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Tuesday, July 3, 2012
Behavior Management & Common Core Standards
I'm in the process of looking into what behavior management strategies may be required as educators begin to implement the common core standards. How will you instruct differently? What types of activities will you use to implement the standards? What instructional strategies/activities will you stop doing? What type of behaviors might your students need to have as you instruct differently? Let me know what you think and/or anticipate as the common core moves forward.
IMPACT On Behaivor: TEACH EXPECTATIONS
Within the IMPACT approach, there are six broad
variables to implement and manipulate to prevent inappropriate behavior and
promote positive, proactive behavior:
Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
T Teach Clear Behavioral Expectations
Identify most commonly
used activities and transitions within your classroom such as teacher-directed instruction, independent seatwork, and
cooperative groups, arriving at the classroom, beginning class/routines, getting
out necessary materials
changes in location,
putting things away, cleaning up, leaving the classroom,
school-wide
settings (halls, cafeteria, playground, bus waiting areas, assemblies, and so
on)
Articulate and
clarify for each a activity and transition how students will:
Conversation
(talk)
Help
(asking for assistance)
Activity
(accomplish the assigned task)
Movement
(can I leave my area to do…?)
Participation
(what does it look like?)
= Success
Explore
the following resources for teaching behavioral expectations:
CHAMPS: A Proactive and
Positive Approach to Classroom Management, 2nd ed.
(Sprick, 2009)
Discipline in the
Secondary Classroom: A Positive Approach to Behavior Management for Grades
9–12, 2nd ed. (Sprick, 2006).
Prepare
lessons on your behavioral expectations for each major activity and transition.
Explicitly teach these
lessons routinely and when new students enter your room. Continue to monitor, reinforce, and re-teach
if necessary throughout the school year.
Resources and References
Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com
IMPACT On Behavior: CORRECT MISBEHAVIOR EFFECTIVELY
Within the IMPACT approach, there are six broad
variables to implement and manipulate to prevent inappropriate behavior and
promote positive, proactive behavior:
Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
C Correct Misbehavior Effectively
Remind student(s) about
expectations
·
For example,
“Joey, the expectation in this class is to be safe. That means keeping your hands
and feet to yourself.”
Offer a Choice. Use choice when there is a display of non-compliance
and when behaviors are disruptive or involve more than one student.
·
Instead of using
threats and anger, stay calm and neutral when talking to students. Take some
deep breaths.
·
Maintain the
flow of instruction
·
Try not to draw
attention to the students who are being disruptive.
·
If students
continue to engage in the disruptive behavior, offer them a choice. For
example, “Joey, you have a choice. You can keep your hands and feet to yourself
or you can sit in a seat that I choose for you.”
·
Use a mild but
irritating consequence.
·
After offering a
choice, give students time to consider the options. For example, “I’ll give you
both a moment to decide what you want to do.”
·
If students
comply, give positive reinforcement
·
If students
decide to get back to work, praise them for their good choice.
·
If not, deliver
the consequences in a calm, neutral way
·
If students
continue the misbehavior, deliver the consequence
Establish
consequences that fit the nature of the problem, but are as mild as possible.
Pre-discuss consequences with students.
Pre-discuss consequences with students.
·
Delivering the
correction in a business like fashion.
(e.g., “Mary,
when you talk out, you lose a point. Now, back to what we were reading…”)
Sample Consequences:
What if? Chart (Taken form the Tough Kid Book)
Gentle verbal reprimand
Keep a record of the behavior
Behavior Improvement Form
Parental contacts
Restitution
Time owed
Timeout — Four possible levels include:
-Removal from small group instruction
-Isolation area in class
-Sent to another class
-Sent to the office
Reduction of points earned
Lunch/after-school detention
Student is required to devise a plan for own behavior
Restriction from privileges
·
Correct
consistently, calmly, immediately, briefly and respectfully
·
Collect data…Are
rules being followed? If not, Who is
making errors? Where are the errors
occurring? What kind of errors are
being made?
Resources and References
Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com
IMPACT On Behavior: ARRANGE & ORGANIZE ENVIRONMENT
Within the IMPACT approach, there are six broad
variables to implement and manipulate to prevent inappropriate behavior and
promote positive, proactive behavior:
Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
A Arrange and Organize Learning Environment
Design classroom rules that communicate your most important expectations
·
3-6 is length so
they are easy to learn and remember
·
Specific and observable
behaviors
·
Positively
stated to prompt the teacher to catch kids doing the right thing, not just the
wrong thing.
·
Posted is a
prominent place as a reminder to keep us accountable
·
Not to be
confused with classroom procedures or expectations
If you wish to
work these out with the students, predetermine whether there are any rules that
you need to establish in order to effectively teach.
