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MANAGING CLASSROOMS AND BEHAVIOR Prevention. Someone who is interesting, doesn’t embarrass, trust worthy, gets to know them, believes in them, nice, smiles,

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Presentation on theme: "MANAGING CLASSROOMS AND BEHAVIOR Prevention. Someone who is interesting, doesn’t embarrass, trust worthy, gets to know them, believes in them, nice, smiles,"— Presentation transcript:

1 MANAGING CLASSROOMS AND BEHAVIOR Prevention

2 Someone who is interesting, doesn’t embarrass, trust worthy, gets to know them, believes in them, nice, smiles, cares, understands, patient, fair, consistent, likes teaching, challenges them to do their best. What do students want in a teacher?

3 How do you become that teacher? Be prepared mentally and physically, tune in, make adjustments, plan lessons that motivate, are relevant, define “acceptable, unacceptable”, provide processing time, plan ahead, vary teaching and activities.

4 Effectively managed classrooms are the environment for positive behavior. They are BRAIN COMPATIBLE CLASSROOMS *

5 Positive Behavior Support The principles of behavior management have been modified to provide supports that reduce problem behaviors and develop appropriate behaviors. This modification of behavior management principles is called positive behavioral support (PBS). *

6 Positive Behavior Support (Continued) Because behavior is a form of communication and is often related to the context, e.g., school, bedtime, reading. PBS involves careful observation of circumstances and the purpose of a problem behavior. A significant number of negative behaviors can be dealt with by modifying the environment. PBS also emphasizes teaching appropriate behaviors to replace the inappropriate behavior in a normalized setting. *

7 School-wide Positive Behavior Support Models Establish a primary prevention program in which the focus is on preventing behavior problems schoolwide. This requires establishing contracts with students who have ongoing behavior problems to identify their needs and establish peer and adult support for changing their behaviors. Though initially time-consuming to establish, PBS yields significant results over time, reduces behavior problems, and improves the school climate. *

8 Response to Intervention and Classroom Behavioral Support Tier 1: School-wide expectations establish appropriate consequences and procedures for reviewing progress toward school-wide goals. Tier 2: Students who display similar behavior problems might be provided with an intervention that provides additional supports, prompts, feedback, and acknowledgement to ensure that behavioral changes occur. Tier 3: If the combination of a school-wide behavioral support model and group interventions is not associated with improved behavioral outcomes, then more specific and intensive interventions focused at the student level are introduced and monitored. *

9 List some ways.

10 Neat and uncluttered https://www.google.com/search?q=neat+small+classrooms&biw=1202&bih=711&tbm=isch &tbo=u&source=univ&sa=X&ei=kytFVJTrM7j9sAT4jIGoAw&ved=0CB0QsAQ Non verbal responses, paddles, Group response system.

11 Have students identify personal and academic goals. Set aside a regular time for buddy journals.(1x a week.) Keep one yourself. Teach this.

12 Think about what it’s like to sit here for 2 hours. BRAIN GYM https://www.youtube.com/watch?v=WpSBTVFgK0Y

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14 “START YOUR DAY OVER.”

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19 GOOF-OFF! 6 FT. CAUTION! COOL IT! 8 FT. X Proximity Goofing off on the other side of the room can begin in as little as 10 seconds of our stopping to help another student. Our goal is to move on within that 10-second period so we can continue to, in Jones’ terminology, “work the room.” * “ “Effective teachers make an art form of working the crowd. They know that either you work the crowd or the crowd works you.” Fred Jones, Tools for Teaching

20 What effective teachers do… *

21 Three Steps to Teaching Routines 1. Explain- state, explain, model and demonstrate the procedure. 2. Rehearse- practice the procedure. 3. Reinforce- reteach, rehearse, practice, and reinforce so that it becomes a habit. Have students role play appropriate responses and reactions. Harry Wong and Rosemary T. Wong, The First Days of School *

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35 Start the day with a gratitude list. The BLUE BUBBLE ME

36  Consistent use of rules, routines and limits.  Feedback that encourages independence and success for all students  Modeling for students appropriate behaviors and high expectations.  Predictable and reasonable consequences to students’ behavior. (Consequences can be positive!) Behavior management is… *

37 Transforming the Difficult Child The Nurtured Heart Approach Behavioral management system based on increased positive feedback, clear rules, and well defined consequences. Dan Peterson https://www.youtube.com/watch?v=UfIJRUD7 Egk https://www.youtube.com/watch?v=UfIJRUD7 Egk *

38 COMMUNICATION THAT PLAYS BOTH ENDS OF THE OPPORTUNITY:  What is happening that can be held up as a success,  And what isn’t happening that can be held up as success.  Reflect back positive values/qualities, what the child is doing right.  Highlight qualities you wish to enhance.  Children need to know how to evaluate their experiences, actions and emotions.

