Presented by: Jackie Stremlow CEP 840.  “Classroom management refers to the actions a teacher needs to take in order to maintain order in the classroom.

Slides:



Advertisements
Similar presentations
Dan Ebbert Paul Cicciarelli
Advertisements

Behavior.
Positive Behavioral Supports for Students with ASD Module 8 Lesson 1.
Midway Elementary School P.B.I.S. Programs
McWhorter Elementary “Make Your Day” Self-Discipline: We are SERIOUS about EDUCATION.
PBS Overview Goal for Today To introduce you to key principles and basic concepts for a continuum of support for students known as Positive Behavior.
Guiding the Behavior of Young Children. Establishing mutual respect Positive interaction Focusing on the child Encouragement of Self-control Effective.
Personal style Scenario 3: Maintaining standards of behaviour Behaviour Scenarios Resources to support Charlie Taylor’s Improving Teacher Training for.
Teachers and Administrators Belize Literacy Program August 2011 Developing Discipline An Alternative Approach.
FBAs and BIPs in the IEP Process Pete Downey, Site Manager
Scenario 7: Exploring restorative approaches
RTI Behavioral Interventions. Prevention Strategies Behavioral Expectations Classroom Space Classroom Routines Practical Schedule Instruction Study Skills.
The Classroom Learning Environment
5 Ws as a Teaching Professional. THE WORLD IS A UNIVERSITY AND EVERYONE IS A TEACHER. MAKE SURE WHEN YOU WAKE UP IN THE MORNING YOU GO TO SCHOOL. -BISHOP.
What is it? How can it help our students with unacceptable behaviors in the school environment?
WHAT IS THE CHILD TRYING TO COMMUNICATE WITH HIS BEHAVIOR? Carolina Center for ABA and Autism Treatment, Inc. 1 Treating Behavior based on Function.
1 Creating Productive Learning Environments ED 1010.
copyright (c) 2003 Allyn & Bacon Chapter 8 Managing Student Behavior and Promoting Social Acceptance This multimedia product and its contents are protected.
Promoting Social, Emotional, and Behavioral Development Chapter 5.
Positive Behavioral Intervention and Support (PBIS) A New Way to Manage By: Annie Schave and Emily Smith.
Positive Behavior Support Can Schools Reshape Disciplinary Practices? Stephen P. Safran, Karen Oswald, Ohio University Vol. 69 No. 3 pp Council.
Positive Behaviour Management Caroline Wheatley & Clive Jones Inclusion Support Services.
Positive Behavior Support Effective Strategies to Minimize Problem Behavior By Sandra Leach.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved. 1 Chapter 11 Creating.
Understanding and Motivating Students
Student Responsibility Classroom Management that Works.
Coaching Workshop.
Theories of Management EDUC Management Theories Theorists SkinnerCanterJonesDreikur.
 Greet and Eat  Introduction  What is discipline?  Effective Techniques  Questions?????  Handouts Agenda:
Copyright © 2007 by Allyn & Bacon Chapter 10 Managing Student Behavior and Promoting Social Acceptance.
Module 2: Schoolwide/Classroom Interventions
General Theories of Classroom Management
SUPPORT BEHAVIOUR. © 2012 Pearson Australia ISBN: SUPPORT BEHAVIOUR Supportive environments The goal of a supportive environment is to build.
Professional Expectations Non-Standard and/or Destructive (Unacceptable) Cooperative (Acceptable) Collaborative (Most Desired) Conflict: Uses conflict.
How to Promote Positive Behaviors
A Proactive and Positive Approach to Classroom Management Chapter 1: Vision.
1 CHAPTER 12 Classroom Management Classroom Management Issues Class size: –the number of students in a given classroom –Smaller class size is beneficial.
Operant Principles (aka: Behavior Management) Dr. Ayers HPHE 4480 Western Michigan University.
Positive Behavior Management A System for Peace in your Classroom By: Angela Christie-Romanowski CEP 840.
Circle Cross Ranch Motivational Committee & PBIS.
RESOURCES FOR USE WITH CHILDREN Academic and Behavioral Interventions.
HEALTH SKILLS Mr. Donley. Accessing Information Media literacy is defined a "the ability to access, analyze, evaluate, and communicate information in.
Classroom management Scenario 10: Giving praise and reward Behaviour Scenarios Resources to support Charlie Taylor’s Improving Teacher Training for Behaviour.
Socialization and Self Esteem
A Proactive and Positive Approach to Classroom Management Chapter 7 Motivation.
RUDOLF DREIKURS by: Danielle Tarlini
Resources for Paraeducators Website
ENHANCING STUDENT BEHAVIOR Chapter 7. “Good teaching practices include instructional strategies matched to each student’s learning style, curriculum appropriate.
Social and Emotional Development Presented by: Rose Owens Kathleen Lee November 17, 2011 Room 412.
EMPHASIZING “LEARNING” AND “RELEARNING” NOT “CONSEQUENCE” AND “PUNISHMENT” POSITIVE BEHAVIORAL SUPPORT STRATEGIES.
A Proactive and Positive Approach to Classroom Management.
Introduction to School-wide Positive Behavior Support.
Responding to Violations of Rules and Procedures ACED 4800 Student Teaching Seminar.
The Social Domain Chapter 14. Appropriate Practice Teachers facilitate the development of social skills, self control and self regulation in children.
Chapter 6 How Do Harry and Rosemary Wong Use Responsibilities and Procedures to Establish Class Discipline?
Angela M. Rios EDU 660 September 12,  Shared decision making leads to better decisions  Shared instructional leadership includes ◦ the supervisor.
PBIS Overview Cedar Hill Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review.
Chapter 6 Lecture Dynamic Physical Education for Elementary School Children Seventeenth Edition Management and Discipline.
Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.
The Dreikurs Model: Confronting Mistaken Goals
Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge.
Functional Behavioral Assessment & Behavior Intervention Plan.
CLASSROOM MANAGEMENT. Classroom Management: Actions the teacher takes to create a safe and positive learning environment. 1. How can the environment be.
Tier 1 Positive Behavior Support Response to Intervention for Behavior Faculty Overview.
Summative Evaluation Shasta Davis. Dimension: Preparation (Score- 4) Plans for instructional strategies that encourage the development of critical thinking,
Introduction to Promoting Positive Behavior in Schools:
Managing Players and Relationships
NAEYC Early Childhood Standards
Introduction to Promoting Positive Behavior in Schools:
Improving Classroom Behavior and Social Skills
Presentation transcript:

