Proactive Behavior Interventions Beth Ackerman Ed D backermanliberty
Proactive Behavior Interventions Beth Ackerman, Ed. D. backerman@liberty. edu
BE POSITIVE 4 Be able to laugh at yourself 4 Use humor as a tool, not a weapon 4 Encourage, don’t criticize 4 DON’T WORRY! PROBLEM SOLVE!
BE FUN 4 Be Creative 4 Make your classroom a place to want to be 4 Provide a variety of activities 4 Give the children success
BE STRUCTURED 4 Manipulate the surroundings 4 Be organized 4 Always keep an eye on the 4 4 students Teacher movement Stick with a schedule Have clear classroom rules Don’t assume prior knowledge
Classroom Rules 4 Specific and concise 4 Only 4 -6 rules 4 Stated in a positive manner 4 POSTED in the classroom 4 Each rule is taught to the students
Sample Rules 4 Using the acrostic “Third” for 3 rd graders at a Christian School Treat all classmates kindly. Have yourself settled and ready to listen to the teacher. Is working quietly and staying on task. Respect classmates’ feelings and possessions. Do, say, and think first, “What would Jesus do? ”
BE CONSISTENT 4 Use promises and rewards 4 Set and clearly explain limits 4 Explain situations 4 Model appropriate behavior
Modeling Appropriate Behavior 4 Luke 6: 40 says “…after he has been fully trained, he will be like his teacher”. 4 Phil. 4: 9 - “The things you have learned and received and heard and seen in me, practice these things, and the God of Peace will be with you” 4 I’d Rather See a Sermon then Hear One
Effective Limit Setting 4 Be consistent. Guidelines must remain similar among all staff and situations 4 State clear, reasonable, enforceable expectations 4 Give brief reason for the limit 4 Provide a choice or alternative 4 Follow through with a consequence 4 Evaluate the limit and its effectiveness
Effective Limit Setting 4 Limits and consequences should be immediate 4 Recognize when help is needed to carry out a limit. 4 Separate the individual with a problem from the group 4 Remain calm and matter-of-fact 4 Don’t lecture, don’t shout, don’t threaten
Sample Positive Reinforcements ALWAYS START WITH LEAST RESTRICTIVE 4 Positive words 4 Positive calls home 4 Behavioral contracts 4 Points/levels system 4 Token economy
Punishment and Negative Reinforcement ALWAYS START WITH THE LEAST RESTRICTIVE 4 Verbal reprimands, frowns, reminders, etc. 4 Imposing in-class separation (time out) – time out versus time away 4 Removal from classroom (time out or isolation room/area) 4 Send home
Less Obtrusive to More Intrusive 4 Proximity control 4 Rewards 4 Voice control 4 Token economy 4 Pause. Stop what your 4 Loss of privileges doing 4 Distraction 4 Eye contact 4 Rule reminder 4 Phone calls home 4 Separation from the group 4 Time outs
FAIRNESS 4 BE FLEXIBLE 4 Show children that you value them
Token Economy 4 Student Driven not Teacher Driven 4 Observable and specific behaviors 4 Time intervals 4 Rewards 4 Should not ever take tokens away from the student
Cooperative Learning 4 Work in groups to earn points and prizes 4 Give attention to the positive behavior 4 Do not take points away 4 Heterogeneous vs. Homogenous Groups
Empowering Students 4 Our goal is not to manage student behavior, but rather to teach students to successfully manage their own behavior 4 What we’re asking students is really to behave abnormal 4 Encourage self-talking and questioning 4 Gal. 5: 22 -23 - “But the fruit of the spirit is…self-control…against such things there is no law. ”
You have learned… 4 Classroom management 4 Less restrictive to most restrictive techniques to dealing with behavior problems 4 Reinforcements 4 Token Economy and Cooperative Learning 4 Empowering students
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