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IOSIE

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Classroom Behavior Management

Classroom Behavior Management

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  • Slide 11... Individual-guidance gives most control when actually implement correctly and CONSISTENTLY. Please don't ever place consequences next to 'Most Control'. You won't be helping any teachers with that idea... Welcome to 2013.
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    • 1. IOSIE A 5-Step Process for Analyzing Student Behavior Problems for Effective Classroom Management Sharon Freer Professor Nicole Luongo EDTC648 Fall 2009
    • 2. Diagnosing Misbehavior Behavior can be classified by category, type and cause. Once you determine which of these the behavior falls into, you can start to find a solution to it.
    • 3. Theoretical Models of Human Behavior There are four models of Human Behavior. They are used to define what causes certain behaviors and suggests appropriate actions to correct such behaviors. Psychodynamic Behavior is dictated by external influences. Rewards + Positive Reinforcement = Corrected behaviors Behavior is a reflection of one’s emotional state. Active listening + emotional support = improved social skills, self-esteem, personal insight and self-control. Behavioral
    • 4. Theoretical Models of Human Behavior –cont’d
      • Environmental
      A person’s environment influences their behavior. Focusing on the positive features of home, school, and neighborhood creates a good foundation and positive surroundings for the desired behavior. Students experiences influence their behavior. Reminder of rules + discussion = responsibility for one’s actions Constructivist Once you are able to determine what type of behavior you are dealing with and what is causing it, you are able to move on to analyzing it using the IOSIE method!
    • 5. IOSIE Method – A Five-step process
      • I - Identify the problem
        • Objectively view the situation and determine how serious is it?
      • O - Determine the objectives that you want to achieve
        • Objectives should be SMART (specific, measurable, attainable, results oriented, time frame).
      • S – Propose a solution
        • Solutions should be preventive and interventional so they stop or discourage behavioral problems.
      • I – Implement the solution
        • Be adaptable in your approach to the problem and if necessary, get support from parents/guardians and other staff.
      • E – Evaluate results
        • Has your desired outcome been realized?
    • 6. I=Identify The Problem
      • The first step in the IOSIE process is to determine what the problem is.
      • Remain objective and avoid jumping to conclusions.
      • The seriousness of the misbehavior determines the speed of the response.
      Can be dealt with privately, after class Needs immediate attention
    • 7. O = Objectives
      • S * Specific = desired outcome can be clearly defined
      • M * Measurable= outcome can be easily documented and monitored
      • A * Attainable= appropriate for student’s ability and maturity level
      • R * Results oriented = aim needs to be on how will student benefit
      • T * Time frame = fixed time should be set for results to occur
      • Objectives are actually your desired outcome. The key is to resolve the current problem and help improve student behavior and learning for the long-term and to teach your students self-discipline.
    • 8. S=Solutions
      • Can be preventative or interventional
      • There can be more than one solution
      • Be creative!
      • **Remember**
      • The key to classroom management is to stop or discourage behavioral problems.
    • 9. I=Implementation
      • Once you’ve identified the problem, determined the objective and solution, you’re ready for the implementation process. First you need to answer these four questions:
      • Who will implement the solution?
      • Is it possible to gain the cooperation and support of everyone involved?
      • How long before a positive result can be achieved?
      • What happens if the solution doesn’t work?
      • Most often, you as the teacher will implement the solution and you will need the student's cooperation. There are times when you’ll need the parents, staff and other professionals. The time will be based on the seriousness of the problem. If it doesn’t work the first time, try something different. You may have to try a few times.
    • 10. E=Evaluation
      • The best way to evaluate your results is to look at your objectives:
      • Were your objectives S*M*A*R*T?
      • Did you achieve your desired outcome?
      • Did the misbehavior stop?
      • Did the misbehavior come back in another form?
    • 11. Classroom Management Control Spectrum
      • When it comes to resolving behavior issues in the classroom, there are three general approaches which provide varying levels of control:
      • Consequence
      • Group-guidance
      • Individual Guidance
      Consequence Bad behavior is met with a consequence. Group-Guidance The entire class participates in a forum to determine how best to deal with the violation of the class rules. Individual-Guidance The teacher and student have a private discussion and come to a joint resolution. Most Control Moderate Control Least control
    • 12. Consequence Model
      • Consequence models use teacher-initiated consequences for both positive and negative behavior and provide the most teacher control.
      • The Logical Consequences Model
      • (Developed by Dreikurs and Soltz, 1964; Dreikurs and Cassel, 1972.)
      • Based on the idea that children need to be given a choice of consequences when they misbehavior, rather than be forced to act a certain way.
      • Example: If a child writes in a book, they either erase the markings or buy a new book.
      • Try to understand why the student is behaving in the manner they are then act in ways that don’t reinforce the behavior.
      • Logical consequences help children understand and correct their behavior.
    • 13. Group-Guidance Model
      • Group-guidance models are designed to get students to take responsibility for their actions, providing moderate teacher control.
      • Cooperative Discipline
      • Linda Albert (1996)
      • Based on the idea that students choose their behavior based on the need to belong. Albert believes that student misbehavior comes from students wanting attention, power, revenge and to avoid failure.
      • The teacher’s role in Cooperative Discipline is to offer students choices that will fulfill the needs outlined above and explain the consequences of those choices.
      • Students are taught to analyze the choices the make before they make a final decision.
    • 14. Individual-Guidance Model
      • Individual-guidance models use limited teacher-control and put the responsibility on changing the behavior in the students hands.
      • The Restitution Model
      • Diane Chelsom Gossen (1993)
      • Based on the idea of self-restitution. The student restores themselves to the person they want to be.
    • 15. Using the IOSIE Model E I S O I Did the behavior cease? Identify the problem Did the behavior cease? Identify the problem Has the student shown respect for school property? Arrange time for student to clean book or make a payment. Student will either have to clean the book or buy a new one. To get the student to respect school property Identify why the student is defacing property? Logical Consequences Model Evaluation Implement-ation Solutions Objectives Identify
    • 16. References
      • rps.psu.edu (fighting in school)
      • ocregister.com (cheating in school)
      • unclutter.com (defacing a book)
      • uncg.edu (erasing)