1. Solutions to Classroom Discipline Problems Presented by FDLRS Springs Cindy Leannah Cindy.Leannah@marion.k2.fl.us Marilyn Lee Marliyn.Lee@marion.k12.fl.us

2. Participant Responsibilities Honor the quiet signal Turn off phones/computers Listen respectfully Participate actively

3. Know, Understand, Do Know: There are multiple options for solving specific behavior issues in the classroom. Understand: The first step to solving behavior problems is to identify observable and measureable behavior. Do: Use the Teacher’s Encyclopedia to determine appropriate strategies for solving individual behavior issues

4. Mix Pair Share  Stand Up  When music starts, move around the room  When music stops, you stop, put hand up, and find the 2 partners closest to you.  Wait for directions

5. Mix Pair Share Introduce yourself Current placement Most severe behavior challenges this year How did you address the situation The person with the brightest color shirt will start first Take turns and go clockwise

6. Mental Self Check!! Identify if you are optimistic or pessimistic about the possibility of finding strategies that will solve (or at least improve) the problems. If you are pessimistic… get optimistic. Now!!!

7. Underlying Beliefs Teachers can make a difference in student’s behavior Students must be treated with dignity and respect What happens in the classroom can help students learn to be more independent and responsible

8. Student’s resent firm rules and the teachers that make them. If I cover my rules in the beginning of the year, I shouldn’t need to do it again. Being strict without being respectful will not earn the willing cooperation of most students. Rules need to be taught with words and actions. True/False Response Cards

9. Rules need to be taught, practiced, reviewed, retaught throughout the year Teaching behavior is the parent’s job Children should know what I expect, they have been in school for _____ years. I can’t afford to take precious time away from instruction True/False Response Cards

10. Students won’t take me seriously unless I’m strict. Students respect teachers who establish clear and firm rules and communicates them in a respectful manner. Caring is important, but it is not enough to achieve consistent cooperation. True/False Response Cards

11. Things to Consider Teaching behavior and Social skills is a prerequisite skill to academics. Good Classroom management is about preventing and reducing misbehaviors Timed Pair Share: Shoulder Partnter What are your thoughts about these statements?

12. You will create a structure no matter what you do, so create one that works. Don’t assume children know what you expect. The lesson of structure will be taught one way or another. The only question is : Who’s teaching the lesson? Setting Limits in the Classroom by Robert McKenzie

13. How proactive are you with classroom management? S: What does structure mean to you? T: How do you teach students to behave responsibly in the classroom? O: Is collecting data important to addressing behavior and why or why not? I: Give examples of positive interactions with your students. C: When irresponsible behavior occurs, how do you handle it?

14. Discipline is consistently ranked as one of the leading concerns of teachers. Discipline is often equated with punishment. Punitive consequences have inherent limitations: Lying/Sneaky Behavior Fear May become neutral May become reinforcing

15. What are some “typical” behaviors that teachers encounter every day?

16. Identify three behavioral/social engagement problems. Each problem may be an individual student or a problem exhibited by many students (e.g., not completing and turning in work). Write a brief description of each problem on the index cards, (one for each problem) How have you addressed the problem? Frequent Flyers/ Early Warning System Solo Think and Write

17. Round Robin Independently, review your cards. Write a few words to describe one concern. At your table groups –Take turns sharing your behavior concern –Jot down key words from each person’s concern We’ll come back to this later! Frequent Flyers/ Early Warning System

18. The goal of today’s Session: Recognize that problem solving requires analyzing the nature of the problem and designing a plan that is different from what you are currently doing Frequent Flyers/ Early Warning System

19. Why The Teacher's Encyclopedia of Behavior Management? This book was developed because teacher time is a precious and scarce commodity. Cookbook, house plans, PDR--Sitting down with a blank piece of paper can be difficult, especially when you are busy.

