Meriwether Knoweldge Application Week 7


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  • Ask them to give ideas of what they think a classroom conducive to learning should look like? They can imagine they are a student – what would they want to see, how would they want to feel?
  • Give example of teachers needing to give 5 times more positive comments then negative 2
  • Ask them to give ideas or things they have noticed in their experience to lead children to misbehave
  • Have teachers give examples of what they’ve done in the past to elicit desired behaviors….
  • Ask them to give examples of what classroom climate is, and what their role is in creating classroom climate…
  • Ask them what they think a good characteristic is of a good BMP?
  • Talk about this briefly before going on to the types of BMP
  • Meriwether Knoweldge Application Week 7

    1. 1. Improving Classroom Behavior & Social Skills….<br />You can Learn how to transform your Students’ Environment! <br />Presented by a member of MSU840 Initiative <br />
    2. 2. What should Your Classroom look & feel Like? <br />
    3. 3. Basics of Classroom Management<br />Teachers need to change the classroom environment in order to yield students with acceptable/desirable behaviors. 1 <br /><ul><li>Modeling Appropriate Behaviors 2
    4. 4. Changing the way you look at students and their behaviors
    5. 5. There are many methods to help create a new classroom environment , many of which will be explored</li></li></ul><li>Why do Students Misbehave? <br />
    6. 6. Students Misbehave for a number of reasons…<br />They want to seek attention (either positive or negative)<br />They want to be like and accepted1<br />They are seeking power, revenge or attempting to hide an “inadequacy”1<br />They may have an underlying issue such as being socially awkward, hostile-aggressive, immature or otherwise shy. 2<br />
    7. 7. Why do we care why the student misbehaves?<br />Mistaken Goals1<br /><ul><li>When a teacher can figure out why a student is misbehaving, the chances of reducing that behavior significantly increases. </li></ul>If we can not find out why they are misbehaving, it will lead to a pattern of continual misbehavior in an attempt to gain acceptance and recognition. <br />
    8. 8. How do we know why they are misbehaving?<br />
    9. 9. How can we help these students exhibit desirable behaviors? <br />
    10. 10. Methods1,3to achieve desirable behavior…<br />Positive encouragement and feedback<br />Reinforcing of behaviors<br />Token System<br />Time out<br />Clear Expectations with known Consequences<br />I-FEED-V Rules3<br />
    11. 11. Positive Encouragement & Feedback<br /> "Teacher attention is perhaps the most basic of all influences on student behaviors” 2<br />Encouragement1: praising good behavior with out passing judgment. <br /><ul><li>Example: “I know you all can do such a great job standing quietly in the lunch line!” </li></ul>Feedback1: specifically praising a desired behavior a student had while offering some judgment of said behavior<br /><ul><li>Example: “What a great job Sally is doing in the lunch line standing quietly and patiently! Thank you Sally!”</li></li></ul><li> Reinforcement of Good Behaviors<br />Positive Reinforcement: the addition of a stimulus after good behavior is seen1<br />Negative Reinforcement: removal of the stimulus after a behavior is seen.1<br />Stimulus: a tangible , verbal or physical reward or responseprojected from the teacher to the student.1<br />Best used when whole class behavior is warranted by only some are complying<br /><ul><li>Sitting at circle time, beginning individual work </li></li></ul><li>Token System<br />Using tokens that students can earn for desirablebehavior<br />Taking tokens away when students exhibit misbehavior<br />Collective tokens can be used to earn tangible rewards<br /><ul><li>“items they want but usually can not consume (e.g. toys, pencils, erasers, crayons, [stickers]...)” 1</li></li></ul><li>Time Out1<br />The environment they are loosing must be more desirable then where they spend time out<br />Time out should be brief (no longer then 15 or 20 min)<br />The student should be told to go to time out, however if s/he does not, the teacher should put him or her there. <br />It needs to be immediate and consistent <br />
    12. 12. Clear Expectations with consequences1,2<br />There must be procedures, rules and consequences<br /><ul><li>The students must know and understand these
    13. 13. They should be regularly reinforced and reminded</li></ul>Consequences can be good and bad<br />Involve the students in determining consequences but regulate them<br />Example<br /><ul><li>Rule: Raise your hand to be called on.
