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Materials Needed Sign-in Sheets Card stock for name tents Participant packets (1 for each) Attention Grabbers (1 for each) Computer/flash drive with PPT,

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Presentation on theme: "Materials Needed Sign-in Sheets Card stock for name tents Participant packets (1 for each) Attention Grabbers (1 for each) Computer/flash drive with PPT,"— Presentation transcript:

1 Materials Needed Sign-in Sheets Card stock for name tents Participant packets (1 for each) Attention Grabbers (1 for each) Computer/flash drive with PPT, Brigs video, Big Bang video Toolkit pages, 5 of each in sheet protectors Classroom Expectation poster examples Chart paper, markers, dry erase markers Post-it notes Fidgets Chocolate or something for afternoon


3 Assessing Behavior Management Preparation Turn to page 2 in your packet Read the directions and complete your response to each of 7 sections On a scale from 0-10, with zero as the center, mark your level of implementation in each area

4 Today’s Agenda Building Positive Relationships Preparing for Students Consistent Response to Negative Behavior (Toolkit)

5 Foundation of Classroom Management Building Positive Relationships

6 Think of a teacher who had a strong impact or made a strong impression on you. Compose a tweet of 140 characters or less telling how they impacted your life. Compose a Tweet

7  For some students, displaying concern outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)  Positive Relationships with teachers appear to be a factor that prevents high-risk students from being retained or referred for special education. (Pianta, Steinberg, & Rollins, 1995)  Positive relationships are the foundation of effective classroom management. (Marzan, Marzano, & Pickering, 2003) Why Are Relationships Important?

8 Let’s Brainstorm!

9  Cultural/religious differences  Underlying biases  Achievement differences  Time  Family disconnected to school community  Communication/language differences Barriers

10 Building Positive Relationships Provides non-contingent positive attention Ongoing throughout the school year Promotes positive adult/student relationships Improves overall system functioning Increases opportunity for instruction


12 IntentionalUnintentional Unintentional Teacher Behaviors DisinvitingInviting Intentional Inviting School Success, Purkey & Novak, 1984

13 Behaviors or comments intended to be degrading or derogatory Intentionally Disinviting

14 Behaviors or comments that may cause unintentional strains on a student/teacher relationship Unintentionally Disinviting

15 Behaviors and comments that are inherently positive. Unintentionally Inviting

16 Behaviors and comments targeted to let students know that they are valued Intentionally Inviting

17 IntentionalUnintentional Intentional Teacher Behaviors DisinvitingInviting Unintentional Inviting School Success, Purkey & Novak, 1984

18 Relationship Building Strategies Greet students by name daily as they arrive. – sets positive tone – has been proven to increase student time-on-task 2x10 Method – 2 uninterrupted minutes each day, 10 consecutive days – Talk about your interests, ask questions, share stores. – Do not talk about school, academics, behavior 4H Method – Greet challenging students with one of the four Hs— handshake, high-five, “hello,” or “how are you?

19 Relationship Building Strategies Smile – A little gesture that does a lot to make someone feel welcome Good Things – Students share good things that occurred recently – First 3-5 minutes – Variety of students, prevent monopolizing – Encourage the class to applaud or otherwise acknowledge others’ good things

20 Relationship Building Strategies Call Students at Home – Identify student(s) with challenging behavior – Call student at home – Talk about concerns and brainstorm solutions Attend an Attend an extra-curricular activity ‒Attend an event (athletic, musical, theatrical, etc.) ‒Acknowledge student’s participation afterward

21 Relationship Building Strategies 3:1 Ratio ‒Giving three responses to positive behavior for every one response to negative behavior will maintain current behavior ‒Use a 7:1 ratio to improve behavior ‒Post a 3:1 reminder in your classroom 1 Week Positive Campaign ‒Find a positive quality related to behavior goal ‒Spend one week praising the student(s) when the quality is displayed ‒Be specific

22 Seven groups Each group reviews one section and decides which strategies resonate (~5 minutes) Groups share 2-3 strategies (2-3 minutes) Creating a Positive Environment Activity

23 Creating a Supportive Classroom 1.Create a positive relationship with students 2.Create a “family feel” in your classroom 3.Establish a positive relationship with students’ families 4.Teach and review behavior expectations 5.Use student peer support 6.Class-wide and individual student incentives 7.Help students remove themselves physically or mentally from negative situations

