1. Behavior Management: The Ladder of Intervention

2. Misbehavior Disruptive behaviors range from mild to severe.
Learning disabilities and internal emotional issues effect one’s behavior.
Others may not have discernable learning issues and may exhibit disruptive/interfering behaviors that are often caused by emotional problems caused by a variety of inner conflicts.
Student may lack the internal control to monitor their behavior.

3. The Needs That Drive Us Control Theory in the Classroom by William Glasser, M.D.
All living creatures are driven by the basic needs to survive in our world.
Humans not only need to survive, but they need to belong and be loved, to gain power, to be free, and to have fun.
These needs are built into our genetic structure s instructions for how we must attempt to live out lives.
Control Theory explanation for behavior- is that we always choose to do what is most satisfying to us at the time.

4. Basic Needs Driekurs, R. and Grey,L.A.
A Sense of Belonging
A Sense of Competence
A Sense of Worth
A Sense of Power
A Sense of Control
Recognizing the goal of each behavior helps teachers give the correct response. The role of the teacher is a guide that helps students control themselves. The student is an emotional being with the capacity to grow and be responsible citizen.

5. “I only belong when I am being noticed.” Inadequacy/Dependency
Four Goals of Misbehavior A New Approach to Classroom Discipline, Logical Consequences Driekurs, R. and Grey, L.A.
Attention Seekers
“I only belong when I am being noticed.”
Inadequacy/Dependency
“Oh well, it’s just not my lot in life.”
“I have no clout. I am helpless and powerless.”
Power
“I must be the boss. No one can boss me.”
Revenge
“I can trust no one. The world is a hostile place to live. No one will love me.”

6. Attention Seekers “I only belong when I am being noticed.”
quarrel with peers tardy frequently
loud make excessive noise fretful, whines, pout
(tapping, moving a chair, baby talk
slams books, rattling paper) tattler
throw things/tantrums make mouth noises
frequently out of seat teller of wild tales

7. Dependents “Oh, well, it’s just my lot in life
Dependents “Oh, well, it’s just my lot in life.” “ I’m hopeless and powerless.”
* feel dumb * fearful or panicky
* withdrawn * frequently says that
* cry often they are ill
* say, “I can’t do it.” * want to be left alone
* won’t try * cling to adults
* give up easily * helpless
* inept * poor achievers

8. Power Seekers “ I must be the boss.”
- defiant stubborn
- must be right/argue must be first-get angry
- lie have few friends
- very aggressive if they are not first
- rebel dawdle (passive aggressive)
- manipulate peers talk back to you or others
or adults rigid
- put others down have few friends
- perfectionist truant

9. Revenge “ I can’t trust anyone” The world is a hostile place
* aggressive physically * loner
(bite, fight, throw rocks) * not liked by anyone
* sarcastic/negative * set fires
* destroy property * start false rumors
* cheat, steal, ignore/put down
* distrust others , name calling

10. Classroom Discipline Models
Assertive Discipline
Marlene Canter & Lee Canter
Discipline With Dignity
Curwin & Mendler
Love and Logic
Jay Fay
Responsive Classrooms
Belinda Gimbert
Social Skills & Activities
The Society for Prevention of Violence
and
The Center for Applied Research in Education

11. Dimensions of Classroom Organization and Management
Psychosocial Management
Physical Management
Instructional Management
Organizational Management
Procedural Management
Behavior Management

12. Organization Management
Personal Interactions
Work Environment
Administration Duties
Instructional Applications
Personal Applications

13. The Assertive Discipline Model
Canter & Canter
30 years of observing of teachers
Principles of model come from observation that student can’t learn if a teacher does not teach
Teachers and students have rights which can be protected with appropriate discipline model
Role of the teacher- teach, model, rehearse, and reward good behavior

14. Assertive Discipline Key- Positive, Proactive & Assertive Style
Establish rules and specific directions that clearly define the limits of acceptable and unacceptable student behavior.
Teach the students to consistently follow these rules and directions-to chose to behave responsibly-throughout the school day and school year.
Provide consistent positive encouragement and recognition when they do behave well.
Adopt a positive, assertive manner when responding to students.
Ask parents and administration to help when you need support.

15. Discipline Plans A classroom discipline plan consists of three parts:
Classroom Rules
Observable Rules & Clear Expectations
Positive Recognition
Personal, Genuine, & Descriptive
Consequences
Easy to use, students want to avoid, and
comply with school rules & district policy.

