1. CLASSROOM MANAGEMENT
Trudie Hughes

2. Teacher’s Reflection Is this behavior developmentally appropriate?
Do I focus on a behavioral excess or a deficiency?
Will resolution of the problem solve anything else?
Could this problem be a result of inappropriate curriculum or teaching strategies?
What do I demand and prohibit?
Why do certain behaviors bother me?
Kauffman, J. M. , Hallahan, D. P., Mostert, M.P., Trent, S.C., & Nuttycombe, D.G. (1993). Managing Classroom Behavior. Boston: Allyn & Bacon

3. Good Teaching Instructional goals are clear
Knowledgeable of content and strategies for teaching it
Student expectations are clearly described
Provide practice that enrich and clarify content
Teach metacognitive strategies

4. Good Teaching
Knowledgeable about student’s abilities, adapt instruction according to their needs
Monitor student progress
Provide feedback
Accept responsibility for student outcomes
Are thoughtful and reflective about their practice

5. Teacher Behaviors Provide frequent positive praise and reinforcement
Ignore minor misbehaviors
Reward positive behaviors
Avoid power struggles with students
Do students like being in the classroom?
Students are achieving academic and social gain
Provide clear expectations

6. Teacher Behaviors Cont.
Provide clear behavioral expectations - rules should state what students should do
Teacher expectations should be high for all students
Signal control:audible or body language to cue student
Blocking: teacher moves between two students to interfere

7. Selecting Rules Allow students to give input
Base rules on acceptable behavior
State rules positively
Select 5 or 6 rules
Select rules for academic and social behaviors
Change rules when necessary
Relate rules to IEP goals
Consider cultural differences

8. ABC’s to Behavior Management
Antecedent
Behavior
Consequences

9. Defining Behavior
Describe behavior objectively and precisely (not: “he irritates me”)
Can you observe the behavior when it begins and when it stops
can you count the number of occurrences each day
can you measure the duration of the behavior
Can you observe what happens just before and just after it occurs

10. Identifying Antecedents
What are the events or conditions that immediately precede the problem behavior?
Can you manipulate the antecedents to avoid the behavior? (e.g. providing choices for activities)

11. Reading Antecedents
Facial Expressions: tight thin lips, clenched teeth, widened eyes with nostrils flared
Body Posture: head down, slumped shoulders, clenched hands, sucking or chewing
Incidental Behavior: rapid shallow breathing, sighing, kicking, mumbling, tearing paper, breaking pencils

12. Identifying Consequences
What does the student “get” out of the behavior?
Are students getting attention, avoiding work, receiving stimulus, or enjoy seeing adults upset?

13. Changing Behavior Provide instruction with simple and clear directions
Gain student’s full attention before giving instructions
Provide one instruction at a time - do not provide too many different instructions
Monitor compliance - provide time limits
Provide appropriate consequences for compliance

14. Behavior Management Techniques
Positive Reinforcement
Negative Reinforcement
Extinction
Response Cost Punishment
Proximity Control
Decontamination

15. Positive Reinforcement
The positive reinforcement must be rewarding to the student
The reinforcers must be contingent on the behavior you want to increase
The reinforcers should be delivered immediately
Provide appropriate units of rewards for the expected unit of behavior

16. Negative Reinforcement
Definition: reinforcing a behavior by removing or preventing something unpleasant - allows the individual to escape or avoid a negative consequence
Not recommended as a prominent part of classroom management
negative reinforcement relies on the presence or threat of negative consequences
deliberate negative reinforcement sets the stage for coercion/intimidation

17. Extinction
To eliminate a behavior - you eliminate its reinforcement, the behavior no longer produces the desired effect (positive or negative)
Disadvantages: slow process and when extinction procedures are first implemented, the behavior will likely become worse before better

18. Response Cost
The behavior “costs” something by withholding or withdrawing a positive reinforcer contingent on a specific misbehavior
Example: students receive 10 tokens at the beginning of class, every time a problem behavior occurs, the teacher gets 1 token back. The tokens can be exchanged at the end of the day or class for free time.

19. Proximity Control
Visual - visually monitor student activity from any position in the classroom
Physical - teacher positions her/himself close to each student to inhibit antecedent

20. Decontamination
Preventive action by inspecting classroom for two types of objects
Distractors: entice students to engage in off-task behaviors (e.g. toys, slide projectors, hazards: exposed wires, broken windows
Potential Weapons: letter openers, knives, broom handle, hammer and yard stick

21. Informal Interventions
Attention for compliance - verbal praise
Use social praise consistently
Provide praise only to students who earn it
Ignoring: only appropriate when:
the target behavior is temporarily tolerable
the target behavior is under the influence of a reinforcer that you can control

22. Structured Interventions
Group Consequences
Individual Consequences
Individual Contracts
Self Management

23. Group Consequences Provide a set of behavior rules or expectations
Determine the interval of time for the contingency - the longer the interval, the more valuable the reward
Provide a menu of choices to avoid satiation
Develop a record keeping system
Determine criterion for reinforcement

24. Individual Consequences
Surprise Tokens: reinforcers are delivered at times that are not predictable by students
Random Drawing: students place their name on a piece of paper and place into a jar when they comply to rules, at the end of the day, conduct a drawing for prizes

25. Individual Contracts
An agreement between the teacher and the student about a desirable change in behavior
Parts of the contract
The parties to the contract
The target behavior
The goal for the target behavior
The time period for the contract
The reward available for meeting the terms
The penalty for failing to honor the contract

26. Self Management
Behavioral Definition: help the student choose a behavior to monitor
Teach the student to record behavior
Event recording
Permanent Product recording
Teach the student how to plot the data
Teach the student how to apply self-reinforcement
Use contracts to provide structure

27. Identifying Coercive Interactions
Starts with an antecedent that is aversive and the student tries to escape or avoid the activity.
Two parties are trying to control each other.
How do these interactions start?
At what point could I avoid the process by disengaging from it?
How could I start a different interaction that does not end in a power struggle?
How could I try to replace coercive interactions with ones ending in positive consequences?

28. Teacher Stress Burnout Symptoms
Feeling of boredom, overwork, emotional exhaustion, and fatigue
Development of negative, cynical, or depersonalizing attitudes toward students
Lack of sense of accomplishment from the job

29. Managing Teacher Stress
Time management
Student behavior
Interpersonal relationships
Role expectations
Personal concerns

30. Poor Time Management Uncontrolled rushing
Chronic vacillation between unpleasant alternatives
Fatigue with many hours of unproductive activity
Constantly missed deadlines
Insufficient time for rest and personal relationships
Sense of being overwhelmed

31. Time Management Techniques
Self-Management
Time analysis
Goal setting
Prioritization
Delegation
Action

32. Interpersonal Concerns
Poor staff relations
Insufficient opportunities for professional growth
Administrative ineffectiveness
Lack of recognition

33. Role Expectations
Teachers often set expectations around being liked, helpful, and in control
Role ambiguity: confusion of the scope and specific responsibilities of the job
Role conflict: discrepancy between teacher’s perception of the job and the perceptions of significant others

34. Personal Solutions Relaxation
Compartmentalized Thinking: separation between work and personal life
Detached Concern: do not dwell on things over which you have no control
Personal Time
Cognitive Restructuring: focus on strengths not weaknesses