Positive Behavior Management A System for Peace in your Classroom By: Angela Christie-Romanowski CEP 840

What is behavior? a : the manner of conducting oneself a : the manner of conducting oneself b : anything that an organism does involving action and response to stimulation b : anything that an organism does involving action and response to stimulation c : the response of an individual, group, or species to its environment c : the response of an individual, group, or species to its environment  Merriam-Webster, Online

Behavior : The manner of one’s response to something in the environment.

Positive and Negative Behavior Responses Where do they come from? Responses are learned from peers, parents, public display, teachers, trial and error

Sample situation – Response to the notion of school David is in fourth grade. This is his first year at our school. He started in Sept. and came to school very excited. He loves to learn and be challenged. He follows the rules and strives for positive reinforcement. He is well mannered and very polite. He is the student that the teacher likes to utilize as a role model to others for behavior motivation. David does not perform well academically in class. David is in fourth grade. This is his first year at our school. He started in Sept. and came to school very excited. He loves to learn and be challenged. He follows the rules and strives for positive reinforcement. He is well mannered and very polite. He is the student that the teacher likes to utilize as a role model to others for behavior motivation. David does not perform well academically in class. Sarah is in fourth grade. This is her first year at our school. She started in January just after the holiday break. Sarah hates school. She refuses to do classroom work and sulks in her chair most of the day. She would rather sit and do absolutely nothing all day than participate in any activity. She is disrespectful to students and staff. Sarah does not perform well academically in class. Sarah is in fourth grade. This is her first year at our school. She started in January just after the holiday break. Sarah hates school. She refuses to do classroom work and sulks in her chair most of the day. She would rather sit and do absolutely nothing all day than participate in any activity. She is disrespectful to students and staff. Sarah does not perform well academically in class. Discuss in groups of 3 or 4 the following: Needed information Possible influences causing these responses -interventions are not discussed at this time-

Needed information Previous academic histories Previous academic histories Family situations Family situations Special needs or previous referrals Special needs or previous referrals Others Others

Type of influences Examples for either student and how: Examples for either student and how: –Positive or negative emphasis on behavior previously –Need for attention at school no support at home –Uses behavior to compensate for lack of understanding –Fulfilling others expectations –Role models previously at home or elsewhere –others

IN control or OUT of control? Do we have any control over the examples provided? (not interventions, but control to change what happened previously) Do we have any control over the examples provided? (not interventions, but control to change what happened previously)NO!

Be Proactive and not Reactive! Classroom structure (a.k.a. management) can be a positive or negative factor in how a student achieves academically and socially. Classroom structure (a.k.a. management) can be a positive or negative factor in how a student achieves academically and socially. Discuss with your group and make a list of the items that you would consider to be a necessary component under classroom management… 5 minutes

Classroom Management Seven important factors to setting up good classroom management 1. Procedures and Processes established - Goals 2. Teaching procedures and Processes 3. Continuous Positive Reinforcement and Feedback 4. Create Climate – Build Community and Relationships 5. Planning with ample time 6. Dealing with Misbehavior 7. Self Reflection

Classroom Management 1. Processes and procedures established - Goals homework, papers in/out, restroom, drink, answer and ask ???’s, recess, lunch, hallway, ill, hurt, group work, individual work, studying, testing, materials, arrival/dismissal, discussions, problem solving, helping, emergencies, substitute teacher, seating arrangements, etc.

Classroom Management 2. Teach processes and procedures MODEL, MODEL, MODEL, MODEL, MODEL Example of passing out papers… teacher spent 30 minutes the first day of school modeling and testing out the process for passing in and out papers. 8 seconds to do both. Let’s try it… (demo example with group)

Classroom Management 3. Continuous POSITIVE Reinforcement and Feedback You must supply this in order for the understanding to continue. DON’T GIVE UP! You will need to continually reinforce the expectation there will not be an immediate understanding of all of your processes and procedures. You must also teach this to your students so they can positively reinforce their peers! KEY IDEA! You must also teach this to your students so they can positively reinforce their peers! KEY IDEA!

