building relationships through classroom management strategies

Building Relationships through Classroom Management Strategies

www.behaviordoctor.org

32 pages of free or inexpensive

Most Important Factor If you want a student to change their behavior, you have to make it more fun to do the right behavior than it is to do the incorrect behavior. (Riffel, 2013)

My doctor

www.fitbit.comwww.fitbit.com More Fun Disney Marathon Weekend Dot Trot (Thanksgiving) Mothers Day- Breast Cancer Fourth of July

Ten Things You Should Know 1. Behavior is learned and serves a specific purpose.

We have to set the tone from day one. Instead of telling students what not to do Tell them what to do Dont dress like that vs Dress for Success

They cant drive you crazy- if you dont give them the keys.

Touch-Use Name Positively- Make eye contact- Smile Page 1 Blank on Page 2

Ten Things You Should Know 2. Behavior is related to the context within which it occurs.

Parent/Teacher Conference Sandwich- good- issue- good I know they probably dont do this at home but, we are having this one tiny issue. dont want it to cause your child any problems. Heres how you can help

What is the goal behavior? What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What adult or peer behaviors will reinforce this behavior in the long term? 1 1 4 56 7 8 Adapted from ONeill and Horner, 2005 Page 3: Competing Pathway Chart

Reasonable volume in the lunchroom Lunch time Rambunctious Cafeteria Peer and Adult Attention Students vs. Adults Contingency Table with the most sticks on Thursday gets to choose what 4 adults and what song they have to lip-sync. Teach Appropriate Behaviors through video modeling Give out individual tickets for good behavior that are good for free entrance to games, dances, etc. Good for a free soda at a game- free popcorn. Label Tables and Assign Seats-Put popsicle sticks in tables that earn appropriate behavior. Each day- the table that earns the most sticks that day- gets to listen to music the next day. Positive Reinforcement 1 1 4 56 7 8 Adapted from ONeill and Horner, 2005 Page 3: Competing Pathway Chart

Cafeteria staff put popsicle sticks in the pockets as they catch students being good. Different colors of sticks for different days of the week.

Ten Things You Should Know 3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

Check in-Check out Morning check-in with preferred adult Hourly teacher evaluation Mid-day check in with preferred adult Hourly teacher evaluation End of day check-out with preferred adult Home check-in Earned reward Parent report to school Graph points Review points Graph points Adapted from Hawken 2008

3 3 3 2 3 3 3 3 9

Stick with it

You need three things: Antecedent Manipulations Replacement Behavior Consequence Modifications You have to set up the environment for the child to be successful in your environment- this means putting proactive strategies in place: Pre-teaching Greeting Jobs in the class Behavior Contracts You cant just say Be Good- or the words: Stop Quit Dont No Teach them what to do instead. If we want student behavior to change- we have to be willing to change ourselves- this means we pay off for appropriate behavior and we withhold pay offs for target behaviors.

You need three things: 9 th grade Math ClassChild came into class singing Pinks So WHAT Disrupting class. Gained teacher and peer attention by this behavior. Antecedent ManipulationsReplacement BehaviorConsequence Modifications Teacher made a deal- you can sing on Friday if you are quiet Mon- Thursday- use that tune and write a song about quadrilateral parallelograms. I see you have quite a talent- do you think you could take that talent and use it to teach the class? Student got tickets from the teacher each day for being quiet- Teacher gave student jobs to do in the classroom that got him attention for appropriate behavior. Teacher caught self from harping and gave silent cues to save for Friday- Student came in on Friday and sang great song- everyone loved.- Student did it every week on the topic the teacher gave him.

Ten Things You Should Know 4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

Daily- Page4 Each teacher should have three levels of contingencies and rewards- Daily Weekly Monthly

Put Mr. Potato Head Together

Brownie Points

Compliment Board 1111 1111 1111

Make your own scratch-off prizes Two parts model paint to one part dishwashing detergent. Heres my suggestion- On tag board make your bubble letters and then write a prize in each bubble letter. Laminate the tag board. Then paint over the laminated letters. This way you can reuse it year after year. Otherwise, the student will scratch too hard and you wont be able to use it again.

Write prizes on a CD- choose student to spin. Spin the wheel

Three Levels of Notification Individual Small Groups Whole Class

High School- 6 a day in each class Pass them all out on Friday- dont read them out loud- I promise you if you start noticing the good- every single day- every single student does one thing well that you can compliment them on.