24 Preparing for Students

25 Categorizing Negative Behaviors Minor Non-Disruptive—do not interfere with other students’ on-task behavior Minor Disruptive—pull others off task Escalated—more extreme or non-compliant Crisis—create emergency situations and may pose a danger to student or others

26 Categorizing Student Behaviors Crisis EscalatedMinor DisruptiveMinor Non- Disruptive Teacher Responses Escalate or De-escalate

27 Categorizing Negative Behavior Minor Non- Disruptive Minor Disruptive Escalated Crisis

28 Common Responses to Negative Behavior Corrective Intent is to immediately change the behavior Empowers students to choose positive behavior Response is usually calm, intentional, and student- centered Role of adult is to assist in resolving conflict Punitive Response is usually emotionally based Intent is to penalize child, not change behavior Intensity must be increased to remain effective





33 Sample Classroom Management Plan Classroom Guidelines for Success/Character Traits GuidelineExample PreparedHave all materials necessary for learning RespectfulListen to different opinions Follow classroom expectations IndustriousComplete all work on time. Stay on task DependableArrive to class on time EthicalTell the truth Complete own work Attention signals: -verbal cue, “I need your attention, please.” -Chicka, Chicka—Boom, Boom

34 Classroom Expectations Attention: Voices off Stop all activity/movement Eyes on teacher Follow directions Direct Teach: Voice off unless called on Stay seated Follow directions Raise hand for help Independent Work: Voices off unless you have permission Begin work right away Stay seated unless you have permission Raise hand for help or permission Partner/Group Voice level 1-2 Follow directions Follow procedures Stay in assigned space unless you have permission to move Raise hand for help or permission Entering Room: Voice level 1-2 Voices off after bell Walk, keeping hands, feet, and objects to self Raise hand for help or permission Exiting Room Voices off during class Voice level 1-3 after dismissal Wait for adult dismissal before leaving Walk, keeping hands, feet, and objects to self Ask adult for help or permission

35 B.F. Skinner (1904-1990) American behaviorist, psychologist, social philosopher Lorre, Chuck, and Bill Prady. "Big Bang Theory/The Gothowitz Deviation." Big Bang Theory. Prod. Steven Molaro. CBS. KEYE, Austin, TX, 5 Oct. 2009. Television. A Brief Example

36 Acknowledgement and Redirection AcknowledgementRedirection VerbalNon VerbalVerbalNon Verbal I like the way _____ is _______. Thank you for _____. ______ is ______. I see __________. You are showing _____ when you ___. Thank you for being _____ when you ______. Great job of __________. Thumbs up Smile Wink Pat on back Hug High five Fist bump Sticker Please _________. You need to _________. A better choice would be to _________. The “look” Proximity Tap on the shoulder Tap on the desk Head shake Shh signal, finger over lips Wait signal Reminder note

37 Rewards and Corrective Actions RewardsCorrective Actions Recognition: Student of the week Master Mathematician Phone Call Parent Contact: Phone call Note Email Restitution: Clean classroom Prepare materials for next lesson Parent Contact: Phone call Note Email Time Earned: Time to work on projects Music time Computer time Privileges Earned: Computer Centers Lunch w/adult Time w/adult Timed Owed: Cool down time Time in another room Privileges Lost: Loss of materials Loss of free choice centers Loss of computer time Positive Referrals: To mentor To preferred adult To administrator Others:Referrals: To mentor To counselor To administrator Others:


39 Activity: Creating Expectations Negative BehaviorPositive BehaviorExpectations Direct Teach Negative BehaviorPositive BehaviorExpectations Small Group/ Partner Work

40 Classroom Routines Pencil Sharpening  During Directions. How?  During Independent Work. How?  During Group/Partner Work. How?  Entering the Room. How?  Exiting the Room. How? Going to the Restroom  During Directions. How?  During Independent Work. How?  During Group/Partner Work. How?  Entering the Room. How?  Exiting the Room. How? Getting Materials  During Directions. How?  During Independent Work. How?  During Group/Partner Work. How?  Entering the Room. How?  Exiting the Room. How? Putting Away Materials  During Directions. How?  During Independent Work. How?  During Group/Partner Work. How?  Entering the Room. How?  Exiting the Room. How? Other:

