Positive Behavior Management Training for ACES PAUL WIRTH

Positive Behavior Management Training for ACES PAUL WIRTH ITINERANT BEHAVIOR SUPPORT TEACHER PBS COACH GUILFORD COUNTY SCHOOLS

Credits and Resources www. safeandcivilschools. com www. behavioradvisor. com http: //www. interventioncentral. com/index. php#ideas http: //www. disciplinehelp. com/teacher/

Understatement: Not all students come to us motivated and/or responsible. Some are responsible and highly motivated. Some are responsible, but only moderately motivated. Some are like Huck Finn. 3

Historical Perspective Behavior management has typically consisted of trying to “make” students behave. Let’s call this approach the “reactive/punitive strategies. ” The problem is although it does work sometimes with the “universal” students, it doesn’t work with most of the challenging targeted and intensive students. And when it doesn’t work. . . 4

“Couldn’t we just sign a truce or something? ” Teachers get frustrated and feel like this. 5

No “Simple” Solutions Need to be careful we don’t over use punitive consequences and strategies because: They become less effective the more they are used! The more we depend on them, the greater % of students will respond with: “So what, I don’t care and you can’t make me” or “Big X#%!& deal” Active rebellion Passive escapist-do as little as possible Active escapist—drop out or get expelled 6

Why role-bound authority doesn’t work We tend to think that the person with the most “power” can MAKE THE KID STOP “It worked with me…” “It works with most of my students. ” Easy & Quick! Many of our toughest students just don’t get (or have never been taught) this “SYMBOLIC POWER” of authority We are the ones that end up most frustrated, because traditional discipline strategies leave us feeling powerless and ineffective! 7

Increase in Emotional Intensity “Tough Kids” will ALWAYS raise you one on the emotional scale! The trick is to NOT “join in” the escalation cycle with the student Instead…. DISENGAGE! “First you deal with the moment… Then you deal with the behavior!” 8

Well then…. . what does work? ? There a few steps that we need to take…… Connect to our students in a positive way Set the rules Correct our students in a respectful manner

Making Connections- Turn to someone at your table or sitting next to you. Ask them a question or give them a compliment

Non-Contingent Attention Non-contingent attention is giving every student attention that is not contingent or dependent on any special accomplishment. You notice and value students as people – not because they behaved responsibly or achieved some academic success. When students feel noticed and valued, they are more likely to engage in appropriate behavior.

Non-Contingent Attention Benefits for Students: · Feel more connected · Provided a model of pleasant social interaction · Improved student behavior · Improved classroom climate

Delivering Non-Contingent Attention Using nonverbal behavior (e. g. , maintaining eye contact, smiling, nodding, winking, thumbs up and waving). Greeting students as they enter your room or when you see them in the hallway. Use the student’s first name whenever possible. Giving farewells when students leave your classroom.

Positive Feedback Another very powerful tool for the teacher in encouraging responsible behavior. Tells the student that he/she is on the right track and encourages the student to continue making responsible choices. Research shows such positive feedback/praise has a positive impact on student achievement. There are 5 hallmarks of effective positive feedback.

Delivering Positive Feedback and Praise must be…. . 1. 2. 3. 4. 5. Accurate and credible. Specific and descriptive. Given for something important. Age-appropriate. Authentic.

Setting Your Rules will vary from teacher to teacher—needs, tolerance, etc. An average 8 th grader has probably had at least 1520 different teachers for whom there have been different sets of rules for many routine classroom activities. Your rules will differ based on the number of risk factors your students have and their need for structure. There are three levels of needing structure: High Medium Low 16

Setting Your Rules You have to think of the following times: Asking/answering a question Walking from one place to another Doing work Play time Using the restroom, getting water, etc. Your rules must be consistent day to day!!

If they break the rules…. . Considerations for Mild Effective Mild Consequences: Plan consequences ahead of time. Issued every time rule is broken Must fit the crime Never humiliate the student Avoid using academic consequences Must be delivered unemotionally 18

Effective MILD Consequences Considerations for Effective Consequences: When delivering the consequence, simply state the rule and consequence. Do not explain or justify, even if students request it; such attempts are typically an effort to sidetrack the teacher by engaging in an argument or power struggle. Deliver consequences as privately as possible (within 3 -4 feet—not across the room), briefly, quiet voice and turn away as you finish. 19

Effective MILD Consequences Range / Menu: Choose from a menu of predetermined consequences depending on rule violation and frequency of occurrence. Advantage – allows for flexibility so appropriate to situation. Must be familiar with your menu so you can use the consequence best for the situation. 20

When a student behaves inappropriately, what you do is important. However, equally important in determining whether a student’s behavior improves is how you do what you do.