Other ideas from a Nebraska High School GPA above 3.0, no missing assignments, no majors, and 1 minor- get early lunch pass, extra time in the lounge, card to go to library, leave class 3 minutes early, ipad or iphone during study time to listen to music. Principal asks parents and community to donate $5 gift cards to various places students like- principal draws 1 student a day to get a gift card- from students who were caught being good.

Group vs. Group Students are seated in groups of 3- the group that gets the highest score on each assignment- gets to sit in the special seating area the next day for that hour. Students average their own grades teacher checks and assigns- you could do by the week if you wanted to keep it simple. 9 th grade classroom in Kansas City

Whole Class If we have zero tardies for one week- I will: Give you10 minutes at the end of class to talk to friends Friday will be 10 free answers day Bring I-pods to class on Friday and listen to music Give you a homework free night Show you an embarrassing high school photo of myself.

Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

4 Positives for Every Negative Lanyard 20 beads Start in the morning with all 20 beads on your left side Every time you compliment a student on their appropriate behavior move a bead to the right side. Every time you reprimand a student move 4 beads back to the left side.

Beads on a string Move down when you use a behavior specific praise.

Make Your Own Start bead Goal: Get to the red bead

Paper clips Put 30 paper clips in your left pocket or a cup on the bus. Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you get after a student, move 4 paper clips back to where they started.

3x5 index card Tears for positives Tears for negatives 11 to 5

Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref=nb_sb_nos s_2?url=search-alias%3Daps&field- keywords=vibralite+3 http://www.eseasongear.com/viviwa.html

Energy Flows Where Attention Goes

Ten Things You Should Know 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

TUMS at the Door T ouch them U se their name in a positive way M ake eye contact S mile A study found if teachers greeted their students at the door, it increased on-task behavior from 45-72% (Allday & Pakurar, 2007).

Ten Things You Should Know 7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.

What is Behavior? What we see as a failure to BEHAVE properly, is actually a failure to READ communication properly.

Ten Things You Should Know 8. Things kids are trying to get: 1)Attention- (adults or siblings) 2)Access (preferred items) 3)Sensory input (proprioceptive input)

Competing Pathway Chart AntecedentBehaviorConsequence (Trigger)(Target)(Maintaining Function) Antecedent ManipulationReplacement BehaviorConsequence Modification (Rearranging the environment to set student up for success) (What you will teach them to do instead) (What you will do to change yourself so you dont feed the behavior) Be sure to Give tons of appropriate Attention for appropriate behavior Child shows Flying Fickled Finger Of Fate Other students Laugh- Teacher comes Over to desk Controlled Random Drawing of New Class Job Vanna White of the Daily Schedule (Gets attention from teacher on front side and attention from students on back side) Teach student Secret signal if they Have a question Direction Given Attention

Ten Things You Should Know 9. Kids are trying to escape these things: 1)Work or Tasks 2)Attention from Adults or Peers 3)Pain (emotional or physical) 4)Sensory overload (too much coming in)

Competing Pathway Chart AntecedentBehaviorConsequence (Trigger)(Target)(Maintaining Function) Antecedent ManipulationReplacement BehaviorConsequence Modification (Rearranging the environment to set student up for success) (What you will teach them to do instead) (What you will do to change yourself so you dont feed the behavior) Meet with student in CICO And pre-teach the Hardest part of the lesson. They Will already know how to accomplish. Child shows Flying Fickled Finger Of Fate Teacher sends student To the office Teacher gives double the work he/she Wants student to do- Here are 50 Math problems You can only do half. Doesnt matter to me which half you do. In right ear, teacher says this- and then uses expected compliance. Tell student if they start To work in 3 minutes, you Will let them choose 5 answers You give to the whole class. Direction Given Escape

Ten Things You Should Know 10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

You cannot teach children to behave better by making them feel worse. When children feel better, they behave better. (Pam Leo)

Rice Experiment

Messages on Papers- - color of ink etc.. =25.5 =12 =27.5 =363 =30 =.32

Positive Message of the Day

Self-esteem Gets KILLED while kids are in school. 80% of first graders have high self-esteem, 20% of fifth graders and 5% of high school students (J. Canfield)

P ower: Use social autopsy sheets to help student see where situations went wrong. P ublic Relations: What skills can you give this student to help them relate better to others socially? P roficiency: What skills do they need to beef up academically? P hilanthropy: Help this student do something for others. A way to raise self- esteem is to help others less fortunate. student with Low Self- Esteem

Once you put the Four Ps in Place Your student will PROSPER

Shouldnt kids be Intrinsically motivated

I shouldnt have to reward kids for being good- they should just come to school and do the right thing.