Presented by: Jackie Stremlow CEP 840

 “Classroom management refers to the actions a teacher needs to take in order to maintain order in the classroom which enables learning to take place.” (Sasson, 2007)  An effectively managed classroom allows teachers to focus on instruction and learning without interruption to focus on negative student behaviors and disruptions.

 Rudolf Dreikurs “believed that all behavior is purposeful and that student behavior and misbehavior can be dealt with by teachers if they better understand the purpose behind the behavior” (Vaughn et al, 2007, pg 242)  4 categories that describe why most students misbehave: 1. Attention (repeats problematic behavior) 2. Revenge or getting even (tries to hurt others, hostile) 3. Power or control (refuses to stop, defiant) 4. Display of inadequacy (refuses to participate or cooperate)

 Look for the positive!  Many teachers focus on the negative behaviors in the classroom and actually give attention to the misbehavior INSTEAD of reinforcing the positive behavior taking place in the classroom.  Give positive feedback on specific actions and encouragements.

 Use reinforcers to encourage positive behavior including:  Consumable: rewards they can eat (candy, peanuts, raisins)  Tangible: rewards that they want but cannot consume (pencils, toys)  Token: items that can be exchanged for value (tickets, play money)  Activity: something they can do after their work (draw, free time)  Privilege: activities awarded such as running errands, line leader.  Peer recognition: other students recognize and praise behavior  Teacher approval: the teacher announces/praises the good behavior to others.  Self satisfaction: students recognize their own good behavior and praise themselves.  More specifics found in the handout from “Teaching Students Who Are Exceptional, Diverse, and at Risk” by Sharon Vaughn, Candace Bos, and Jeanne Shay Schumm (2007)

 Establish a few clear rules with known consequences.  Techniques when focusing on the positive does not work  Ignore on purpose: eliminate the students behavior  Time out: remove the student from the group to eliminate the opportunity for reinforcement from peers  Punishment: used as a last resort! Enforcing an unpleasant consequence immediately after the behavior.

 Recognize that students are children first!  Students have common goals: to be accepted recognized and valued members of their community/classroom.  Focus on student abilities  Recognize and use each students abilities and skills.  Celebrate diversity  Show value for all students who learn/behave differently or have physical or linguistic challenges.  Demonstrate high regard for all students  Treat all students equally and respectfully.  Provide opportunity to work in mixed ability groups

 “An effective behavior support program is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior.” (MI Dept of Ed, 2006)  Effective behavior management programs describe target problem behaviors as well as the ways that the environment will be changed in order to improve the social behavior.  They develop a functional Behavioral Assessment.  They prevent violence.

