not just those with hands raised) and reinforce them for participation.

SECONDARY CLASSROOM BEHAVIORS  6) Give pre-planned consequences and rewards (small but predictable) with consistency and fairness  7) Never threaten consequences (behavior does or does not deserve a consequence) or negotiate consequences after the fact  9) Move within close proximity to problem students to reduce off- task and inappropriate behaviors  10) Use peer pressure if appropriate (Friday Reward Time)  11) Avoid sarcasm that can hurt relationships  12) Genuinely care about them by having high expectations.

IN ADDITION TO ESTABLISHING AND TEACHING BEHAVIORAL EXPECTATIONS/RULES, EFFECTIVE TEACHERS: SYSTEMATICALLY TEACH BASIC CLASSROOM ROUTINES/PROCEDURES WHERE BEHAVIORAL INFRACTIONS TEND TO OCCUR

WHAT IF? CHART (PRE-PLANNED)

EXAMPLES OF ROUTINES/PROCEDURES TO CONSIDER:  Transitions (i.e., moving from one activity to another, in or out of classroom)  Getting assistance  Working independently  Working in groups  Lining up  Handing in homework and assignments  Sharpening pencils and preparing materials  Hall passes (i.e., bathroom breaks, phone calls)  Procedures specific to classroom equipment (i.e., computers)  Classroom schedule.

CLEARLY COMMUNICATE EXPECTATIONS

REINFORCE EXPECTATIONS/RULES

POSITIVE REINFORCEMENT

POSITIVE REINFORCEMENT: THE BASICS Giving something valued or desired to the student after he or she has done the desired behavior that you are focusing on improving. Replacement behavior occursReinforcement provided

SUGGESTED TYPES OF REINFORCEMENT  Positive social acknowledgement, including verbal feedback  Privileges (i.e., line leader)  Social activities (i.e., games with other students)  Additional opportunities to make choices (i.e., preferred seating in the classroom)  Tangibles (i.e., homework passes, school supplies)  Parental/guardian feedback (i.e., positive notes or phone calls to home).

WHAT IS THE 4:1 RULE? The 4:1 rule says that teachers should have at least four positive interactions with students or give students at least four positive comments for every negative or corrective interaction or comment. (Smith & Sprague, 2006 )

WHY USE THE 4:1 RULE?

HOW TO USE THE 4:1 RULE:

IFEED-AV RULES FOR PROVIDING POSITIVE REINFORCE MENT I= Immediately- The more immediate, the better! F= Frequently- Reinforce more often for a new behavior E= Enthusiasm- Listen to the tone of your own voice E= Eye Contact- Look the student in the eye when possible D= Describe the Behavior- Be specific in your praise A= Anticipation- Build excitement, be mysterious, “hype” V= Variety- Students need variety just like adults! “Variety is the spice of life”.

Random reinforcement can be given by using a “MotivAider” where the teacher gives positive feedback each time the vibration is felt (set to an average of 5 minutes or less) Class-wide random reinforcements can be given by using the “Get Em’ On Task” software where the class is given feedback each time the “sound” is played on the computer.

PRECISION REQUESTS/COMMANDS

STRUCTURED CLASSROOM  Seating rules for tough kids:  Move them close to you  Do not let tough kids sit together  Having tough kids close benefits YOU because: It invites less trouble. Proximity control is an effective antecedent strategy You can reinforce the student more easily.

WHAT “KIND” OF STUDENTS DISPLAY CHALLENGING BEHAVIOR? All students This is not a special education issue It is an education issue.

QUESTIONS / COMMENTS? What have you done that works and you want to share with others?.

RESOURCES Class Dojo: free behavior management tool for teachers. Works on any device. Positive Behavioral Supports and Interventions. OSEP. 1,000 of resources on behavior management. Breaks it down into the three tiers as well. the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom. "A wild, witty and highly practical site for educators challenged by student (mis)behavior.

RESOURCES  The Tough Kid Book: Practical Classroom Management Strategies, 2 nd ed. (Rhode, Jenson & Reavis) Available from Sopris West.  The Tough Kid Social Skills Book (Sheridan) Available from Sopris West.  The Tough Kid Tool Box (Jenson, Rhode & Reavis) Available from Sopris West.  CHAMPS: A Proactive & Positive Approach to Classroom Management, 2nd ed., (Sprick), Available from Safe and Civil Schools.