39 THE NURTURED HEART APPROACH https://www.youtube.com/watch?v=js7lgF3iNJg

40 How do you rate as an effective teacher? What do you do well? How could you improve?

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42 Preparing the Instructional Environment “Instructional arrangement” refers to the manner in which a teacher organizes instructional groups to promote learning and behavior. Seven instructional arrangements: Large-group instruction Small-group instruction One-to-one instruction Independent learning Cooperative learning Peer teaching Classwide Peer Tutoring

43 Physical Arrangement 8 ideas to consider when developing the classroom arrangement: Place the recreational and audiovisual/computer areas away from the teaching area. Place student materials in an area where students can easily get to the materials. Place student materials directly behind where you teach so that you can reach materials without having to leave the instructional area. Place time-out area (if there is one) out of the direct line of traffic and use partitions. *

44 Physical Arrangement (Continued ) Keep in mind: (continued) Make the recreational area comfortable. Place all the materials needed for a learning center in the learning center area. Instruct several students as to where the materials and supplies are kept. Establish procedures and settings for students who have completed tasks and/or are waiting for the teacher. *

45 Instructional Materials and Equipment Factors to consider when selecting or developing materials: Are they effective? How do you know? What curricular areas will I be responsible for teaching? What are the academic levels of the students I will be teaching? In what instructional arrangement(s) do I plan to teach each curricular area?

46 Factors to Consider (Continued) Can this be used across the stages of learning (i.e., acquisition, proficiency, maintenance, generalization, and application)? Is measurement built in? Are the materials designed for teacher- directed learning, student-to-student learning, or individual learning? Cost? Disposable? Reusable? Durable?

47 In addition to selecting instructional materials, do you have and know how to use: Computer and software programs Digital recorders LCD projectors and/or Smart Boards Other small equipment o Stopwatch o Individual writing board

48 Developing Instructional Materials Do you need to create your own instructional materials to supplement commercial materials. Do you have time? Is it cheaper to buy? Where? Self-correcting materials Instructional games Dollar Store Costco Walmart Target Party City *** Home Depot

49 Organizing and Managing Materials Selecting and developing materials is only one part of effective materials management. Classroom materials need to be organized so that the teacher and students have easy access to them without bothering other students. See Mrs. McDavid’s Ideas http://www.ourclassweb.comsites_for_teachers_getting_organized.htm *

50 Scheduling within the Classroom Plan for time to provide the students with advance organizers, feedback, and evaluation. Allow for explicit instruction. Students who are included in general education classrooms still require specialized instruction. Alternate between preferred and less preferred activities, or make preferred activities contingent on the completion of less preferred activities. Let students know when the time for an activity is just about over. *

51 Scheduling within the Classroom (Continued) Be consistent in scheduling yet flexible and ready for change. Schedule a session with each student in which you review his or her schedule in your room and other teachers’ classrooms. Be sure that students know what is expected of them. Teach how to keep a schedule. Plan time to meet and talk with members of your student’s family, including parents.

52 Developing an Overall Schedule for a Resource Consultant Program – Scheduling students’ time while in the special education classroom is one issue, but the overall schedule for teaching in a resource or inclusion setting presents significant scheduling issues and requires that the teacher works closely with other teachers and professionals in the school. – Teachers who assume roles as special education resource or inclusion teachers must first clarify and decide what their job responsibilities will be *

53 Job Responsibilities of Special Education Resource or Inclusion Teachers Providing direct instruction to the students, either in the general education classroom or in a separate classroom Providing indirect instruction to the students by consulting with general education teachers and parents Assessing current and referred students Serving as an instructional resource for other teachers and professionals within the school Planning, co-teaching, and modifying instructional materials and/or assessments for students Facilitating implementation of Response To Intervention models in their schools *

54 Special Considerations for Scheduling in Secondary Settings Scheduling in resource and consultant programs in secondary settings generally is less flexible than in elementary-level programs because teachers must work within the confines of the instructional periods and the curricular units that students must complete for high school graduation. One of the major responsibilities for resource/ consultant teachers in secondary settings is to determine subject areas in which students need special classes and areas in which they can succeed in general education classes without instructional support. *


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