1. Setting Limits on Behavior

2. Community Guidelines Conversation: Quiet side conversations totally OK, please take cell phones outside Help: Raise your hand or call out for assistance Activities: Discussion, reflection, & planning Movement: Feel free and watch for easy exits Participation: Give me the straight goods; encourage others to share their thoughts

3. The single most important thing a teacher can do to raise student achievement and promote a positive learning environment is to maintain classroom management

4. STOIC Structure classrooms and school for success---over plan and organize. Teach behavior—rules, expectations for activities and transitions, and procedures. Observe and Monitor behavior progress. Interact positively with students. Correct fluently - be brief, calm, and consistent.

5. Room Structure Examine the structure of your room Flow Work space Clutter Easy to get things Non-touchables Touchables

6. Designing Clear Expectations for Student Behavior Features of effective behavioral expectations  Clear  Age-appropriate  Detailed  Reasonable  Known by all staff members who supervise (or may be in) the setting/situation  Consistent

7. Preventing Non-compliance An effective teacher conveys an ASSUMPTION OF STUDENT COMPLIANCE.  Using body language and tone of voice to demonstrate that he/she “expects” students to follow directions

8. Preventing Non-compliance An effective teacher IS CAREFUL when giving directions to a student.  Getting the student’s attention first  Going to the student  Not giving directions from a distance More likely to be ignored or challenged  Avoiding “squaring off” with the student  Avoiding an “audience” if possible

9. Preventing Non-compliance Using clear and simple language  Stating the direction positively  Not framing the direction as a question  Being as brief as possible Giving only one or two directions at a time Giving the student reasonable time to respond Avoiding “staring down” the student May have to explain or teach why behavior is inapproprate

10. Preventing Non-compliance An effective teacher RESPONDS THOUGHTFULLY when a student initially fails to follow a direction.  He or she might try:  Using humor  Appealing to cooperation  Using the “broken record” technique  Offering the student a reasonable choice  Letting the student know what will happen if he/she does not follow the direction  Might offer to help or assistance (how long do you want this to last?)

11. Preventing Non-compliance The teacher will avoid:  Arguing with the student  Escalating the emotional intensity of the situation  Letting the student “get away with it”  Physically trying to make the student comply  Threatening the student with what will happen

12. Preventing Non-compliance An effective teacher RESPONDS THOUGHTFULLY if a student continues to not follow a direction.  Informing the student that the teacher will follow up on the matter  Recording what has happened  Completing Review 360  Discussing the situation (and sharing any records) with one’s immediate supervisor

13. So what data do I take?

14. A-B-C’s of Behavior A=Antecedent -Stimuli that occur just prior to the occurrence of the behaviors -Time and location, people present, environment events

15. A-B-C’s of Behavior B=Behavior -Anything we do or say -observable, measurable definition

16. A-B-C’s of Behavior C=Consequence -Events that follow the behavior -Reinforcers, punishers, neutral events -Behaviors of others-social and nonsocial outcomes of behavior

17. Functions of Behavior Attention Escape Access to tangible Automatic (Self-Stimulatory)

18. Tough Kids Behavior Excesses  Non compliance  Aggression  Argues  Destroys Property Behavior Deficits  Contingency governed, not rule governed  Poor social skills  Academic Deficits

19. Feedback, Motivation and Incentives I =Immediately F=Frequently E=Eye contact E=Enthusiasm D=Describe the Behavior A= Anticipation V(2)=Variety and Variability

20. Changing Behaviors Consequence Manipulation -Reinforcement -Punishment -Extinction

21. Changing Behaviors Antecedent manipulation -Prompts -Order of events -Practice -Break tasks into smaller chunks -Environmental arrangement

22. Research suggests 63% of students say the best motivator is…… Teacher Praise Students #1 valued behavior from a teacher is….. Humor

23. Research also suggests: The average teacher says something good every 100 minutes The average teacher says something bad every 3 minutes  Which argues we get what we reward

24. Success!! 1 st Relationship 2 nd Behavior 3 rd Instruction To sum it up…