Behavior Management The Ladder of Intervention Misbehavior n

Behavior Management: The Ladder of Intervention

Misbehavior n n Disruptive behaviors range from mild to severe. Learning disabilities and internal emotional issues effect one’s behavior. Others may not have discernable learning issues and may exhibit disruptive/interfering behaviors that are often caused by emotional problems caused by a variety of inner conflicts. Student may lack the internal control to monitor their behavior.

The Needs That Drive Us Control Theory in the Classroom by William Glasser, M. D. n n All living creatures are driven by the basic needs to survive in our world. Humans not only need to survive, but they need to belong and be loved, to gain power, to be free, and to have fun. These needs are built into our genetic structure s instructions for how we must attempt to live out lives. Control Theory explanation for behavior- is that we always choose to do what is most satisfying to us at the time.

Basic Needs Driekurs, R. and Grey, L. A. A Sense of Belonging A Sense of Competence A Sense of Worth A Sense of Power A Sense of Control n Recognizing the goal of each behavior helps teachers give the correct response. The role of the teacher is a guide that helps students control themselves. The student is an emotional being with the capacity to grow and be responsible citizen.

Four Goals of Misbehavior A New Approach to Classroom Discipline, Logical Consequences Driekurs, R. and Grey, L. A. Attention Seekers “I only belong when I am being noticed. ” Inadequacy/Dependency “Oh well, it’s just not my lot in life. ” “I have no clout. I am helpless and powerless. ” Power “I must be the boss. No one can boss me. ” Revenge “I can trust no one. The world is a hostile place to live. No one will love me. ”

Attention Seekers “I only belong when I am being noticed. ” quarrel with peers loud make excessive noise (tapping, moving a chair, slams books, rattling paper) throw things/tantrums frequently out of seat tardy frequently fretful, whines, pout baby talk tattler make mouth noises teller of wild tales

Dependents “Oh, well, it’s just my lot in life. ” “ I’m hopeless and powerless. ” * * * * feel dumb withdrawn cry often say, “I can’t do it. ” won’t try give up easily inept * fearful or panicky * frequently says that they are ill * want to be left alone * cling to adults * helpless * poor achievers

Power Seekers “ I must be the boss. ” - defiant must be right/argue lie very aggressive rebel manipulate peers or adults - put others down - perfectionist - stubborn - must be first-get angry - have few friends - if they are not first - dawdle (passive aggressive) - talk back to you or others - rigid - have few friends - truant

Revenge “ I can’t trust anyone” The world is a hostile place * aggressive physically (bite, fight, throw rocks) anyone * sarcastic/negative * destroy property * cheat, steal, ignore/put down * distrust others , name calling * loner * not liked by * set fires * start false rumors

Classroom Discipline Models Assertive Discipline Marlene Canter & Lee Canter Discipline With Dignity Curwin & Mendler Love and Logic Jay Fay Responsive Classrooms Belinda Gimbert Social Skills & Activities The Society for Prevention of Violence and The Center for Applied Research in Education

Dimensions of Classroom Organization and Management Psychosocial Management n Physical Management n Instructional Management n Organizational Management n Procedural Management n Behavior Management n

Organization Management Personal Interactions n Work Environment n Administration Duties Instructional Applications n Personal Applications n n

The Assertive Discipline Model n Canter & Canter n n 30 years of observing of teachers Principles of model come from observation that student can’t learn if a teacher does not teach Teachers and students have rights which can be protected with appropriate discipline model Role of the teacher- teach, model, rehearse, and reward good behavior

Assertive Discipline Key- Positive, Proactive & Assertive Style n n n Establish rules and specific directions that clearly define the limits of acceptable and unacceptable student behavior. Teach the students to consistently follow these rules and directions-to chose to behave responsiblythroughout the school day and school year. Provide consistent positive encouragement and recognition when they do behave well. Adopt a positive, assertive manner when responding to students. Ask parents and administration to help when you need support.

Discipline Plans A classroom discipline plan consists of three parts: Classroom Rules Observable Rules & Clear Expectations Positive Recognition Personal, Genuine, & Descriptive Consequences Easy to use, students want to avoid, and comply with school rules & district policy.