20. Encyclopedia Book Walk Contents: pages i-iv STOIC: page viii Common Classroom Problems: pages 9-832 Appendices (A-D): pages 835-858 Index: pages 859-870 Take a Few Minutes to Explore the Book

21. Let’s look at some behaviors..

22. Finding the Right Place ! You praise a student, give a positive note, or award a point and within ten minutes the student exhibits her worst misbehavior "Reinforcement, Misbehavior After Receiving“ page 574

23. Finding the Right Place ! You have a class in which many students are hostile toward one another--especially in the form of sarcasm, ridicule, put downs, and so on. Name calling/Put downs, page 467 Rude/Impolite, page 597 Smart-aleck/Inappropriate humor, page 372

24. Finding the Right Place ! You have a student who always has to have the last word. She will comply, but she will engage in verbal comebacks as long as you will continue to interact. Arguing--Student with the teacher, page 76

25. Finding the Right Place ! The last time you had a guest speaker your class was terrible--many students acting silly, disruptive, not participating, and so on. You are beginning to question whether you should ever schedule any activity that is not part of the daily routine. Misbehavior during special events Page 450

26. Finding the Right Place ! You have a student who argues, complains and gets upset whenever you provide negative feedback on either behavioral or academic errors. Corrected, student gets upset when Page 229

27. Different contributing factors should lead to different interventions. Usually Plan A

28. Early Stage/Mild Problems Activity? Where in the book? Discussion--Increase awareness of the problem and the goal. Respond consistently to inappropriate behavior. –Signals –Verbal reprimands--An effective reprimand is: –Consequences--An effective consequence is:

29. Use reinforcement to encourage appropriate behavior. Praise Accurate Contingent - Following any new skill or behavior - Following any difficult skill or behavior - Following anything the individual is proud of Specific and descriptive Non-embarrassing Given in a manner that fits your style Praise for responding to the signal. Give the student frequent non-contingent attention. Early Stage/Mild Problems ? Chart Activity?

31. Function of Behavior: Problems of Ability or Awareness Adults and peers respond consistently to the inappropriate behavior. Conduct lessons to help the student learn when and how to exhibit the appropriate behavior.

32. Make accommodations or adaptations –Change the structure. –Develop a Goal Contract. –Make expectations more overt (e.g., sign indicating “Talking” and “No Talking” times) –Create a limit Function of Behavior: Problems of Ability or Awareness

33. Make accommodations or adaptations –Teach the student to modify self-talk –Self-monitoring/self-evaluation –Prompts –Pre-corrections Function of Behavior: Problems of Ability or Awareness

34. Use reinforcement to encourage appropriate behavior. –In addition to praise and attention, acknowledge the student’s efforts to use the strategies you are teaching. –If using self monitoring or self evaluation, verify accuracy on an intermittent basis. Reinforce for accuracy of ratings. Function of Behavior: Problems of Ability or Awareness

35. ???? Where do we want this activity??? Notes of Slides 34, 38,41 Why children misbehave chart Complete as a table group

37. Respond consistently –Planned ignoring –If severe or affects others students, consequences –If attention from peers, gently correct them Function of Behavior: Attention Seeking

38. Use reinforcement to encourage appropriate behavior –Frequent praise and attention –Intermittent reinforcement –3:1 ratio of positive to negative attention Monitor your own attention to this student If achieving this ratio is difficult, increase the positives by identifying some ways to prompt yourself. Function of Behavior: Attention Seeking Notes ? Why Children Misbehave Chart Complete as a table group

39. Respond consistently to the problem behavior –Clarify the difference between positive & negative behavior –Determine the consequence you can implement every time –Calmly implement each and every time –Do not show frustration/anger, etc Function of Behavior: Power/Revenge

40. Identify a positive trait for describing the positive behavior –Praise the student when s/he is participating –Be very direct with the student during your initial meeting. –Do not engage the student in an argument, let them have the last word. You can have the last word in private. Function of Behavior: Attention Seeking

41. If possible, put the student in a position of positive power within the school as a way to reduce his/her need to engage in power struggles. –Give the student increased praise and attention for behaving responsibly. - Acknowledge the student for any behavior that demonstrates a positive use of power See Appendix B and “Meaningful Work” –Use reinforcement to encourage appropriate behavior. Function of Behavior: Attention Seeking Notes ? Why Children Misbehave Chart Complete as a table group

42. Common Classroom Problems More than 100 problems (alphabetically) –Description & goal –General Considerations –Decision making chart –Up to six model plans –Information on preparing and implementing plan