41 Attention Signals Must efficiently and effectively capture the attention of all students Should include auditory, visual, and kinesthetic components Examples: T: holds up hand and says, “May I have your attention,” and waits. Students hold up hands to show attention. T: Chicka, chickaS: Boom, boom! (clap, clap) T: ABCS: 123 (count w/fingers)

42 Putting It All Together Create Your Own Plan Page 21 Guidelines for Success Attention Signals Classroom Expectations – Direct Teach – Partner/Group Work – Arrival – Dismissal

43 1.Strong Voice 2.Acknowledgement 3.Fluent Redirection 4.Teaching Interaction 5.Refocus Zone/Peace Area 6.SAMA Verbal De-escalation Tool Kit for Consistent Response to Negative Behavior

44 Economy of Language fewer words in clear, crisp manner Do Not Talk Over gain attention from everyone before continuing consider attention signal Do Not Engage avoid other topics until current one is resolved tell what to do rather than what not to do Be specific and clear Square Up/Stand Still turn feet and shoulders to face audience directly stop moving; do not multitask establish direct eye contact stand straight or lean forward Quiet Power Get slower and quieter Drop your voice and make students strain a bit to listen Exude poise and calm Tool #1—Strong Voice

45 Strong Voice Do Use a formal pose Stand and talk in way that indicates the importance of your words Let students know when they can talk to you about their concerns Remain calm Be prepared to calmly address noncompliance Don’t Be loud Get in a student’s face Be aggressive Humiliate a student Use sarcasm when being serious Sound harsh or angry Force eye contact

46 Recognize positive behaviors—those that increase teaching and learning Increases and clarifies positive behavior Address Positive Behavior like a Slot Machine The chance to “win” draws them in Sometimes behavior pays off, sometimes it does not Mystery and unpredictability increase behavior When delivering acknowledgements, act like a slot machine. Tool #2—Acknowledgement

47 Acknowledgement Do Acknowledge like a slot machine Notice what students do right Focus on specific behaviors Tie acknowledgements to posted expectations Be sincere and accurate Maintain a 3:1 ratio of acknowledgements to redirects Don’t Use sarcasm Acknowledge a group when all are not appropriate Acknowledge publicly if you think it will embarrass the recipient Notice the same kids all the time Acknowledge excessively Force acknowledgments to reach a 3:1 ratio

48 Tool #3—Fluent Redirection Addresses behaviors students should refrain from doing; those that decrease teaching and learning Decide whether to ignore or address Use when students need to understand behaviors that distract from learning Fluent means it’s performed quickly and quietly Minimizes impact of negative behavior

49 Steps of Fluent Redirection Four StepsRationale 1. State what you expect the student to do and move on. Clear, concise expectations leave little room for misunderstanding or debate. 2. 5-20 seconds later, observe if the student was compliant. Allows the student a few moments to consider her choice. 3. If so, acknowledge the change in behavior. Provides positive closure and allows you to maintain good relationship with the student. 4. If not, ensure the other students are engaged in an independent activity and dialogue with the student (see Teaching Interaction, Tool #4) Minimizes the opportunity for peer attention and further disruption.

50 Fluent Redirection Do Follow the 4-step process Redirect without engaging in a power struggle Fluently redirect the student to minimize the opportunity for the student to argue Use Allen Mendler’s PEP strategy: Privacy, Eye Contact and Proximity Don’t Redirect publicly or embarrass Get in a student’s face or get loud Use individuals to make your point to a group Threaten Bluff (saying you’ll do something you won’t do) Wait for compliance Show your frustration Send a student to the hall

51 Seven step, guided discussion where the teacher does the guiding. Over 30 years of documented use; many models to choose from Includes identifying the inappropriate behavior, the desired behavior, a rationale and an opportunity to show understanding. Tool #4—Teaching Interaction

