Improving Classroom Behavior and Social Skills

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Improving Classroom Behavior and Social Skills

• Amy Gierman
• Behavior Management Specialist
• CEP 840

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REMINDER

• Plan to interact at least three times more often
  with each student when he or she is behaving
  appropriately than when he or she is misbehaving
  (I.e., at least a 31 ratio) (Sprick et al.,
  1998, 224).
• Students behave better and like school more when
  teachers use more positive statements than
  negative (Jones and Jones, 2004).

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Basic Principles of Classroom Management

• (Ideas from CHAMPs A Proactive and Positive
  Approach to Classroom Management,1998, p 29)
• Structure class to promote responsible student
  behavior
• Effectively acknowledge responsible student
  behavior
• Effectively respond to irresponsible student
  behavior
• See the next slide for ways to implement these
  ideas

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Basic Principles of Classroom Management

• Establish a Few Clear Rules and Consequences
• Look for the Positive
• Use Reinforcers to Encourage Positive Behavior
• Recognize Students Behavior Goals
• Help students Change Inappropriate Behavior

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Why the Misbehavior?

• Attention
• Power/Control
• Revenge/Getting Even
• Display of Inadequacy

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Decreasing Inappropriate Behavior

• Although the text lists other ideas, these are
  more positive strategies I find useful to
  decrease unwanted behavior.
• Ignoring on Purpose
• Arrange the physical space so it promotes
  responsible behavior
• Be generous with praise
• Use and teach active listening
• Vary Reinforcers (social, activity, and tangible)
• Model organization and respect in interactions
  with students
• Use peer helpers and models in the classroom
• Redirect rather than reprimand students

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Positive Classroom Climate

• Creating a Learning Community
• Recognize Students Similarities
• Focus on abilities of all students
• Celebrate Diversity
• Treat all students like they are important
• Use mixed-ability Groups
• Use Class Meetings
• Increase Social Acceptance of all Students
• Treat all students with R-E-S-P-E-C-T
• Teach Concern for Others

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Effective Behavior Management Program

• Positive Behavior Support as Prevention
• A Problem Solving Approach
• Looks at when, where, and why the student
  misbehaves
• Choose Appropriate Interventions that lead toward
  success
• A team approach to problem solving and
  intervention planning
• Functional Behavioral Assessments (FBA)
• Allows the team to gather data to create an
  effective and positive plan and monitor its
  success

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Social Skills vs. Behavioral Skills

• Social Skills allow one to adapt and respond to
  the expectations of society (Vaughn, et al.,
  2003).

• Behavioral Skills Acting a certain way to
• achieve a particular outcome.

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Social SkillsIntervention Programs

• Interpersonal Problem Solving
• FAST
• SLAM
• STP

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Interpersonal Problem Solving

• Identify the Problem
• Alternative Solutions
• Identify and Evaluate Consequences
• Solution Implementation

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FAST

• Freeze and Think
• Alternatives
• Solution Evaluation
• Try it

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SLAM

• STOP what you are doing
• LOOK at the person
• ASK the person to clarify
• MAKE a Decision

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STP
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• STOP
• THINK
• PLAN

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Self-Management Skills

• These skills enable students to be more aware
  of their own behaviors and to govern the
  reinforcers for their behaviors (Vaughn et al.,
  2003, 235).
• Teaching these skills allow students to depend
  less on the teacher.

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Steps to TeachingSelf-Monitoring Skills

• 1. Teacher and student identify and agree on the
  behavior that will be changed
• 2. Figure out when and where the behavior tends
  to occur
• 3. Establish realistic goals
• 4. Establish a time line for the behavior-change
  plan.
• 5. Choose reinforcers and consequences
• 6. Self-evaluate the success

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References

• Jenson, W., G. Rhode, H. Reavis. (1994). The
  Tough Kid Tool Box. Longmont, CO Sopris West.
• Jones, V., L. Jones. (2004). Comprehensive
  Classroom Management, 7th Ed. Boston, MA
  Pearson, Allyn and Bacon.
• Sprick, R., M. Garrison, L. Howard. (1998).
  CHAMPs A Proactive and Positive Approach to
  Classroom Management. Longmont, CO Sopris
  West.
• Vaughn, S., C. Bos, J. Schumm. (2003). Teaching
  Exceptional, Diverse, and At-Risk Students in
  the General Education Classroom. Boston, MA
  Allyn and Bacon.
• www.drjean.org (excellent source for early
  childhood teachers)
• www.pbis.org (excellent source for learning more
  about Positive Behavior Support)