2.  Early elementary age  Using an Incentive/reward system, how it worked & under what circumstances  2 verbatim relationship-based responses as to why the students behavior needs to change  Identifying strengths & weaknesses in Mrs. Anderson’s system  Helping students understand expectations for behavior at school may vary from those at home  Child-rearing practices in lower-income homes affecting students behavior  Child-rearing practices of parents affecting how a teacher manages student behavior  Our design of a written plan to form a set of rules for respecting the school

3.  Using an incentive/reward system  How did it work?  Under what circumstances was it used?

4. What incentive system is used?  Behavior chart & treasure box How did it work?  Used everyday for the whole class What circumstances was it used?  Treasure box is the reward on Friday’s for good behavior all week

5.  Using 2 verbatim relationship-based responses as to why the students behavior needs to change

6. 2 Verbatim Responses to Students  Use “I” statements telling them how you feel – “I like working in a peaceful classroom; how can we make our classroom peaceful?” or “When someone uses words in a hurtful way, I feel hurt and confused; how do you feel?”

7.  Identifying strengths & weaknesses in Mrs. Anderson’s system

8.  Strengths of system: › Addressing the issue in a positive way › Praising the positive behavior  Improvements to system: › Plan to integrate positive behavior back into regular expectations › Contact parent

9.  Helping students understand expectations for behavior at school may vary from those at home

10. How to help students understand differences in school & home expectations:  Role play, books, discussion  Relate expectations in school to the child’s home lives

11.  Child-rearing practices in lower-income homes affecting students behavior  Child-rearing practices of parents affecting how a teacher manages student behavior

12. Affects of Socioeconomic status on behaviors:  A student’s behavior wouldn't necessarily be linked to their parents’ income level; parenting can be effective & positive or inconsistent & negative in any home in today’s society  It has been shown that families with lower socioeconomic tend to › have access to less resources that may help with raising children, including behavior support › Have less time to spend on reinforcing positive goals › Have less money for extracurricular activities for children which results in more video game, TV, & solitary time for children › These factors can lead to chaotic & inconsistent parenting, which in turn lead to difficult behaviors in children from these environments or children

13. Affects of parenting styles on a teacher’s management plan:  A teacher’s overall behavior management model for the classroom should not be affected by the individual parenting styles of her students’ parents.  A teacher could modify the plan, if needed, for individual students who may need some additional support  Parents should be involved in the expectations & implementations of the behavior model; they would also be given skills & resources to use ideas at home

14.  Designing a written plan to form a set of rules for respecting the school

15. A written plan for forming a student-faculty rules of respect committee:  Put out notice of forming a committee, include commitment & expectations  Accept applications of those interested in being part of committee  Have an “orientation” of when committee will meet, what will be discussed & what the expected results will be  Make sure there are a mixture of administration, faculty, & students, & post first meeting

16. Written plan continued:  Have several “brain-storming” meetings of what rules need to be addressed & what are reasonable expectations  Once rules have been accepted, they must be adopted by the school administration  A school wide assembly can be held to introduce the new “Rules of Respect” to the students  Rules are given to each child on a laminated card, teachers will have posters to display in rooms & large posters will be displayed at school entrance, office area & cafeteria

17.  Consistency is the key to any successful classroom. “The number one problem in the classroom is not discipline: it is the lack of procedures & routines” (Harry Wong Well Managed Classroom)

18.  Many teachers have difficulty with “behaviorally challenging” students, when the real problem is a lack of consistently enforced rules and expectations at school & at home. When teachers put a realistic & respectful rule plan in place, & enforce it consistently, they will be able to effectively teach, rather than babysit, their students.

19.  Classroom Behavior Management Checklist http://scf.angellearning.com/section/de fault.asp?id=201320%2D21047 http://scf.angellearning.com/section/de fault.asp?id=201320%2D21047  Harry Wong Well Managed Classroom http://scf.angellearning.com/section/de fault.asp?id=201320%2D21047 http://scf.angellearning.com/section/de fault.asp?id=201320%2D21047