52 Steps of Teaching InteractionRationales and Additional Information 1.Start with praise/empathyThis is disarming to a student, not expected 2. Identify the problem behaviorState the negative behavior(s) observed, which ensures the concern is with the behavior, not with the student 3. Identify the expected behavior Provides clear expectations about the student’s behavior 4. Justify the expected behavior A rationale increases the likelihood that the student will meet the expectation 5. Check for understanding/ practice/role play Make sure the student understands your expectations and the point you’re making 6. Deliver corrective action, if needed If needed, deliver the consequence unemotionally and quickly 7. End with praise/empathyEnd on a positive note, assuring the student that all is not lost, and you are willing to keep a positive focus Steps of Teaching Interaction

53 Teaching Interaction Do Provide a replacement behavior and rationale Use calm, neutral body language and tone of voice Wait until student is receptive Give wait time and check back later if the student is not ready Provide a space for reflection and redirection in your room Post the steps where you can reference when needed Don’t Talk from afar Raise your voice Make it a public conversation Try and make a student talk Take more than 2 minutes to complete the interaction Send/take a student to the hall Engage in side conversations Threaten or argue about expectations or rationales

54 For use when a student is too worked up, frustrated, or unwilling/unable to cease the negative behaviors A place in your room where a student can be away from others, have an opportunity to calm down, and then return to the activity Not a time out or punishment Student or adult initiated Tool #5—Refocus Zone/Peace Area

55 Location Is it separate from the general population? Can you constantly monitor? Do you need more than one? Furnishings Seating Postings Lighting Materials Sign in Timer Reflection Activity Writing Supplies Independent Activity Functional Level Time Frame Expectations For Recovery For Transition For the Independent Activity Name Tie to your subject/school mascot Make it inviting Documentation What information do you need? When will you complete it? Planning a Refocus Zone/Peace Area

56 What Might a Peace Area Look Like?

57 Guidelines for a Peace Area Voluntary Middle range problems 5 to 10 minutes Adult monitors and processes afterward

58 How Do Students Use the Peace Area?

59 Refocus Zone/Peace Area Do Make it inviting and calming Encourage students to go on their own, as needed Provide as option when responding to continued negative behavior Maintain materials Limit the time a student remains If a student refuses to complete self reflection activity; 1.explain your concern, 2.explain the expected change in behavior, 3.provide a rationale and 4.check for understanding Don’t Let students take the zone as a permanent seat Try to force a student to go to the refocus zone Treat it as a punishment Leave a student longer than the allotted time Try to make a student complete the reflection activity Let supplies run out Let students leave the space messy Speak from afar to a student in zone Let more than one student in the refocus zone at a time

60 Structured response to extreme behavior; minimize and de-escalate the behavior rather than provoke a power struggle. Tool #6—SAMA Verbal De-escalation The ScriptAdditional Information I see you ______. Identify the behavior showing that the student is emotionally escalated. Are you feeling (angry)? Inquire if you interpret the observed behavior correctly. I can see that you are (angry). Affirm what the student says. What are you (angry) about? Inquire why the student is feeling that emotion. So you’re (angry) about ____. Is that right? Restate what you heard to verify your understanding and demonstrate that you are listening. What do you want? Assist the student in identifying what options are reasonably available. What have you tried? Guide the student through a process of self-reflection. How well has that worked? Help the student assess their progress in dealing with the situation. What else are you willing to try? Provide alternatives if the student is struggling with identifying other ways to deal with the situation – the student chooses the next step. Will you let me know how it goes? Follow up with the student in an appropriate amount of time; this will build trust.

61 SAMA Verbal De-escalation Do Keep a copy of the verbal de-escalation script accessible Practice the script Provide an independent activity for other students Get to know students and what might lead to an escalated response Stay calm Know that student may need cool down/processing time—provide wait time and check back later Don’t Force a student to talk De-escalate publicly Tell a student how she is feeling Get hung up on the flow of the script Use sarcasm React if you feel attacked by what the student says Tell a student what to do Blame a student for the situation Continue doing/saying anything that seems to escalate the situation

62 Essentials of a Successful Classroom Positive relationships Classroom management plan 3:1 Ratio of Positive Interactions Planned responses to negative behaviors

63 Documenting Services

64 Documenting Intervention Plans

65 Other Behavioral Resources Principal/Assistant Principal Counselor Child Study Facilitator Social Emotional Learning Specialists Behavior Intervention Plan (eCST) Child Study Team Behavior Specialist (requires CST referral and CSSF observation)

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