Behavior Management Big 4 Tom McIntyre, Revised and Edited by: Kristen L. Pavelec

The “BIG FOUR” 4 Most Most effective comprehensive behavior management systems used in classrooms contain four integral components. Rules Rules (See Day One ppt for a review) Negative Negative consequences for non-compliance Positive Positive consequences for compliance Consistency Consistency on the part of the teacher.

Component #2: Negative Consequences When student behavior does not match the stated expectations (the rules, regulations, routines, directions), negative consequences for those actions are often necessary. When student behavior does not match the stated expectations (the rules, regulations, routines, directions), negative consequences for those actions are often necessary. Punishment can be effective in promoting behavior change, but to gain this outcome, it must be administered in a well-informed and thoughtful manner. Punishment can be effective in promoting behavior change, but to gain this outcome, it must be administered in a well-informed and thoughtful manner.

How to Use Consequences… Typically, consequences are placed into a list of sequentially more punitive penalties. They usually begin with an official “warning” telling the student to engage in the appropriate behavior. Typically, consequences are placed into a list of sequentially more punitive penalties. They usually begin with an official “warning” telling the student to engage in the appropriate behavior. The “warning” is not always actually the first intervention. The teacher should have tried to get the student on task in subtle ways previous to it (distracting the youngster, “proximity praise”). The “warning” is not always actually the first intervention. The teacher should have tried to get the student on task in subtle ways previous to it (distracting the youngster, “proximity praise”). When administering a warning, teachers should be clear about why a student is getting a warning. When administering a warning, teachers should be clear about why a student is getting a warning.

Other Important Points To Remember Don’t lose your cool-Let the list of consequences do the work while presenting yourself as being: Don’t lose your cool-Let the list of consequences do the work while presenting yourself as being: Confident Confident Calm Calm Regretful at having to implement consequences Regretful at having to implement consequences Show firmness and resolve (but not anger) in your voice and approach as the youngster moves through the penalty list while ALWAYS Show firmness and resolve (but not anger) in your voice and approach as the youngster moves through the penalty list while ALWAYS encouraging a good choice now to avoid further penalties. encouraging a good choice now to avoid further penalties. Immediately show a smile upon compliance (at any point) and thank the student for making “a good choice” or displaying the correct behavior (instead of holding a grudge and saying “It’s about time. Don’t do that again.”) Immediately show a smile upon compliance (at any point) and thank the student for making “a good choice” or displaying the correct behavior (instead of holding a grudge and saying “It’s about time. Don’t do that again.”) If the list of consequences isn’t working, change it. Get a better system. Don’t get meaner and crankier; get smarter. If the list of consequences isn’t working, change it. Get a better system. Don’t get meaner and crankier; get smarter.

What if I only have one big punishment that I can use? Removal of recess Removal of recess Phone call to the home Phone call to the home Send to the office Send to the office Lunch in an isolated place Lunch in an isolated place EITHER… Take it away in segments EITHER… Take it away in segments Elementary grades: 1 minutes of lost recess; 3 minutes; 7 minutes; 15 minutes; all of recess spent sitting on the sidelines watching others have fun Elementary grades: 1 minutes of lost recess; 3 minutes; 7 minutes; 15 minutes; all of recess spent sitting on the sidelines watching others have fun Secondary: Student leaves 20 seconds after the bell for the 5 minutes of hallway passing to the next class; 45 seconds, 1½ minutes, 2 minutes; (then detention assigned…10 minutes if quiet during that time, 20 minutes if quiet) Secondary: Student leaves 20 seconds after the bell for the 5 minutes of hallway passing to the next class; 45 seconds, 1½ minutes, 2 minutes; (then detention assigned…10 minutes if quiet during that time, 20 minutes if quiet) OR…Take away all of a privilege after a certain number of warnings have been given OR…Take away all of a privilege after a certain number of warnings have been given 3 rd checkmark on the board results in implementation of serious consequence 3 rd checkmark on the board results in implementation of serious consequence Decrease the number of warnings as the student is capable of more restraint. Decrease the number of warnings as the student is capable of more restraint.

Component #3: Positive Consequences The major focus of our system should be placed on “catching kids being good”. The major focus of our system should be placed on “catching kids being good”. Have the students join you in promoting appropriate behavior by implementing a group reward system that creates positive peer pressure/support to behave well. Have the students join you in promoting appropriate behavior by implementing a group reward system that creates positive peer pressure/support to behave well. When the class is “ out of control ”, scan the room looking for kids who are doing “ the right thing ”. Recognize that those students in an attempt to instigate “ the ripple effect ”. When the class is “ out of control ”, scan the room looking for kids who are doing “ the right thing ”. Recognize that those students in an attempt to instigate “ the ripple effect ”. Constantly watch for opportunities to recognize appropriate behavior. Don’t be stingy with praise, smiles, non-verbal positive signals. Constantly watch for opportunities to recognize appropriate behavior. Don’t be stingy with praise, smiles, non-verbal positive signals.

Component #4: Consistency In order for our system to be effective, we must be predictable in our responses to actions that abide by and break the rules. In order for our system to be effective, we must be predictable in our responses to actions that abide by and break the rules. When students view us as irrational or unpredictable, we lose their trust and respect. When students view us as irrational or unpredictable, we lose their trust and respect.