Original Contribution Nancy Love Positive Classroom Climate Presentation for building in-service meeting Fall 2012

“The best way to predict the future is to create it.” --- John Scully Creating a Positive Classroom Climate

Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead Patricia M. Barbetta, Kathleen Leong Norona and David F. Bicard Presented by Nancy Love, HHS

Mistake #1 Defining Misbehavior By How It Looks Defining misbehavior by how it looks tells us very little about why it occurred and doesn’t help much in our efforts to change behavior

Instead: Define Misbehavior By Its Function Most behaviors function for one of two following reasons: to get something (e.g., attention from another student or teacher, gain a privilege, get a toy) to avoid something (e.g., schoolwork, teacher demands

Mistake #2 Asking “Why Did You Do That?” Not a good question – Why? First, many students will not know the reason why they misbehaved. Second, we often will not like their answers.

Instead: Assess the Behavior Directly to Determine its Function Functional Assessment definition ABC Tool Antecedent Behavior Consequence 1. Record the misbehavior that occurred 2. Record what happened immediately before the behavior 3. Record what happened immediately after the behavior

Mistake #3 When an Approach Isn’t Working, Try Harder When an approach isn’t working, our first tendency is to try harder. The problem is that we most often try harder negatively.

Instead: Try Another Way Verbal redirecting Proximity control Reinforcing incompatible behaviors Changing the academic tasks Providing additional cues or prompts Instead of increasing negative consequences, increase the frequency of contingent praise for appropriate student behavior.

Mistake #4 Violating the Principles of Good Classroom Rules Classroom rules play a vital role in effective classroom management. Rules alone, though exert little influence over student behavior.

Instead: Follow the Guidelines for Classroom Rules Four to six rules that could govern most classroom situations Use short rule-setting meetings ◦Share rule-making guidelines with students Positively stated rules are “do” rules Praise students throughout the school day ◦Sign “Have you praised your students lately?”

Mistake #5 Treating All Misbehaviors as “Won’t Dos” Several misbehaviors are due to a lack of appropriate skills not a lack of motivation. These are “can’t dos”.

Instead: Treat some behaviors as Can’t Dos Seven Pre-correction Steps 1. Identify the context and predictable behavior 2. Specify expected behavior 3. Systematically modify the context 4. Conduct behavior rehearsals 5. Provide strong reinforcement such as frequent and immediate teacher praise 6. Prompt expected behaviors 7. Monitor the plan

Mistake #6 Lack of Planning for Transition Time Without proper planning, transitioning can be one of the most frustrating times of the day: Inconsistent Expectations Attention is diverted away from students

Instead: Appropriately plan for Transition Time Make transition expectations consistent (same rules apply for each type of transition) Develop transition rules and teach them to the students (review frequently) Provide readiness signals or cues for pending transitions Monitor students’ performance and praise appropriate behavior

Mistake #7 Ignoring All or Nothing at All Ignoring can be a valuable tool when used with behavior-building strategies. Educators tend to take ignoring to the extreme by ignoring almost all misbehaviors or none at all. Neither approach is effective.

Instead: Ignore Wisely Only ignore behaviors motivated for our attention (when behaviors are attention seeking it is best to ignore continuously – every single time) Ignoring should be used in combination with behavior-building strategies, such as reinforcement of appropriate behaviors Ignoring is not appropriate when students are engaging in extreme or dangerous behavior or when the misbehavior is not attention seeking

Mistake #8 Overuse and Misuse of Time Out Educators tend to overuse time out because it results in a reprieve from problematic students Time out is also misused when it reinforces the misbehavior

Instead: Follow the Principles of Effective Time Out Remember time out is not a place but a process whereby all opportunities are withdrawn For mildly disruptive misbehavior, time outs should be done in class with all forms of reinforcement removed for a brief time More severe behaviors require out-of-class time out in a place that is not highly stimulating Time out should always be used with pre- corrective, behavior-building strategies and reinforcement

Mistake #9 Inconsistent Expectations and Consequences Students are often given mixed signals as to what is expected and what will happen if they do not meet these expectations. Inconsistent expectations cause student confusion and frustration.

Instead: Have Clear Expectations That Are Enforced and Reinforced Consistently Set identifiable and consistent expectations Reviewing expectations and rehearsing rules help build routines and minimize the potential for problems Expectations are pointless if they are not backed up with reinforcement for compliance and reasonable negative consequences for noncompliance

Mistake #10 Viewing Ourselves as the Only Classroom Manager Managing classroom behavior may be more challenging than ever with increased class sizes, more students who come from stressful, chaotic homes, and increased diversity in students’ abilities and cultures Think collaborating with others requires too much time and energy to build rapport and come to a consensus on behavior – its time to change your priorities and strategies

Instead: Include Students, Parents, and Others in Management Efforts Enlist the help of others: ◦Implement self-monitoring ◦The power of peers  Student Peers  Teacher Peers ◦Parents ◦Administrators ◦School counselors, psychologists and other professionals as necessary

Mistake #11 Missing the Link Between Instruction and Behavior At times there is a direct link between our lessons and student misbehavior. Perhaps the lesson is too easy, too difficult, ineffective or non-stimulating.

Instead: Use Academic Instruction as a Behavior Management Tool The first line of defense in managing student behavior is effective instruction ◦Instruction is fast-paced ◦Includes high rates of active student responding ◦Involves modeling new behaviors ◦Provides guided practice ◦Provides positive and corrective feedback ◦Consistent use of strategies that share the characteristics of effective instruction

Mistake #12 Taking Student Behavior Too Personally Student misbehavior feels like a personal attack – When we take students’ misbehavior personally, we lose our objectivity, look for quick management fixes and get emotionally upset

Instead: Take Student Misbehavior Professionally Not Personally Professionals view behavior management as their responsibility Professionals know the importance of having a sound management system in place for classroom issues and individual student problems Professionals have realistic expectations for improvement Professionals ask for assistance when it is needed

In A Positive Classroom Climate -- Every student experiences 5 positive interactions to every 1 negative interaction Interactions may be with adults, peers, or self

Sources Barbetta, P.M., Leong, N., & Bicard, D.F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure, 49(3), 11. ProQuest Education Journals.