the essentials of classroom behavior management presented by jessica sprick, m.s. safe and civil...
TRANSCRIPT
The Essentials of Classroom Behavior
ManagementPresented by Jessica Sprick, M.S.
Safe and Civil Schools
Why are we here?
Misbehavior makes us crazy!
Core Understanding:
Behavior CAN be changed!
With any behavior you don’t like, manipulate something.
The way a setting is structured and managed has a huge impact on behavior and the attitude of students.
Outcomes
Identify practical strategies that address the issues you see in YOUR classroom
Create a plan of action that identifies key variables for you to manipulate
Community Guidelines
Conversation: Quiet on topic side conversations okay. Look for social cues. If you need to text or talk on a phone, please step outside the session.
Help: Ask questions and clarify any time. If extremely specific to your environment, I will be available after the session to answer individual questions.
Activity: Lecture & activity (reflection, & planning)
Movement: Attend to your needs.
Participation: Completion of activities/discussions. Keep an open mind
Who is here?
Teachers, admin., paraprofessionals, coaches, other?
Elementary, middle, high, other?
Years experience (0-2, 3-5, 6-10, 10-20, 20+)
Classroom management is a lifelong learning process.
Activity 1: Brainstorm Behaviors
1. List common misbehaviors you see in your classroom. Include problems with an individual student and problems with several or many students.
Disruption
Defiance
Work avoidance
Other
Where is this information coming from?
50+ years of behavioral research on what works with behavior
Common sense approaches
My own experience as a teacher and Dean
Research shows there are five main variables to implement to change behavior
STOIC: “Someone respected and admired for patience and endurance in the face of adversity.”
Structure for success
Teach expectations
Observe: circulate and scan
Interact positively with students
Correct misbehavior fluently
A Historical Perspective
Behavior management has typically consisted of trying to “make” students behave.
Overdependence on reactive and punitive solutions (the “C” in STOIC)
Reactive/punitive procedures are not bad or wrong, but ineffective in the long term
Graduation Rates: Then to Now
In 1900:
In 1946:
In 2008:
6%
46%
75%
Core Understanding (3)
Many schools depend too much on punitive consequences
Punitive consequences have inherent drawbacks.
1. Creates a negative relationship/climate
An Increase in Emotional Intensity
Drawbacks of Consequences
2. “Consequences” may become neutral or reinforcing
Provide attention Allow the student to avoid something aversive
Note: Whether something is punitive or reinforcing can only be known by the student’s response.
Behavior decreases = punitive consequenceBehavior remains or increases = rewarding consequence
Drawbacks of Administer-Assigned Consequences
Dependence on Role-Bound Authority
Drawbacks (cont.)
Oppositional Goals: teacher and administrator
Limited Resources
For at-risk students consequences may be minor
May be reinforcing Work avoidance Time with peer group
Core Understanding (3)
While a necessary part of any classroom management plan, punitive consequences are the weakest variable we can manipulate to change behavior.
We must continually work to expand our toolbox.
Academic Remediation
What do good teachers use when a student demonstrates academic failure?
1. Develop a range of consequences for common rule infractions.
Key elements of effective consequences:Consistent
Calm
Quick
When possible, implemented immediately in the setting in which the infraction occurs
Why Consistent?
If consequences are not consistent, students may respond with:
• A sense of satisfaction for “gaming the system”
• A feeling of unfairness: “Why me and not him?”
• Not knowing the line between acceptable and unacceptable behavior
How to Be Consistent
Establish consequences that fit the nature of the problem but that are as mild as possible
Use minor consequences you feel comfortable giving EVERY time the student exhibits the misbehavior
Err on the side of too mild
When Consequences Are Too Large…
We hesitate to use them
We implement them based on OUR mood
Why Calm?
For some students, getting an emotional reaction gives a sense of power
Students who come from families with frequent power struggles do not know how to break the cycle
Sends a message to others that you are not phased by misbehavior
How to Be (Appear!) Calm
Preplan consequences and responses
Think through situations and script out/role play responses
Practice using a neutral tone and voice level
Consider facial expressions
**Rule of One: One time a year, you can react emotionally.
Why Quick?
Reduce attention given to the misbehaving student
Reduce the likelihood of a power struggle
Emphasize instruction
How to Be Quick?
Clarify rules and possible consequences in advance
Let students know they can request a time to meet
Avoid explaining or justifying
Possible classroom consequences: Gentle verbal reprimand
Keep a record of the behavior
Have the student complete a behavior improvement form
Parental contact
Restitution
Time owed
Timeout—three possible levels Removal from group instruction Isolation area in class Outside of class
Classroom consequences (cont.)
Reduction of points earned (behavioral grading component)
After-school or lunch detention
Student required to design plan for own behavior
Restriction from class privileges
Sent to another class
Sent to office and/or referral
Rules of the Road . . .
Having a range of classroom consequences is like having a range of consequences for breaking driving laws.
Warning Parking ticket Speeding ticket: range of
costs Loss of license Arrest
Implementation Ideas
List the misbehaviors of concern you identified
Identify several consequences from mild to severe that you could implement to address these misbehaviors.
2. Develop a plan for responding to misbehavior that is not directly covered by the classroom rules.
Try preliminary strategies before turning to consequences
On the following video, consider what the teacher might have attempted BEFORE he gives the student the direction, and strategies he might attempt AFTER the student responds.
B. Preliminary Strategies
Proximity management
Offers to help or statement of concern
Verbal reprimands
Discussions (conduct at a neutral time)
Anger or disappointment (use with caution)
Humor (use with caution)
Count and chart
Implementation Ideas
Identify several preliminary strategies you could implement to address these misbehaviors.
3. Develop a plan for providing frequent positive feedback for following rules and for meeting expectations.
The most powerful tool to change behavior: interact positively
“The Magic Ratio”
John Gottman and colleagues (1998) explored the positive to negative ratios in marriage. Using a 5:1 ratio, which Gottman dubbed “the magic ratio”, he and his colleagues predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife.
Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.
Specific and descriptive feedback
Avoid the “good job” syndrome
Avoid attributive praise
Contingent feedback
Follows any new skill or behavior
Follows any difficult skill or behavior
Follows anything complex What is new, difficult, or complex may vary by student
Non-Embarrassing feedback
Age appropriate
Take note of student response to feedback; not every student will appreciate the same approach
Understand the difference between positive and negative interactions:
Positive = any attention that is paid to a student when he is doing what is expected
Negative = any attention that is paid to a student when he is NOT doing what is expected
Does not account for tone, facial expression, or positive wording
Consider what the the student is doing just prior to your interaction.
Other things to remember with positive interactions:
Provide feedback more frequently than you think is necessary.
Recognize that some students are starved for attention.
Be aware of “Ratios of Interaction.” Strive for AT LEAST a 3 to 1 ratio of positive to negative interactions.
Non-Contingent Attention
Non-contingent attention is attention that is paid to a student for no other reason than to show interest and caring.
Greetings
Asking about hobbies, interests, etc.
Implementation Ideas
Make note of one or two praise comments for the positive opposite of your misbehaviors of concern.
Every time you correct a student, give the positive opposite to at least three other students.
Quickly praise the misbehaving student AS SOON as he or she demonstrates the positive opposite.
Concluding Remarks
Today I’ll take attendance, and if there’s any time
left, we’ll do some math.
We’ll have to grease ‘em up to get ‘em in!
Impact of budget cuts in public education . . .
Structure for success
Teach expectations
Observe: circulate and scan
Interact positively with students
Correct misbehavior fluently
Remember the 5 Variables