Sample Rules:
Follow directions immediately
Work during all work times
Keep hands, feet, and objects to yourself
Arrive on
time with all materials (pencil, notebook, textbook, paper)
Develop and
post Guidelines for Success (traits that are important to you and your students)
·
Design
the Guidelines to be hierarchical, with the first describing the most important
trait you want all students to learn to exhibit.
Sample Guidelines:
Be responsible.
Always try.
Do your best.
Cooperate.
Treat everyone with respect, including yourself.
·
Use
the Guidelines as the basis for positive feedback, corrections,
class-wide
discussions, monthly themes, assignments, celebrations of
progress,
guest speakers, and so on.
Develop an
Attention Signal
·
The
most effective signals can be given in
any location and has a visual and auditory component (e.g., “if you can hear
me, clap like this” “May I have you attention please” (as I raise my hand in
the air)). Decide
on a reasonable length of time between giving the signal and gaining all
students’ attention.
Structured Daily Schedule
·
A daily outline
of classroom/period activities designed to maximize student learning
·
First, list
school activities that you have no control (gym, art, lunch)
·
Next, identify
non academic but necessary activities (announcements, taking attendance,
recess)
·
Next, schedule
your instructional activities (language arts, math, history, science)
·
Determine if
schedule maximizes student learning (academics should comprise 70% of school
day or more!)
·
Determine if you
should streamline non-academic activities and/or decrease transitions times)
·
Post schedule prominently
with pictures cues by the clock. Students
can have own copy
·
Note schedule
changes
·
Stick to the
schedule and review routinely
Establish and
teach routines and policies that create a calm, orderly, efficient classroom
climate
a. Reflect
·
Reflect on the
typical routines that take place each day.
·
Think about how
you want the students to perform those routines.
·
Teach routines
like any academic subject.
·
Encourage
student input.
·
Break the
routine into small steps.
·
Use symbols,
words, or pictures to help students remember the routine.
b. Model. Show the students what you want them to do.
c. Practice.
After modeling, have students practice the routine. Give positive reinforcement. Correct mistakes with clear directions.
d. Review.
Review
and re-teach routines so that students become familiar with them.
Sample Routines:
Beginning
routines
Procedures
for assigning work
Procedures
for collecting work
Homework
routines
Ending
routines
Resources and References
Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com
IMPACT On Behaivor: PREPARE EFFECTIVE INSTRUCTION
Within the IMPACT approach, there are six broad
variables to implement and manipulate to prevent inappropriate behavior and
promote positive, proactive behavior:
Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
P Prepare and Deliver Effective Instruction
Instruction begins with
organized and focused lessons, established learning goals, review (pre-skills
& knowledge), introducing new knowledge, practicing, developing strategies
for monitoring progress and, application.
Effective Instruction is engaging
·
I do it, we do
it, you do it
·
Connect with
students during instruction
·
Provide ample
opportunities to respond (OTR’s) throughout lessons (e.g., orally, written (response
cards/slates) and/or through action (touch, act out, gestures, facial
expressions, hand signals)
·
Choral, partner
and individual responses
·
Teach and
instruct among students as much as possible
·
Maximize student
engagement (e.g., avoid down time, routinely start and end on time)
·
Gain collective attention
of students at beginning and end of class
·
Teach with a “Perky
Pace” (e.g., teach with enthusiasm and passion)
·
Monitor through
walk around, look around and talk around
·
Feedback is
immediate, specific and informative, focused on correct vs. incorrect,
delivered with appropriate tone and ended with student giving correct response
·
How well you
teach = how well they learn -Anita
Archer
Resources and References
Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com
Monday, June 11, 2012
IMPACT ON BEHAVIOR: MONITOR BEHAVIOR
Within the IMPACT approach, there are six broad
variables to implement and manipulate to prevent inappropriate behavior and
promote positive, proactive behavior:
Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
M Monitor Behavior and Actively Supervise Move and Scan
·
Move around the
classroom in a random and unpredictable pattern so students can’t predict where
you will be. This will allow you to monitor student behavior more effectively
·
Use your eyes
and ears to scan the area
·
Move and scan
during instruction
·
Moving
throughout the room allows you to deliver positive reinforcement to lots of
students.
·
Deliver prompts and
reminders and correct mistakes before they become a bigger problem
·
Move and scan
during unstructured activities
·
Model respectful
words and actions for your students
·
Occasionally
collect behavioral data on my students (% of students following rules and procedures,
# of time outs/referrals, engaged time on activities)
·
Being Positive (Connect
with students my making it a point to me positive than corrective)
·
You can move and
scan anywhere in the school (playgrounds, cafeterias, hallways, etc.). Communicate effectively with students and
staff when needed.
Resources and References
Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com
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