 PBS is a behavior supports system that strive to offer safer and more effective schools for all students.  It is a research-based, school wide, classroom discipline system that focuses on improving a school’s ability to teach and support positive behavior for all students.  The program is comprised of a team who work with the entire staff to develop rules and expectations for all students to follow in any school setting.

 ALL students, ALL staff and in ALL settings  Non-classroom settings within the school environment  Individual classrooms and teachers  Individual student supports for the estimated 3-7% of students who represent the most challenging behaviors  Also intended to improve literacy scores (DIBELS)

SOCIAL SKILLS  “Social skills allow individuals to adapt and respond to the expectations of society” (Vaughn et al, 2007, pg 255).  Social skills include being liked, feeling accepted and feeling self confidence. HOW THEY DIFFER  Social skills do not cause harm to others.  Social skills may need to be taught directly and rehearsed to be improved upon.  Poor social skills can lead to negative behavioral skills.  They require the use of other people.

DEVELOP COOPERATIVE LEARNING  Results in increases of self- esteem, social skills, and learning.  Four elements: 1. Students know they cannot succeed at the required task unless all members succeed. 2. Ensure individual accountability for success 3. Teach skill so they are able to function in a group. 4. Allow time for group process. INVOLVE PEERS IN THE TRAINING PROGRAM  Include “popular peers” in training with low social status students to help improve the way low status students are viewed by others.  Makes it more likely for low status students to be cued and reinforced in the classroom setting.

USE PRINCIPLES OF EFFECTIVE INSTRUCTION  Obtain student commitment  Identify target behavior  Pretesting  Teaching  Modeling  Rehearsing  Role-playing  Providing feedback  Practicing in various settings TEACH NEEDED SKILLS  Student need to learn when and with whom to use the skills  Body language  Using greetings  Initiating and maintaining conversation  Giving and accepting positive/negative feedback  Identifying feelings in self and others  Problem solving and conflict resolution

TEACH FOR TRANSFER OF LEARNING  Requires the rehearsal and implementation of target skills across settings to improve effectiveness.  Must be demonstrated at home, in the classroom and on the playground. EMPOWER STUDENTS  Give choice: they feel they are actively involved in their learning.  Consequences: learn from natural and logical consequences.  Document progress: students learn to assess and monitor their progress  Control: Student exercise control over what happens to them.

IDENTIFY STRENGTHS  Useful in identifying social contexts when promoting positive peer interactions.  Used also when determining what type of social intervention may be needed.  Important to consider student relationships outside of school when developing social skills. ENCOURAGE RECIPROCAL FRIENDSHIPS  Concentrate on the development of the mutual “best friend.”  Focus on building one strong relationship rather than having the student like everyone in the classroom.

INVOLVE PEERS IN TRAINING PROGRAM FOR LOW SOCIAL STUDENTS  Both those who do and do not exhibit social skills problems should be included for changes to be noticed.  Increase low social status students ability to be accepted when working with higher status students TEACH FOR TRANSFER OF LEARNING AND GENERALIZATION  Teach social behaviors that will be supported naturally in the setting.  Teach alternative response patterns.  Teaching students to adapt the procedures of the social skill so that it becomes their own.  Rehearse skills in a variety of settings.  Use natural and logical consequences.  Use peers as change agents.

 Self management skills allow students to be more aware of their own behaviors and have more control over their reinforcers for their behavior.  Teaching self management skills allows students to be more independent and rely less on the teacher.

1. Teacher and student identify and agree on behavior to be changed 2. Identify when and where the behavior most frequently occurs. 3. Establish realistic goals for changing the behavior. 4. Indentify a timeline showing how long the behavior change plan will be in effect. 5. Identify reinforcers and consequences. 6. Self-evaluate the success of the program each day.

 “Often, teachers need to change their own behavior in order to change the behavior of their students.” (Vaughn et al, 2007, pg 236)  Many school districts now require a positive behavior support system to improve not only the student behavior but to improve the effectiveness of the classroom instruction.

 Michigan Dept of Education. (2006). Positive Behavior Support. Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint.  Sasson, Dorit (Feb 10, 2007). Effective Classroom Management: Strategies of Teaching Class Rules and Procedures Effectively. retrieved from: ve_classroom_management ve_classroom_management  Sprague, J & Golly, A (2005). Best Behavior: Building Positive Behavior Support in Schools. Boston, MA: Sopris West.  Vaughn, S., Bos, C. & Schumm, J. (2007) Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom. Boston, MA: Pearson Education Inc.