16. Guidelines for Classroom Rules
be observable
be in student’s best interest
be a maximum of five
include the rule, “Follow directions the first time given.”
be posted in the classroom

17. Positive Recognition/Consequences
Positive Recognition and Consequences must:
-be something you are comfortable using.
-Be something that the students like
-Comply with the school and district policy.

18. Assertive Teacher Skills
Positive Repetition
- encourage students to follow the many directions you give each day.
- increase your student’s self-esteem
- dramatically reduce problem behaviors
- creates a positive classroom climate
- helps you to teach behavior and establish positive relationships with your students

19. Effective Praise Effective Praise is personal.
“Maria, thank you for working with your group.”
Effective Praise is genuine.
Children recognize sincere words.
Effective Praise is descriptive.
“Good job completing your math problems, Mary.”

20. Scanning
Scanning the room constantly will help you reinforce students who are on task, thereby encouraging them to remain on task. This will also help you recognize students who may not receive praise on a regular basis.
“Robert is working quietly on his social studies assignment. Thank you, Robert.”
“ Table 2, thank you for cleaning up your table.”

21. The “LOOK” Just giving this “look” or “evil eye” says-
“ I’m aware of and disapprove of your behavior”
How?
- no emotion
- no verbalization
- no movement
- direct eye contact

22. Physical Proximity
Move next to the person or group that is off task, talking, or “tuned out”.
Without stopping what your are saying, reading, or commenting on, walk near the student (s). Stand there until the student (s) respond appropriately.

23. Mention the Off-Task Student’s Name
Just mention the student’s name while you are teaching a lesson.
“All right, for our next problem let’s say Debra is planning to fly from Portland, Oregon to Los Angeles, California- a distance of 1100 miles. If the flight takes two hours… .”

24. Proximity Praise
Redirecting off-task behavior by praising the appropriate behavior of student around the student.
- Jason is off task- Susan and Jeff are on task-
“ Susan and Jeff are doing an excellent job on their maps.”
- Alerts Jason that you are looking his way, know
what he is doing, and expect him to start his
work.

25. “Moving In”
Many times there is a student who has not responded to any of the techniques suggested. More direct direction is needed.
Walk over to student. Get close, but respect the personal space.
State your concern in a clam, quiet voice, be firm, and let the student know this behavior is inappropriate.

26. “ Moving Out”
With older students, it may be more appropriate to “move out” of the classroom or away from other students to speak to the student.
Removing the audience of peers may increase the effectiveness of your limit-setting efforts.

27. Refocusing the Argumentative Conversation (Broken Record )
When a student starts to arguing with you, you must stay in charge.
Do not get involved in an argument.
Instead, stay in control, refocus the conversation and help get the student back on task.

28. Broken Record
Teacher - “ Bonnie, I want you to sit down and start your assignment.”
Bonnie – “ It’s almost done. I’ll finish it tonight.”
Teacher – “ I understand, Bonnie, but I want you to sit down and do your
work.”
Bonnie – “ But I need to talk to Jane. It’s important. Why are you picking
on me?”
Teacher – “Bonnie, I see that you’re upset, but sit down and begin your
Bonnie – “ I’m just trying to get my work done it is due tomorrow.”
Teacher- “ Bonnie, if you do not get to work immediately, you and I will
call your mother during lunch. The choice is yours.”
Rephrase the directions three times- then choices.

29. Sample Discipline Hierarchy for K-5
1st Time : Warning
2nd Time: 5(10) minutes away from the group (not in the hall away from the entire class)
3rd Time: 10(15) minutes away from the group (older students- time after class 2-3 minutes)
4th Time: Call parents
5th Time: Send to principal
*Severe Clause- Send to principal

30. Drop Down Clause Meet with student
Inform them of the inappropriate behavior
Inform them that after two warnings, your will call their parent.
If the behavior persist- drop down one more level- one warning, then call.

31. Transition Jeri Carroll The Teaching and Learning Company
DAP: Developmentally appropriate activities
Making A Master Plan: A ideal Class (where do you want to be mid-year, end of year?)
Scheduling: Designing the day (how much time at centers or work stations)
Contracts and Reducing Wait Time: Procedures taught and expected to reduce and organize wait time
Beginnings: Entering school, navigate building, class routine, and know you
Entering Class: Ways children enter your room and become more independent-take charge of their supplies, responsibilities, and learning
Switching Signals: Warning students to prepare to change/stop work and move smoothly to next activity or station.