Guidelines for Classroom Rules n n n be observable be in student’s best interest be a maximum of five include the rule, “Follow directions the first time given. ” be posted in the classroom

Positive Recognition/Consequences n Positive Recognition and Consequences must: -be something you are comfortable using. -Be something that the students like -Comply with the school and district policy.

Assertive Teacher Skills n Positive Repetition - encourage students to follow the many directions you give each day. - increase your student’s self-esteem - dramatically reduce problem behaviors - creates a positive classroom climate - helps you to teach behavior and establish positive relationships with your students

Effective Praise is personal. “Maria, thank you for working with your group. ” Effective Praise is genuine. Children recognize sincere words. Effective Praise is descriptive. “Good job completing your math problems, Mary. ”

Scanning n Scanning the room constantly will help you reinforce students who are on task, thereby encouraging them to remain on task. This will also help you recognize students who may not receive praise on a regular basis. “Robert is working quietly on his social studies assignment. Thank you, Robert. ” “ Table 2, thank you for cleaning up your table. ”

The “LOOK” n Just giving this “look” or “evil eye” says“ I’m aware of and disapprove of your behavior” How? - no emotion - no verbalization - no movement - direct eye contact

Physical Proximity n n Move next to the person or group that is off task, talking, or “tuned out”. Without stopping what your are saying, reading, or commenting on, walk near the student (s). Stand there until the student (s) respond appropriately.

Mention the Off-Task Student’s Name n Just mention the student’s name while you are teaching a lesson. “All right, for our next problem let’s say Debra is planning to fly from Portland, Oregon to Los Angeles, California- a distance of 1100 miles. If the flight takes two hours…. ”

Proximity Praise n Redirecting off-task behavior by praising the appropriate behavior of student around the student. - Jason is off task- Susan and Jeff are on task“ Susan and Jeff are doing an excellent job on their maps. ” - Alerts Jason that you are looking his way, know what he is doing, and expect him to start his work.

“Moving In” n n n Many times there is a student who has not responded to any of the techniques suggested. More direction is needed. Walk over to student. Get close, but respect the personal space. State your concern in a clam, quiet voice, be firm, and let the student know this behavior is inappropriate.

“ Moving Out” n n With older students, it may be more appropriate to “move out” of the classroom or away from other students to speak to the student. Removing the audience of peers may increase the effectiveness of your limitsetting efforts.

Refocusing the Argumentative Conversation (Broken Record ) n n n When a student starts to arguing with you, you must stay in charge. Do not get involved in an argument. Instead, stay in control, refocus the conversation and help get the student back on task.

Broken Record Teacher - “ Bonnie, I want you to sit down and start your assignment. ” Bonnie – “ It’s almost done. I’ll finish it tonight. ” Teacher – “ I understand, Bonnie, but I want you to sit down and do your work. ” Bonnie – “ But I need to talk to Jane. It’s important. Why are you picking on me? ” Teacher – “Bonnie, I see that you’re upset, but sit down and begin your work. ” Bonnie – “ I’m just trying to get my work done it is due tomorrow. ” Teacher- “ Bonnie, if you do not get to work immediately, you and I will call your mother during lunch. The choice is yours. ” Rephrase the directions three times- then choices.

Sample Discipline Hierarchy for K-5 1 st Time : Warning 2 nd Time: 5(10) minutes away from the group (not in the hall away from the entire class) 3 rd Time: 10(15) minutes away from the group (older students- time after class 2 -3 minutes) 4 th Time: Call parents 5 th Time: Send to principal *Severe Clause- Send to principal

Drop Down Clause n n Meet with student Inform them of the inappropriate behavior Inform them that after two warnings, your will call their parent. If the behavior persist- drop down one more level- one warning, then call.

Transition Jeri Carroll The Teaching and Learning Company n DAP: Developmentally appropriate activities n Making A Master Plan: A ideal Class (where do you want to be mid-year, end of year? ) n Scheduling: Designing the day (how much time at centers or work stations) n Contracts and Reducing Wait Time: Procedures taught and expected to reduce and organize wait time n Beginnings: Entering school, navigate building, class routine, and know you n Entering Class: Ways children enter your room and become more independent-take charge of their supplies, responsibilities, and learning n Switching Signals: Warning students to prepare to change/stop work and move smoothly to next activity or station.

