Classroom Behavioral Strategies

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• Classroom Behavioral Strategies

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Words to live by

• If you want your students to change their
  behavior, you have to change yours.
• Inappropriate behavior is a very effective way to
  get teacher attention.
• If students are not doing what you want, teach
  them!
• Pay attention to behavior you want.
• Catch students doing the right thing.
• You never know when you will get a surprise!

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What will we do in this Session

• Describe the organization of an effective
  classroom.
• Identify positive consequences to use in your
  classroom.
• Teach on-task behavior (concentration/focus power
  game) during disruptions.
• Design integrated motivational systems to teach
  and reinforce positive behavior.
• Identify effective corrections or corrective
  consequences.

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Classroom Setting Systems

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 4-6 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

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Guiding Principles

• Remember that good teaching is one of our best
  behavior management tools
• Active engagement
• Varied activities
• Positive reinforcement
• Pre-correction

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Active Engagement

• Efficient transitions
• Self-management
• Active supervision
• Move
• Monitor
• Communication/Contact/Acknowledge
• Vary format
• Written, choral, gestures
• Specify observable engagements
• Link engagement with outcome objectives

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Varied Activities

• Whole group instruction
• Small group instruction/ cooperative learning
• Individual activities
• Demonstrations
• Hands-on activities
• Discussion groups
• Multimedia instruction (video, audio, computers)
• Project-based learning
• Simulations, role-plays, academic games

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Activity

• Create a Classroom Management Web
• Example

Organization
Classroom Mgmt
Furniture
Routines Procedures
Restroom
Transitions
Sharpening Pencils
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Features of Effective Classroom Management

• Establish structure
• Know what you want to see (e.g., entering,
  leaving, transitions, independent work).
• Know what you want to hear (e.g., noise level,
  asking for help, being respectful).
• Explicitly teach your expectations
• Do not assume students know what to do
• Provide positive constructive feedback until
  the behavior is automatic

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Activity- Think, Pair, Share

• List five or more important features of the
  classroom environment to which a teacher must pay
  attention before the school year starts.
• What are some good classroom rules (positively
  stated, easy to remember) that link with your
  school rules.
• List two or more classroom management activities
  to which teachers must attend on the first day of
  school.
• What would you do if two or three students in a
  class of 30 constantly disrupted the class?
• Name two strategies you would use to keep all
  students on task during independent work.

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Physical Space

• Create a welcoming environment
• Monitor students at all times (no groups or
  students behind bookcases or dividers).
• Gain physical access to all students (sufficient
  space between desks).
• Place high-need and low-performing students where
  you have easy access for reinforcement and
  feedback.
• Decide seat assignments or provide choice
  seating.
• Position the teacher desk unobtrusively and not
  accessible to students (teach your expectations)

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• Now that weve covered some of the basics, what
  about positive and corrective consequences?

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Activity

• Turn to Your Partner and Brainstorm 10 Examples
  of Positive Consequences

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Examples of Positive Consequences

• Sitting where they want
• Music
• Treats
• Fun activities (puzzles, games)
• Videos

• Being first in line at lunch
• Free time
• Computer time
• Meaningful work
• Physical activities
• Art Activities

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Ratio of Interaction The Golden Rule
Positive Reinforcement
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Ratio of Interaction

• When you are
• dog tired at night,
• could it be that youve
• been growling all day?

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Rationale For The Concentration/ Focus Power Game

• On-task behavior is the factor most associated
  with student achievement
• Pre-teaching students to ignore distractions
  will
• Prevent reinforcement of attention seeking
  behavior
• Increase student on-task behavior
• Prevent chaos during emergency situations
• Prevent escalation of dangerous behavior
• Help teachers maintain sanity

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Basic Steps for The Concentration/Focus Power Game

• Make a chart.
• Set a goal ( of minutes).
• Tell students you want to teach them to
  concentrate and focus in spite of minor
  distractions.
• Tell them the rules of the game.
• Model with examples and non-examples.
• Select independent activities.