Example of Classroom Management Factor 3 The teacher asks the class to get into their math groups and begin discussing last night’s homework. What they understood and if they have questions for each other. As group 1 is getting together they notice Sam has put his head down at his desk. Olivia shouts out Mrs. R, Sam is sleeping. Then Sam shouts out for her to mind her own business. - NO WORK anywhere The teacher asks the class to get into their math groups and begin discussing last night’s homework. What they understood and if they have questions for each other. As group 1 is getting together they notice Sam has put his head down at his desk. Olivia shouts out Mrs. R, Sam is sleeping. Then Sam shouts out for her to mind her own business. - NO WORK anywhere Instead if taught – Olivia could have gone over to Sam quietly and whispered something to the effect of… “Hey Sam, I know we all tired, but I am worried if you miss this you be in trouble, can you please come and join us.

Classroom Management 4. Create Climate – Building Relationship and Community Respect –Diversity – abilities, talents, special needs, culture, families, appearance –Fair not Equal –Getting to know one another activities –Tolerance activities –Code words –Classroom Norms Take 5-7 minutes to discuss activities and examples of how this can be implemented into your classroom

Examples of Classroom Management Factor 4 4. Examples of implementation to create positive classroom climate; –Focus on abilities strengths and weaknesses activity –Celebrate Diversity ??’s “Juan how would you say that in Spanish?” –Demonstrate High regard for all students – treat all as the most important –Provide opportunity for mixed ability groups. –Use class meetings – discuss as a community –others

Classroom Management 5. Planning with ample time Planning is one of the most important pieces to good classroom management. - Use ???’s when planning that address individual student needs - Plan comprehensively which allows room for slowing down and speeding up - Take your time planning - Take your time planning

Classroom Management 6. Dealing with Misbehavior It is inevitable – students will make mistakes just as we make mistakes. - Teach self management skills when offering consequences to misbehavior - Utilize positive reinforcement all students are driven by some type of motivation - Responsibility and choice should be distinguished Discuss in your groups for 3-5 minutes different ways that you deal with misbehavior in your classroom.

Examples of Classroom Management Factor 6 6. Dealing with Misbehavior Examples; self management or long term results F.A.S.T Teaches students to consider problems, identify alternatives, and evaluate consequences to their interpersonal problems. Freeze and think; Alternatives; Solution evaluation; Try it. F.A.S.T Teaches students to consider problems, identify alternatives, and evaluate consequences to their interpersonal problems. Freeze and think; Alternatives; Solution evaluation; Try it. SLAM Teaches students to develop a strategy that would teach students to accept and respond appropriately to negative feedback from others. Stop; Look; Ask; Make. SLAM Teaches students to develop a strategy that would teach students to accept and respond appropriately to negative feedback from others. Stop; Look; Ask; Make. ASSET Develops the social skills of adolescents with special needs who demonstrate difficulty in social functioning. ASSET Develops the social skills of adolescents with special needs who demonstrate difficulty in social functioning. Others… Others…

Examples of Classroom Management Factor 6 6. Dealing with Misbehavior Examples; superficial or short term results Tokens for positive behaviors Consumables for positive behaviors Verbal praise for positive behaviors Peer recognition for positive behaviors Privileges for positive behaviors Activity choices for positive behaviors Punishment for negative behaviors Time-out for negative behaviors Lost of privileges for negative behaviors Tokens for positive behaviors Consumables for positive behaviors Verbal praise for positive behaviors Peer recognition for positive behaviors Privileges for positive behaviors Activity choices for positive behaviors Punishment for negative behaviors Time-out for negative behaviors Lost of privileges for negative behaviors Others… Others…

Classroom Management 7. Self reflection - what are your views - how and where do you need improvement - have you done everything you can Utilize some form of self reflection through student surveys, peer observation, check lists, etc.

What next???? You have all 7 factors solidly in place why are there still problems? - Interventions will always be needed - Seek assistance from peers, CST’s, teacher support staff, etc. - Be creative and open to new ideas - Be accepting of change – Flexibility is still necessary when updating and revising your 7 factors! - Be accepting of change – Flexibility is still necessary when updating and revising your 7 factors!

A system for Peace in your classroom Think of a place or environment that you are most peaceful in. Why? What are the conditions that bring about that peaceful feeling? How can you apply that to creating peace in your classroom with your students?

Resources Vaughn, Bos, Schumm. Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom. Third Edition. Pearson Education, Inc Vaughn, Bos, Schumm. Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom. Third Edition. Pearson Education, Inc. 2006