Correcting Your Students Points to Remember: When correcting, the goal is to teach the student appropriate behavior. The more you connect, the less you correct. It is not the severity of a consequence that will diminish behavior, it is the certainty of it. Consequences should fit the nature and severity of the offense.

“Well, Timmy, it looks like you just earned yourself 10 minutes in the cage with Mr. Whiskers. ”

Correcting Your Students Consequences Work Best When They: Are clear, specific and consistent. Ø Types of consequences that you will use should be predetermined and discussed with your students. Ø Are chosen from a range of alternatives. Ø “Fair does not always mean equal” Ø Are natural and/or logical (when possible).

Correcting Your Students Natural and Logical Consequences: Preserve the student’s dignity. Increases internal locus of control. Preserves the relationship and motivation. Must be given calmly and respectfully. Help students see the logical connection between what they do and what happens to them.

Correcting Your Students Attempt a low level intervention by: o Clarifying the positive behaviors you want the student to exhibit. o Increasing the amount of attention given to positive o Responding to misbehavior briefer, calmer, more consistently, and more immediately.

Some Additional Tips

Severe/Out of Control Misbehavior Things NOT to do: Ø Return the anger. Ø Be inconsistent. Ø Attempt to reason w/ an out-of-control student. Ø React emotionally. Ø Touch the student. Things TO DO with a student who is out-ofcontrol: Ø Offer student time to cool down. Ø Respect personal space Ø Spend more time telling student what he/she is doing right. Ø Talk more softly and more slowly. Ø Remain physically relaxed. Ø Avoid arguing.

Power Struggles You could be in a power struggle if: Ø You are responding emotionally to a student’s inappropriate behavior or negative emotion. Ø You are in a back and forth argument. Ø You are arguing with a student and you bring up past issues. Ø You are increasing the severity of the “punishment” in an attempt to “make” the student comply. Ø You are trying to have the last word or to “win. ”

Power Struggles Tips to avoid power struggles: ü Don’t threaten. Ø Avoid the “I’m going to have to…. ” statements; these usually set you up. ü Let students have the last word. Ø If student is very persistent, try this technique: “You are tying to have the last word and I will allow it; what is it? ” Tip: this must be said calmly and respectfully!

Power Struggles Tips to avoid power struggles (cont): ü Use positive words instead of negative. Ø Avoid words such as can’t or don’t. ü Don’t tell students what they can’t do, especially when they’ve already done it. Ø Rather, restate the expectation, redirect and move on.

Non-compliance Either – Or Model: “Either you may _____ or you may (state an appropriate choice) __________. You decide. ” (state another appropriate choice) Ex: Paul, either you may work on your science project or you may work on your science homework. You decide. ”

Non-Compliance When - Then Model: “When you have ______, (state desired activity) then you may______. ” (state an appropriate choice) Ex. “Paul, when you have picked up those papers, then you may join the group making the poster. ”

Non-compliance Need - If Model: “You need to ________. (state desired behavior) If you choose not to, then _____. (state consequence) Make the choice that’s good for you. ” Ex. Paul, you need to return to your table and clean up from your art project. If you choose not to, then you will lose five minutes off of recess. Make a choice that’s good for you. ”

Responding to Anger is a part of any relationship, including teacher/student relationship. It is both cumulative and transferable. As a teacher, you can impact (influence) some of the variables that cause the primary emotion before it causes the anger. And, what happens in an anger crisis is mostly influenced by your (adult) behavior—not by the behavior of the student.

Responding to Anger Things to do if student appears to or is becoming angry (cont): Ø Ø Ø Try to verbally redirect and give positive corrections (“I know this is hard but you are making progress. ”) Remind of limits (“Students getting angry need to. . . ”) Teach/remind your other students to ignore the angry student and keep on working.

Responding to Anger DON’TS DO’S ØYell or raise your voice u. Give ØBlame ØTry to deliver consequences ØGive multiple instructions ØTouch the student ØMove quickly ØAssume challenge posture time to cool down u. Listen/paraphrase u. Help problem-solve u. Acknowledge feelings u. Silence can be an ally

Communication Make more start than stop requests Make non-emotional requests Focus on descriptive requests Reinforce compliance Be aware of physical distance Use effective facial expressions Be aware of body language Watch your loudness Give time to comply.