1. 1 Building Positive Behaviors in the Classroom as Co-Teachers 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Educational Programs and Services

2. 2 Classroom Procedures H Place your homework in the basket. H Lavs are located outside the room. H You may use lavs when needed. H Keep on your name tag. H We start and end on time. H Breaks and lunches

3. 3 Today’s Framework H Quiet signal H Pair = co-teaching partner H Square = table group

4. 4 Classroom Expectations 1.We respect others. 2.We do our best. 3.We come here to learn.

5. 5 Classroom Expectations for Teacher Directed Lessons 1.We respect others. One person speaks at a time. 2.We do our best. We listen and participate. 3.We come here to learn. We ask questions if we do not understand.

6. 6 Classroom Expectations for Group Work 1.We respect others. We support one another’s ideas. 2.We do our best. We actively contribute as a team member. 3.We come here to learn. We come with an open mind.

7. 7 Classroom Expectations for Working as Co-Teachers 1.We respect others. We value parity. 2.We do our best. We support the learning of all students as a team. 3.We come here to learn. We reflect on our instruction.

8. 8 Key Components to Building Positive Behaviors in the Classroom H Proactive vs. Reactive H Managing vs. Changing

9. 9 General Ideas About Building Positive Behaviors

10. 10 Teaching…. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?…punish?” Tom Herner (NASDE President) Counterpoint, 1998

11. 11 Continuum Of Behavior Support All Students in School Students with Chronic/ Intense Problem Behavior (1-7%) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80-90%) Tertiary Prevention Secondary Prevention Primary Prevention Specialized Individual Interventions (Individual Student System ) Specialized Group Interventions (At-Risk System) Universal Interventions (School-Wide System and Classroom System) (Horner, 1998)

12. 12 Systems of Behavior Support policies guidelines supports for teachers classroom management school rules instruction Intervention IEP/PPT professional development Tim Knoster, 2000

13. 13 Proactive or Reactive? Proactive Reactive Preventative Stop something from occurring Act as a result Driven by circumstances Fore planning & thinking Driven by values

14. 14 Changing vs. Managing Behaviors Managing Behaviors H Reactive H “Controlling” a behavior for the moment H Has consequences H Has clearly defined expectations H Direct and concise language Changing Behaviors H Proactive H Has long term effects, not just for the moment H Consider the function of behavior H Teaching behaviors H Discipline “Disciplina” = Teaching H Reinforcing behaviors. Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development

15. 15 A Moment to Reflect… H Rally Robin H Each person states one idea at a time H Take turns until time is called H Reflecting on this information presented, how does it influence your current thinking about classroom management?

16. 16 Proactive Ways to Change Behavior

17. 17 Tips for Changing Behaviors After You Determined the Function of Behavior… H Environment H Creating a supportive and caring environment that includes an understanding and respect of cultural differences H Building rapport with students H Use appropriate instructional levels H Teaching H Establish clear expectations H Teach and model expectations H Reinforce and Support

18. 18 Remember to Consider…  Looking at behavior in context · Settings · Relationships · Environment conditions · Developmental level  Determining the motivation for the behavior · Avoidance (What is avoided by the behavior?) · Gains (What is gained or achieved by the behavior?)

19. 19 Environment H Creating a supportive and caring environment that includes an understanding and respect of cultural differences H Building rapport with students H Use appropriate instructional levels

20. 20 Creating a Supportive and Caring Environment that Includes an Understanding and Respect of Cultural Differences

21. 21 Environments That Promote Positive Learning Are: H Caring H Encouraging H Non-Threatening H Secure H Challenging H Accepting H Supportive H Trusting H Inviting H Positive

22. 22 Cultural Influence on Student Behavior H Eye Contact H Proximity H Respect/Trust for Authority H Manners of Expression H Competitive vs. Cooperative H Values H Child-Rearing Practices

23. 23 Building Rapport with Students

24. 24 Trust between the child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together… -Nicholas Hobbs, 1982 The Troubled and Troubling Child

25. 25 Building Rapport with Students H Fairness H Modeling H Humor H Courtesy H Respect H Realness H Reestablishing Contact H Active Listening

26. 26 Use Appropriate Instructional Levels

27. 27 Le was gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of Volute Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’s zeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with lexsenel. Instruction that is Relevant

28. 28 Teaching H Establish Clear Expectations H Teach and Model Expectations H Reinforce and Support

29. 29 Define and Teach Behavior HStep One: Define Expectations HSet 3-5 overarching rules for all settings HDevelop a plan for behavioral expectations HSet high, yet reasonable expectations HState positively and succinctly HStep Two: Teach Expectations HMake rules public HArticulate and model to students what is expected HPractice, Practice, Practice HStep Three: Reinforce Expectations HCatch students being good HCorrect for non-compliance Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

30. 30 Building Positive Behaviors in the Classroom Discuss your ideas about classroom expectations. Use the checklists to guide your conversation. Consider… H Parity H Routines/Transitions H Pet Peeves

31. 31 Building Positive Behaviors in the Classroom Brainstorm a list of the expectations for your classroom with your co-teacher partner.List 3-5 expectations for your classroom. Be ready to share them with the group.

32. 32 Reactive Ways to Manage Behavior

33. 33 Tips for Situational Managing of Behaviors H Survey the scene and determine the severity and safety H Be direct-avoid conversation H Determine the level of an appropriate prompt H Active listening H Environment Change H Crisis intervention. Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development Gary LaVigna. (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming

34. 34 Levels of Prompts for Situational Managing of Behaviors H Instructional Prompt H Offer a replacement behavior H Model or teach behavior H Nondirective Cue H Use a question to prompt H Directive Cue H State your request H State the time frame for compliance H State consequence. Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development

35. 35 Active Listening H Paraphrase H Clarify H Summarize H Ask questions H Use non-verbal cues H Validate H Keep focused H Silence

36. 36 Environment Change “for the Moment” H Rearranging the environment to fit the student’s needs H Separate students H Place pencil sharpener on desk H Adjust time frames for activities H Provide a different task H Create a diversion

37. 37 Crisis Intervention H De-escalating vs. escalating H What are the indicators/signs before the crisis behavior? H When, where, with whom is the behavior most likely to occur? H Managing = Stopping (short term effects) H (Long term effects =Changing)

38. 38 Proactive Ways to De- Escalate H Before the fact H Positive Time Out H Not to punish H Provide space and cool down time H Active Listening H Change the environment H After the fact H Reconnect H Teach coping strategies H Teach relaxation techniques

39. 39 Behavior Plan ProactiveReactive Environment H Physical Setting H Interpersonal Factors H Programmatic Factors Teaching H Replacement Behaviors H Coping Skills H Specific Skills Reinforcement & Support H Reinforce Positive Behaviors H Correct for Non- Compliance H Cues H Active Listening H Environment Change H Crisis Intervention Gary LaVigna (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming Tim Knoster, 2000

40. 40 Enhancing Suzanne’s Plan H Use this afternoon’s information to further enhance the proactive plan for Suzanne. H Develop a reactive strategy for Suzanne.

41. 41 Opportunities for Success… H Remember you are team. H Discuss, discuss, discuss. H Establish your expectations. H Develop a plan to teach the expectations throughout the year. H Develop a plan to reinforce positive behaviors. H Work together to collect data, analyze data, and develop behavior plans.