    14. 14. Consequence: Loose a token for talking out of turn</li></li></ul><li>I-FEED-V3<br />Immediately provide praise<br />Frequently provide praise<br />Enthusiastically give praise<br />Maintain Eye contact when delivering praise<br />Describe the behavior in details so s/he knows what they’ve done well<br />Vary the ways in which the praise is expressed. <br />
    15. 15. Classroom Climate <br />
    16. 16. Classroom climates & Appropriate behaviors1<br />Learning Community<br /><ul><li>All opinions are valued
    17. 17. All students are welcomed
    18. 18. All differences of students are celebrated</li></ul>Check the physical arrangement<br /><ul><li>Does seating isolate anyone?
    19. 19. Is there anything that would lead to a student feeling alienated?
    20. 20. How can I maximize mix-ability groups by assigned seating?
    21. 21. Is my classroom warm and inviting?</li></li></ul><li>What do Behavioral Management Program “must haves”?<br />
    22. 22. When creating a Behavioral Management Program1 we must….<br />Design a team (teachers, specialists, parents students)<br />Stay Positive! <br />Discover how students perceive their environment (Functional Behavioral Assessment)<br />Use preventative measures<br />Believe that teachers are the most powerful tool!!!<br />Not reinforcement of bad behaviors and should reinforce good behaviors with rewards<br />Use a model that is based on valid, researched methods appropriate for your student body. (<br />
    23. 23. Functional Behavioral Assessment4<br />Identify the problem behavior(s).<br />Use a written observational system to record the behavior. <br /><ul><li>Record the number of times the behavior occurs in a given time period. (frequency)
    24. 24. Record how long the behavior lasts when it starts. (duration)
    25. 25. Record what events occur before and after the disruptive behavior (antecedents-behavior-consequences) </li></ul>Analyze the data and brainstorm possible strategies.<br />Develop a "Behavioral Intervention Plan."<br />Evaluate the results.<br />
    26. 26. Types of Behavior Management Programs<br />School-Wide Positive Behavioral Support System<br />Assertive Discipline<br />Contracts <br />Love & Logic for teachers<br />
    27. 27. Aren’t Social Skills the same as Behavioral Skills?<br />Behavior Skills are those which a student exhibits when they have emotional control2 over a situation which may cause others physical harm. <br />Social Skills are those which a student exhibits in an attempt to “adapt and respond to the expectations”1 of other students.<br /><ul><li>Inappropriate reactions to situations.
    28. 28. Lack of social skills might mean a student laughs when being disciplined, or thinks its funny when another student is crying. </li></li></ul><li>Types of Social Skills Programs <br />ASSET<br />Stop & Think<br />Aggression Replacement Training<br />The Skills Streaming Approach<br />The Prepare Cirriculum<br />
    29. 29. A.S.S.E.T.<br />ASSET1: teaches social skills based on 8 factors <br /><ul><li>Positive Feedback
    30. 30. Negative Feedback
    31. 31. Accepting negative feedback
    32. 32. Peer Pressure
    33. 33. Problem Solving
    34. 34. Negotiating
    35. 35. Following Instructions
    36. 36. Having an appropriate conversation</li></li></ul><li>Teaching your students Social Skills… <br />Stop, Think & Pick a Plan<br />Self Recording3<br />Self Management1/Monitoring2<br /><ul><li>Teachers and Students agree to change
    37. 37. Identify the behavior
    38. 38. Goals and timeline for changing
    39. 39. Reinforces and consequences
    40. 40. Self-evaluate the success</li></li></ul><li>References<br />1 Bos, C. S., Schumm, J. S., & Vaughn, S. S. (2006). Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom (4th Edition) (4 ed.). Boston, MA: Allyn & Bacon. Ch. 10 pp. 235 - 262<br />2 Brophy, J. (2003). Teaching Problem Students (1 ed.). New York: The Guilford Press. <br />3Reavis, K.H., et. Al. (1996). Best Practices: Behavioral and Educational Strategies for Teachers. Longmont, CO: Sopris West. <br />4Biehl, K. Notes from CEP 840 Class. Feb 2010.<br />