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Concentration/Focus Power Game (Continued)

• Practice for fun for short periods of time in the
  beginning.
• The teacher should be the only person trying to
  distract students.
• Focus only on students doing well.
• If a few students are not concentrating, try some
  other time.
• Mark time on chart.
• Play for fun at least 5 times for every time you
  need to play it when students are creating
  distractions.
• Concentration Game Video Clip

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Class-Wide Motivational System

• Purpose
• Increase positive student behavior
• Decrease undesired behavior
• Create a positive classroom environment
• Promote team work
• Provide data on clarity of expectations
• Provide data on positive teacher interactions

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Rationale For Green/Red Game

• Students need to know whether or not they are
  meeting expectations
• An external system like this helps students
  develop an internal self-management system
• Promotes teamwork and shared responsibility for
  the success of all team members

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Green / Red Card Game

• 3. Make place to mark points so students can see
  the points. (e.g. Laminate card or write points
  on board or paper)
• 4. Have an intermittent audible signal.
• Computer Prompter program (edsoftworks.com)
• Timer
• Stopwatch

• 1. Make a large card
• Green on one side
• Red on the other side
• 2. Place card so class can see it.

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• Green / Red Card Video Clip

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• Apply the tiered prevention logic to classroom
  setting
• Primary for all
• Secondary for some
• Tertiary for a few

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Activity

• Walk and Talk
• Walk around the room with a partner. While
  walking, talk about the most successful
  strategies you use to correct student behavior.
  Tell one specific story in which you used one of
  those strategies to correct behavior.

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Planned Ignoring

• Unspoken message I will only pay attention to
  you when you are doing the right thing.
• Never ignore
• - The first time the behavior occurs.
• - When student hurts self or others.
• - When several students are involved.

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Classroom and School-Wide Expectations

• Be clear about what behaviors are to be dealt
  with in the classroom vs. those that should be
  sent to the office
• Balance need of individual student with problem
  behavior against needs of other students
• Maintain academic engagement
• Plan ahead

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Arundel High School
Office Referral Flow Chart
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Activity

• Rank the following strategies as a continuum that
  may be used in correcting behavior , then turn to
  your partner and share your ranking/ reasoning
• _____ Gentle verbal correction
• _____ Loss of points or privileges
• _____ Discussions
• _____ Student completes self-report behavior
  form
• _____ Send student to hall or other time-out
  area
• _____ Send student to the office
• _____ Parent contact
• _____ Isolation within classroom
• _____ Extra work

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Correcting Behavior

• Instructional Responses to Inappropriate
  Behavior
• a. Immediate
• b. Contingent on behavior
• c. Non-argumentative, non-critical
• d. Specific to behavior
• e. Systematic correction, model, lead, test
• f. Consistent (with behavior and across staff)

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Delivery of Corrective Consequences

• Consequating Inappropriate Behavior
• Be Calm, Professional
• Be Sure You Have the Facts as Straight as
  possible
• Be Clear on which rules or expectations have been
  violated and why they are important
• Focus on the Behavior, not the Student

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Corrective Consequences

• Take the student(s) aside
• Avoid embarrassing the student in front of others
  
• Review what you saw with the student(s) in a
  calm, businesslike, impersonal manner
• Don't argue - don't allow yourself to be drawn
  into an argument
• Define the Inappropriate Behavior - state the
  rule(s) or expectation(s) that were violated
• Ask the student to state the appropriate,
  expected behavior for the situation - if they
  can't or won't, state the appropriate, expected
  behavior and ask them to repeat it to you
• Remind the student(s) what the school prescribed
  consequence for the particular behavior is
• Use the least aversive consequence allowed -
  follow school guidelines concerning repeated or
  chronic violations
• Apply the consequence immediately

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Strategies for Managing Minor Problem Behavior

• Planned ignoring
• Redirection
• Use of gestures or signals proximity
• When a student is beginning to be agitated
  (before
• behavior intensifies)
• Provide support
• Give space
• Allow for choices
• Arrange for some relaxation activities
• Use teacher proximity
• Suggest an independent activity
• Allow for some movement activities
• Engage in preferred activities

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Negative Consequences Considerations

• Pick your battles decide which behaviors are
  important to target and which are not
• Consistency correct each inappropriate target
  behavior in the same way for each student
• Fidelity consequate each inappropriate behavior
  each time. Dont blow it off!

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Negative Consequences Other Considerations

• Ongoing measurement Write referrals consistently
  
• Keep logs of behavioral data consistently
• Regularly Scheduled Meetings team and staff
  meetings to share behavior data, engage in data
  analysis, and make data-based decisions

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In Summary

• To prevent problem behavior in the classroom
• Engage students in instruction
• Provide high levels of structure within the
  classroom
• Positively reinforce students for following
  expectations
• Have a continuum of consequences available for
  minor infractions in the classroom.

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Activity Countdown
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Classroom Systems
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Classroom Systems for Individual Students