Reality Therapy by William Glasser n n Interview Technique ( Similar to the life-space interview) Attempts to help students make decisions when confronted with problem. Each person is responsible for his/her own behavior. Inappropriate behaviors are not excused on the basis of unconscious motivations.

Three Step Format- Reality Therapy 1. Identify the Problem, asking : “What happened? ” or “Where are you going? ” 2. Help the student develop a value judgment by asking: “ Is this behavior helping you? ” or “Is this behavior against the rules? ” 3. Involve the student, making and carrying out a plan, asking: “What are you going to do to correct this behavior/situation? ”

Guidelines for an Individual Interview 1. 2. 3. 4. 5. 6. 7. 8. Be personable. Show you care. Focus on present behavior. Ask “who”, “what”, or “how”. Do not preach, moralize, or make value judgments. Help student make a plan to increase responsible behavior. Encourage student to make an overt commitment to this plan. Do not accept excuses for irresponsible behaviors. Do not punish the person for irresponsible behavior. Provide emotional support and security throughout the process.

Love and Logic Jay Fay http: //www. loveandlogic. com The Rules of Love and Logic Rule # 1 Adults set firm limits in loving ways without anger, lecture, or threats. Rule #2: When a child causes a problem the adult hands it back in loving ways. n

Compare and Contrast Assertive Discipline v. s. Love and Logic

Compliance Ten Variables that Affect Compliance 1. Using questioning format. 2. Distance-make request in proximity of student. 3. Make eye contact 4. Make two requests-minimize requests 5. Loudness of requests- soft but firm 6. Time- give appropriate time for child to comply 7. More start than stop requests (positive) 8. Non Emotional v. Emotional requests- control negative tone-behaviors. 9. Use descriptive requests- not ambiguous 10. Reinforce compliance- do not ignore positive result from requests

Discipline With Dignity by Dr. Richard L. Curwin & Dr. Allen N. Mendler Understand Basic Needs (Motives) -Use of Effective Conventional and Non-conventional Strategies 1. Prevention- self awareness, express feelings, teacher knowledge of theories & techniques, stress reduction, establish & implement social contract 2. Action- Choosing effective consequences, assertively implementing consequences, keeping behavior records 3. Resolution- Methods to resolve conflict with students that chronically disrupt the learning process

P. E. P. Proximity n Eye Contact n Privacy n - Make sure that only the person who hears your message is the student to whom it is directed.

Avoiding Power Struggles Discipline With Dignity n n n Power struggles get worse if escalated Neither the student nor the teacher will win Use active listening Agree to speak to the student later Keep all communication as private as possible

Shared Characteristics n n With-it-ness- teacher awareness of student behavior at virtually all times. Movement- Constantly move and give approval of good behavior Contingent use of attention and approval Consistent- establish fair rules, reinforce, and reward.

Insubordination May I have our attention, please! NO ! If the student does not accept the consequences, then he/she is not allowed to stay in the class until he/she has accepted the consequences.

Contracting n Teacher- “What would it take to get you to do a little work, Charles? ” Charles- “Fifty bucks!” How To Use Contracting Mc. Intyre, Thomas. (1990 Behavior Management Handbook: setting up effective behavior management systems. Massachusetts: Allyn and Bacon.

Beyond the Contract: Functional Behavioral Assessment n n n Team problem solving process Relies on a variety of techniques and strategies to identify the purposes of specific behavior Help IEP teams to select appropriate interventions to directly address these behaviors

Functions of Problem Behavior n n The function is to get: social reinforcement or tangible reinforcement (e. g. , response from an adult or calling out in class in response to a social studies question) The function is to escape or avoid: an aversive task (e. g. , a difficult, boring, or lengthy assignment) or situation (e. g. , interaction with adults or certain other peers) The function is both The function is to communicate something: (e. g. , does not understand lesson, does not like to answer questions in front of peers)

Conducting FBA n Designated observer/recorder: Teachers- classroom data and observations Art, Music, Physical Education- data and observations School psychologist, social worker, special education teacher (trained in observation techniques and assessments)

Developing a Plan n n n Analyze information Generate hypothesis Test hypothesis Develop and implement behavioral plan Evaluate effectiveness Modify behavior intervention as needed