Title: Behavior Management
1Behavior Management
Association of Career and Technical Education,
Las Vegas, NV December 13, 2007
- Emily E. Mupinga Davison M.
Mupinga
2Aspects of Teaching
- Instructional (what, why how)
- Organizational
- Leadership
- How to manage behavior
- (Arends, 2000)
3(No Transcript)
4TOP FOUR CHALLENGES - 2005
- Lack of financial support
- Overcrowded schools
- Lack of discipline control
- Drug use
- Rose, L. C., Gallup. A. M. (2005). 37th annual
Phi Delta Kappa/Gallup poll of the publics
attitudes toward the public schools. Kappan,
September, 41-59.
5Bad Kids vs. Bad Environment
- There are no bad boys, there is only bad
environment, bad training, bad examples, and bad
thinking -
-Father Flanagan, Boys Town
6Session Objectives
- Discuss factors influencing behavior
- General guidelines for working with student
behavior - Discuss techniques for increasing appropriate
behavior decreasing inappropriate behavior
7Act1 Effective C/room Managers
- What do effective classroom managers do daily?
- Report 2-3 big ideas from discussion
- _______________________________________
- _______________________________
- _______________________________
8Basic Principles of Behavior
- Behavior is
- Learned
- A result of the consequences
- Purposeful
- A choice
- Inappropriate behavior can be unlearned
replaced with appropriate behavior
9Understanding Behavior (A-B-C Theory)
- A?B ?C
- A antecedent
- B behavior
- C consequence
10Antecedents
- What triggers the behavior?
- Is it the activity, peers, the task, c/room
arrangement, etc? - How might you have contributed to the occurrence
of the problem behavior?
11Consequence
- What happens immediately following the behavior?
- How do peers/teachers respond?
- What are the consequences for the student?
- How many times out of 10 do each of these
responses occur following the problem behavior? - What is the student gaining as a result of
engaging in the behavior?
12Reinforcing Consequence
- A?B ?C
- If the consequence is rewarding/desired, the
subject learns the behavior is functional for
getting what they want - Behavior Increases in the Future
13Punishing Consequence
-
- A ? B ? C
- If the consequence is punishing/undesired, the
subject learns the behavior is not functional for
getting what they want - Behavior Decreases in the Future
14Classroom Management Practices
- Classroom design
- Classroom routines
- Classroom expectations
- First day activities
- Teaching procedures
15Reflection 1 Classroom Design
- Does your classroom provide a stimulating,
distraction free environment for learning? - What can you do to have a less distracting
environment? - _________________________________________________
__________________________________________________
__________________________________________________
___________
16Classroom Design Considerations
- Minimize crowding distraction
- Design environment to elicit appropriate
behavior - Arrange furniture for easy traffic flow.
- Ensure adequate supervision of all areas.
- Designate staff student areas.
- Seating arrangements
17Reflection 2 Classroom Routines
- 1. What classroom routines do I have?
- _________________________________________________
______________________________________ - 2. Which routines do I need to include or firm
up? - _________________________________________________
______________________________________
18First Day Activities
- Seating charts
- Attention/Response signals
- Classroom Rules/Expectations
- Behavior management plan
- Reinforcements
- Token System Response Cost
- Time-out
19Classroom Rules
20Teaching Procedures
- Suggested Steps for Teaching
- Explain and Demonstrate
- Specify student behaviors
- Practice
- Monitor
- Review
- (Colvin Lazar, 1997)
21Selected Problem Behaviors
- 1. Off-task behavior
- 2. Disrespectful behavior
- 3. Rule violations
- 4. Agitation
22Management Steps Off Task Behavior
- How do you manage off task behavior?
- Attend to students on task delay responding to
student off task - Redirect student to task at hand do not respond
directly to off task behavior - Present choice between on task direction
negative consequence - Follow through on student choice
23Mgmt Steps Disrespectful Behavior
- How do you manage disrespectful behavior?
- Studiously avoid reacting personally (such as
shouting, challenging, becoming agitated) - Maintain calmness, respect and detachment
(Teacher modeling role) - Pause and focus
- Focus on the student behavior (That language)
- Deliver consequence as appropriate
24Managing Rule Violation
- How do you manage c/room rule violation?
- State the rule/expectation consequence
- Explicitly request the student to take care of
the problem - Present options if needed
- Follow through
25Agitation
- Management Steps
- Three Steps
- Re-direct the student to task at hand
- Recognize signs of agitation
- Use strategies to reduce agitation
26Recognizing Signs of Agitation
27Strategies for Reducing Agitation
- Teacher support empathy
- Create space or isolation provide choices
- Permit preferred activities (with clear
boundaries) - Provide independent tasks or activities
- Permit movement (use movement tasks)
- Use relaxation techniques
- Involve the student where appropriate
28Other Classroom Mgmt Suggestions
- Don't
- Confront in front of the class
- Ridicule /embarrass
- Give in/give up
- Lecture but explain
29Focus on what we can change
- We cannot prescribe medication
- We cannot change the students previous
experiences - We often cannot change the parenting practices in
the home - There is a LOT we can do in the classroom to
change student problem behavior - This starts with student learning
30Remember Insanity is
- Repeatedly doing the same thing the same way,
and expecting different results.
31If your horse dies, DISMOUNT! (If your
intervention doesn't work, stop doing it!)
DONT 1. Stay on the horse. 2. Switch riders.
3. Move the horse to a new location. 4. Buy a
stronger whip. 5. Tighten the cinch. 6. Try
a new bit or bridle. 7. Say things like
"We've always ridden our horses this way." 8.
Visit other sites where they ride dead horses in
different ways. 9. Complain about the state of
horses nowadays 10.Blame the breeding.
McIntyre (2004)
32Resources on Behavior Mgmt
- Behavior Advisor
- http//www.behavioradvisor.com/
- Keeping Positive Classrooms
- http//www.interventioncentral.org/htmdocs/interve
ntions/classroom/classclimate.php - Behavior Homepage
- http//www.state.ky.us/agencies/behave/bi/encyndex
.html - The Teachers Guide.Com
- http//www.theteachersguide.com/ClassManagement.ht
m - Difficult behaviors in the classroom
- http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/behavior.htm - Strategies for dealing with troublesome behaviors
- http//www.ntlf.com/html/pi/9710/strat.htm
33Contact Information
- Emily E. Mupinga, Instructor
- Ivy Tech Community College
- Terre Haute, IN 47802
- Email emupinga_at_ivytech.edu
- Davison M. Mupinga, Associate Professor
- Indiana State University
- Terre Haute, IN 47809Email dmupinga_at_isugw.indsta
te.edu