Intrinsic Motivation Movie on baby being clapped for as she attempts to stand up and walk.

We all do it now- intrinsically motivated to get from point A to point B

Eventually- we move From extrinsic to intrinsic Tangible to verbal

Reality is Broken By Jane McGonigal

In her book, Reality is Broken, Jane McGonigal says, first and foremost, we crave satisfying work, every single day. The exact nature of satisfying work is different from person to person, but for everyone it means being immersed in clearly defined, demanding activities that allow us to see the direct impact of our efforts. Secondly, she points out that we crave the experience, or least the hope of being successful. Students want to feel powerful in their own lives. We can offer this power through equal choices. Third, we intrinsically crave social connections. Even the most introverted people derive enjoyment from being with others. Accomplishing goals, working together and sharing bonding experiences that tie us together. Fourth, students crave meaning. They like to be a part of something bigger than themselves. They want to belong to and contribute something that has lasting significance beyond their own individual lives (paraphrased from McGonigal, 2011). These four kinds of intrinsic rewards are the foundation for optimal human experiences and are the most powerful motivators we have besides the basic needs of survival (food, safety, sex). What all these rewards have in common is that they are ways of deeply engaging in the world through the environment, other people and causes and projects bigger than ourselves (paraphrased from McGonigal, 2011).

The Teenage Brain

Because of pruning these things are difficult The teenage brain is engaged in synaptic pruning of the prefrontal cortex. This means the following are difficult for them: (a) goal planning, (b) organizing, (c) inhibiting impulses, and (d) code switching.

Homework planning sheet- http://jillkuzma.files.wordpress.com/2012/12/homework-planning- sheet.pdf http://jillkuzma.files.wordpress.com/2012/12/homework-planning- sheet.pdf Subject/ Assignme nt These are the things I need to take home At home, I need to: Time I plan to accomplis h this Who will check my work or help me. Where will I put it when Im done. Hour One Math book Find quiet place. Do work first before TV. Plan to be finished by 6 p.m. Time finished: 6:35 p.m. Mom In my backpack agen da protr actor Hour Two Hour Three Hour Four

Teach students about their brain

Assumptions = Adult body is not adult brain

How to move from

Condensed Curriculum The class of 2015 was in Kindergarten in 2002- 2003- Kindergarten stopped being about social skills approximately 2000-2001. These students were not taught social skills.

Disrespect You have to teach what it is Its not modeled anywhere Video games Television Songs they listen to You have to imprint it by modeling it Youve got to give it to get it That means to each other as well (adult to adult) You have to practice it with them What would respect look like in the room? In the school? In the parking lot? You have to praise it when you see it Show them what it looks like by labeling it when you see it with behavior specific praise.

What they see.is what I get.

Go to the games page on my website for tons of templates www.behaviordoctor.org

Patience is not a virtue. It is a choice! (Riffel, 1978- 2014) I aspire to be more patient with the students today.

Remember- these are not interventions.. Frequent Flyer Club to the Office

BE Good

Go to the Head of the Class

Corporal punishment

Sending to the Principal

Dunce Cap

In School Suspension Photo purchased from Getty Images- www.photos.com

Out of School suspension Its a bummer I got this out of school detention.3 days of sitting in my underwear, eating Doritos, and playing video games. What a drag.

To Be a Real Intervention it has to do the following: Stop the behavior Be proactive- not reactive Match the function of the behavior Include a replacement behavior Include antecedent manipulations Include consequence modifications

References Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Atchison, B. (2007). Sensory modulation disorders among children with a history of trauma: a frame of reference. Kalamazoo, WI. Language Speech and Hearing (April 38, (2) 109-116. Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support plans. Innovations Research to Practice Series. Washington, DC. American Association on Mental Retardation. Bandura, A. (1976). Effecting change through participant modeling principles. In J. D. Haydon, T., Conroy, M., Sindelar, P., Scott, T. M., Brian, & Marie, A. (2010). Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors, Journal of Emotional and Behavioral. Riffel, L. (in press). Positive Behavior Support at the Targeted Group Level: Yellow Zone Strategies. Thousand Oaks, CA. Corwin Press Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 92102

building relationships through classroom management strategies

Documents

good behavior

adult behavior

inexpensive slide

doctor slide

success slide

right behavior

incorrect behavior

goal behavior