43. Ryan is constantly blurting out during instruction and independent work time. He frequently makes inappropriate sounds More than 100 problems (alphabetically) –Description/Goal & Alternative Problems –General Considerations –Decision making chart –Up to six model plans –Information on preparing and implementing plan

44. Ryan is constantly blurting out during instruction and independent work time. He frequently makes inappropriate sounds More than 100 problems (alphabetically) –Description/Goal & Alternative Problems –General Considerations –Decision making chart –Up to six model plans –Information on preparing and implementing plan

45. Ryan is constantly blurting out during instruction and independent work time. He frequently makes inappropriate sounds More than 100 problems (alphabetically) –Description/Goal & Alternative Problems –General Considerations –Decision making chart –Up to six model plans –Information on preparing and implementing plan

46. Ryan is constantly blurting out during instruction and independent work time. He frequently makes inappropriate sounds More than 100 problems (alphabetically) –Description/Goal & Alternative Problems –General Considerations –Decision making chart –Up to six model plans –Information on preparing and implementing plan

47. Steps to Developing and Implementing an Intervention Make sure you have enough information about the problem. Identify a focus for the intervention and labels for referring to the positive and negative behaviors. Determine when and how to involve parents

48. Steps to Developing and Implementing an Intervention Prepare for, then conduct, an initial meeting about the situation. Give the student regular, on-going feedback about his/her behavior. Evaluate the situation (and the plan). Implement the intervention with fidelity

49. It’s your turn! Decide if you’d like to work in pairs, trios or alone. Choose one of the problems discussed by table group.

50. Ground-Rules for Group Work 1. Focus on one team member's description of the problem. 2.Give that problem your full attention (grading papers or preparing lessons can wait). 3.Use the "Planning Form for Developing and Implementing an Intervention" to guide your discussion. 4.Use the Teacher's Encyclopedia of Behavior Management to get ideas, but do not be limited to the strategies presented in the book. 5.If you get stuck, ask us.

51. Habitual/Long-Standing Problems Establish a structured system for reinforcing appropriate behavior and providing a consequence for the inappropriate behavior. –Some types of systems might include “Mystery Motivators,” frequency count of reprimands, ticket systems (cost), and interval systems –With the student create a list of reinforcers s/he can earn. - Set up procedures monitoring behavior

52. Establish appropriate consequences for misbehavior. –See Appendix D for ideas Give the student increased praise and attention for managing himself/herself well. In addition, show interest and enthusiasm about how the student is doing on the system. Habitual/Long-Standing Problems

53. Whole Class Problems and Plans Publicly monitor the frequency of targeted classroom behavior(s). –Discuss the importance and utility of improving the targeted behavior. –Encourage the class to set daily performance goals. STOIC self-assessment

54. Whole Class Problems and Plans Establish a group reinforcement system. –Have the students brainstorm a list of various reinforcement ideas for the entire class, then eliminate the items that are not possible. –Assign “prices” (in points) to the remaining items on the list. –Have the class vote on the reinforcers. –On days the group successfully achieves the goal, they earn predetermined points toward the agreed- upon reward

55. Alternative systems Team Competition Lottery tickets Intermittent spot checks Combine two or more of the above systems.

56. Punitive consequences are perfectly reasonable as part of a comprehensive plan, but should never be the entire plan. The plan you build should be logically associated with the problem, taking into account: –when –where –with whom problems occur. –why the problem behavior may be occurring CONCLUSION

57. If the plan you build is successful, it will save you time and will help the student.

58. Identify the most useful ideas or techniques you have gained from this class Identify three things you will do to ensure that you keep implementing a successful plan and/or modifying an unsuccessful plan until it is successful.

59. Although you are NOT the cause of the problem… you DO represent student’s best hope for learning to behave more responsib ly. You DO represent the student’s best hope for learning to behave more responsibly. One last thought…

60. Thanks for joining us today! Cindy Leannah Cindy.Leannah@marion.k12.fl.us Marilyn Lee Marilyn.Lee@marion.k12.fl.us FDLRS Springs 352- 671-6051