32. Reality Therapy by William Glasser
Interview Technique
( Similar to the life-space interview)
Attempts to help students make decisions when confronted with problem.
Each person is responsible for his/her own behavior.
Inappropriate behaviors are not excused on the basis of unconscious motivations.

33. Three Step Format- Reality Therapy
1. Identify the Problem, asking :
“What happened?” or “Where are you going?”
2. Help the student develop a value judgment by
asking:
“ Is this behavior helping you?” or
“Is this behavior against the rules?”
3. Involve the student, making and carrying out a plan, asking:
“What are you going to do to correct this behavior/situation?”

34. Guidelines for an Individual Interview
Be personable. Show you care.
Focus on present behavior. Ask “who”, “what”, or “how”.
Do not preach, moralize, or make value judgments.
Help student make a plan to increase responsible behavior.
Encourage student to make an overt commitment to this plan.
Do not accept excuses for irresponsible behaviors.
Do not punish the person for irresponsible behavior.
Provide emotional support and security throughout the process.

35. Love and Logic Jay Fay http://www.loveandlogic.com
The Rules of Love and Logic
Rule # 1
Adults set firm limits in loving ways without anger, lecture, or threats.
Rule #2:
When a child causes a problem the adult hands it back in loving ways.

36. Compare and Contrast
Assertive Discipline
v.s.
Love and Logic

37. Ten Variables that Affect Compliance
1. Using questioning format.
2. Distance-make request in proximity of student.
3. Make eye contact
4. Make two requests-minimize requests
5. Loudness of requests- soft but firm
6. Time- give appropriate time for child to comply
7. More start than stop requests (positive)
8. Non Emotional v. Emotional requests- control negative
tone-behaviors.
9. Use descriptive requests- not ambiguous
10. Reinforce compliance- do not ignore positive result from requests

38. Discipline With Dignity. by Dr. Richard L. Curwin & Dr. Allen N
Discipline With Dignity by Dr. Richard L. Curwin & Dr. Allen N. Mendler
Understand Basic Needs (Motives)
-Use of Effective Conventional and
Non-conventional Strategies
1. Prevention- self awareness, express feelings, teacher knowledge of theories & techniques, stress reduction, establish & implement social contract
2. Action- Choosing effective consequences, assertively implementing consequences, keeping behavior records
3. Resolution- Methods to resolve conflict with students that chronically disrupt the learning process

39. P.E.P. Proximity Eye Contact Privacy
- Make sure that only the person who hears your message is the student to whom it is directed.

40. Avoiding Power Struggles Discipline With Dignity
Power struggles get worse if escalated
Neither the student nor the teacher will win
Use active listening
Agree to speak to the student later
Keep all communication as private as possible

41. Shared Characteristics
With-it-ness- teacher awareness of student behavior at virtually all times.
Movement- Constantly move and give approval of good behavior
Contingent use of attention and approval
Consistent- establish fair rules, reinforce, and reward.

42. May I have our attention, please!
Insubordination
May I have our attention, please!
NO !
If the student does not accept the consequences, then he/she is not allowed to stay in the class until he/she has accepted the consequences.

43. Contracting How To Use Contracting
Teacher- “What would it take to get you to do a little work, Charles?” Charles- “Fifty bucks!”
How To Use Contracting
McIntyre, Thomas.(1990 Behavior Management Handbook: setting up effective behavior management systems. Massachusetts: Allyn and Bacon.

44. Beyond the Contract: Functional Behavioral Assessment
Team problem solving process
Relies on a variety of techniques and strategies to identify the purposes of specific behavior
Help IEP teams to select appropriate interventions to directly address these behaviors

45. Functions of Problem Behavior
The function is to get: social reinforcement or tangible reinforcement (e.g., response from an adult or calling out in class in response to a social studies question)
The function is to escape or avoid: an aversive task (e.g., a difficult, boring, or lengthy assignment) or situation (e.g., interaction with adults or certain other peers)
The function is both
The function is to communicate something: (e.g., does not understand lesson, does not like to answer questions in front of peers)

46. Conducting FBA Designated observer/recorder:
Teachers- classroom data and observations
Art, Music, Physical Education- data and observations
School psychologist, social worker, special education teacher (trained in observation techniques and assessments)

47. Developing a Plan Analyze information Generate hypothesis
Test hypothesis
Develop and implement behavioral plan
Evaluate effectiveness
Modify behavior intervention as needed