1. Older Elementary Classroom Management Fall 2016 RE teacher training Kelly Henderson,
Middle childhood
Managing the classroom
Understanding problem
behavior
Who can help

2. Middle Childhood (ages 9-12)
Generally, slow and steady physical growth, until puberty
Cognitively more mature, ex., can hypothesize, classify and problem solve.
Opportunity to strengthen a love of learning, take pride in academic achievement. At same time, academic expectations are more demanding and this is a period where some children may fall behind.

3. Interpersonally and socially more competent- growing peer orientation, yet they are strongly influenced by their family. Best friends are particularly important.
Broader interests- sports, etc. and increasing independence.
One of the primary tasks of this period is integration, both in terms of development within the individual and of the individual within the social context.

4. Managing the RE classroom
Routine
Alternatives
Praise
Prevent
Swift and deliberate intervention when needed

5. Routine
Common routine across teachers and days (ex. Circle time, craft, movement, snack, story)- see examples of activities
Quieting activities
Make both the schedule and expectations CLEAR – ex. what does being respectful LOOK like?
Lesson plans help
But be flexible

6. Alternatives Alternative activities for:
Whole class
Individual students
Have a back up plan if your lesson goes south
Use your assistant/greeter
Consider alternating movement and seated activities
Consider sensory needs

7. Choice Making Give children limited choices
Integrate choices into curriculum activities
Teach choice making and problem solving skills
Identify the problem
Examine options
Evaluate options
Choose option and do it
Reflect on and learn from choice

8. Sensory approaches
Consider physical, auditory, visual, and organizational approaches. Some examples are carpet squares, ear plugs or headphones, posting schedules, lighting changes.
Also consider sensory accommodations. For some youth: when hands and mouths are busy, the brain more easily focuses on the content of instruction.

9. Praise Shoot for ratio of three positives to every one correction.
Praise can be words, gestures, touch.
Acknowledge the child’s specific contribution to the class.
Use behavioral momentum, ex. high probability requests.

10. Prevent
Set the tone so the child does not have the opportunity or need to engage in an inappropriate behavior. Think about what typically happens before or with the problem behavior and change it next time!
Good teaching provides a foundation for good learning.
Covenant- the common and positively-phrased expectations

11. Behavior is often predictable

12. Powers of ignoring & engagement!
Engage all learners to extent possible, in group and independent work.
Ex. Opportunity to respond: thumbs up/down, cards, standing/sitting, continuum line ups
Selective ignoring- turn the other way!
Sometimes the best move is the move away!

13. Swift and Deliberate Intervention
When behaviors become a problem for the class…
Intervene thoughtfully, not reflexively
Persistent little problems can grow into big problems, especially if the child is reinforced for the problem behavior.
Have a realistic plan that all adults agree to.
Involve staff, in-house experts and parents!

14. Foundations of Behavior
Most behavior is learned
Behavior is changeable
We exhibit behaviors for a reason
Changing inappropriate
student behaviors
requires changing teacher
behaviors

15. Problem Behaviors Serve a Function
Problem behaviors, like most behaviors, do not keep occurring unless there is a pay off.
A child may be escaping or avoiding encounters with a particular person or activity like school or work. They may be seeking someone’s attention or approval or reward; they may be trying to control something. If the consequences for problem behaviors are not based on the function, a child may be getting to do what they want by performing the problem behavior.
Very different behaviors often serve the same function. Ex.- Giving the right response and making fart sounds are behaviors that get adult attention.
The outcomes of these behaviors are very different for the child.

16. Resources Exhaust the curriculum! Check with previous teachers.
Parents
DRE; RE Committee
Kelly Henderson,
Many others with professional expertise in behavior, teaching, disability, etc.

17. Thanks for putting yourself out there!

18. Good UU Goals!