Classroom Management For Substitute Teachers by SVitto

Slide 1: Classroom Management for Substitute Teachers Presented by: Steven Vitto, M.A. Behavior Specialist

Slide 2: What makes a good substitute teacher? Patience  Planning  Realistic  Relatedness  Dynamic  Bringing your own Bag of Tricks  Transition Planning  Identification of Strengths  Patience 

Slide 3: Self-Control vs. External Control The peanut butter sandwich  punishment An awareness of why your presence will  be problematic for some kids An awareness of triggers or setting  events An aware of diffusion and de-escalation 

Slide 4: There will be students who will have problems with substitute teachers

Slide 5: ATTACHMENT DISORDER OPPOSITIONAL DEFIANCE DISORDER CONDUCT DISORDER ATTENTION DEFICIT HYPERACTIVITY DISORDER EMOTIONAL IMPAIRMENT ANXIETY DISORDERS FETAL ALCOHOL SYNDROME ASPERGERS SYNDROME

Slide 6: The 1-7% We take them home with us every day.  Our family knows them without ever having met  them. We dream about them.  They learn how to push our buttons.  They can take us down a road we don’t want to  travel. They make us think that maybe we should have  gone into marketing or real estate. They are extremely difficult to like at times… 

Slide 7: Our most challenging children May not respond to traditional consequences  Will require more support and change on our  part Will need a significant positive relationship at  school Will need another way to find acceptance in the  school environment May be resistant to strategies to develop self  control

Slide 8: To Reach the 1-7% Abandon ineffective practices. Resist  inclination to exclude. Separate what the child deserves and what he  needs. Realize that he/she needs our support and  forgiveness the most. Reframe who they are.  Think “outside the box.”  Abandon expectation of a quick fix  Need a 7:1 reinforcement ratio, with  meaningful incentives Need peer support.  Need to undermine harmful mentors 

Slide 9: Best Practice Supports for Challenging Students Building Relationships/Connecting  Building Trust  Building self-control  Absence of threat  Building Community  Consistency and Predictability  Diffusion Strategies  Knowing Setting Events  Individualizing 

Slide 10: The number one reason students loose control… Perception of being treated unfairly 

Slide 11: Stages of Crisis Development Anxiety  Defensive  Acting Out  Tension Reduction 

Slide 12: Setting Limits Simple and Concise  Reasonable  Enforceable 

Slide 13: The Three Don’ts Avoid touching the person  Avoid ultimatums  Avoid crowding or trapping 

Slide 14: Reasonable Force Michigan School Code   Corporal Punishment  Self-Defense

Slide 15: What is Oppositional Defiance Disorder? ODD is a persistent pattern (lasting for at least six months) of negativistic, hostile, disobedient, and defiant behavior in a child or teen without serious violation of the basic rights of others.

Slide 16: Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to intimidate others. They experience no distress or self-devaluation or internalized distress.

Slide 17: Emotional Impairment MET Form Continued The problem result in behaviors manifested by 1 or more of the following:  (A) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.  (B) Inappropriate types of behavior or feelings under normal circumstances.  (C) A general pervasive mood of unhappiness or depression.  (D) A tendency to develop physical symptoms or fears associated with personal or school problems.

Slide 18: For the child with an Emotional Impairment, diffusing a crisis will often involve reducing anxiety. For the child with Conduct Disorder and effective response should increase anxiety

Slide 19: Our Need for Power and Control

Slide 20: Characteristics of ADHD Inattentive Type  spacey, mild anxiety, socially withdrawn, day dreamers, difficulty sustaining attention, difficulty listening, often leaves school work unfinished,difficulty with organization, problems with sustained mental effort, forgetful,distractible Hyperactive Impulsive Type  fidgets,squirms,impulse control difficulties, excessive talking or blurting out, out of seat, difficulty playing quietly, always moving, difficulty waiting turn

Slide 21: ADHD “That energy which makes the child hard to  manage, is the energy, which makes him a manager of life.”  “Just when I thought about not doing something, I already did it.”  Logo seen on T-shirt for ADHD adult “They say I have ADHD, did you see that chicken go by?”

Slide 22: “If you know why, you c an figure out how….” W. Edward De ming

Slide 23: F in din g o ut wh y:  Is a journe y  Is a n inve s tm e nt  Is n’t a b out b la m ing  Is a te a m e ffort  Is a b out trus t  Is a b out c olla b ora tion  Is a b out b e h a viora l le g itim a c y

Slide 24: “Just the facts, mam.”

Slide 25: Needs Attention   Escape/Avoidance  Power and Control Seeking  Anger/Frustration  Sensory Stimulation  Tangible

Slide 26: Behavior Plan Proactive Strategies  Reinforcement Strategies  Reactive Strategies  Method for taking Data 

Slide 27: Preventative Strategies Bag of Tricks  Transition and Quieting Strategies  Always follow the teachers lesson plans  Try to review material that is unfamiliar  Make a discipline plan  Develop procedures and expectations  Stay calm and positive  Be informative and inviting rather than  authoritarian and confrontive

Slide 28: General Approach Strategies for the Oppositional Student Avoid Ultimatums  Avoid drawing the line in the sand  Avoid social disapproval and negative  reprimands Avoid Warning and Counting Prompts  Avoid rules that challenge (“ Don’t spit on the  side walk”) Avoid reverse psychology  Avoid punishment and exclusion  Avoid emotional reactions  Avoid bullying or external control strategies  Avoid arbitrary or inconsistent consequences 

Slide 29: Recommended General Strategies for the oppositional student Provide choices  Provide adequate response time  Provide consistency and predictability  Provide a calm, neutral approach  Encourage ownership in development of plan  Provide appropriate opportunities for control  Work at building relationships  Work at breaking down the walls  Provide meaningful incentives  Provide consistent and reasonable  consequences

Slide 30: Reactive Strategies What to do when the behavior occurs.  Should be: Effective at reducing the behavior  Supportive and therapeutic  Respectful and never degrade or humiliate  Typically addresses staff behavior 

Slide 31: Problems with Punishment Punishment focuses on external control but does little to  teach internal control. Punishment does not teach the child how to meet needs  previously being served by the target behavior. Punishment backfires with students who are oppositional  and defiant. Punishment often triggers an escalation of behavior and  may elicit tantrums and aggression. Punishment models a type of authority that resolves  conflict by power and inflicting discomfort or pain. Punishment is a quick term-fix that takes much less time  than to teach the child betters ways of behaving. Research has shown that punishment strategies have  poor transferability. Punishment is inconsistent with the concept of mutual  respect. Punishment often excludes and isolates a child when  teaching and support is needed most.

Slide 33: Consequences Decrease the efficiency of the target behavior  while maintaining dignity and an atmosphere of caring Never degrade or humiliate  Logically relate to the target behavior  Do not cause more of a problem than the  problem they are addressing Establishes conditions for learning alternative  skills Decreases the frequency, duration, and/or  intensity of the target behavior

Slide 34: Behavioral offences are wounds… Consequences should heal

Slide 35: “I f you t re at an individual as he is, he will st ay as he is, but if you t re at him as if he we re what he ought t o be and could be he will be come what he ought t o be and could be . ”

Slide 36: For More Information on Positive Approaches for challenging behavior or having Steve present at your school, Write Steve Vitto at svitto@muskegonisd.org Or call him at 231-767-7279 Or send for Steve’s Book, In Search of a Heart, Creating Caring, Conscience, and Character in All Kid (A text in using positive a relationship driven approaches for all children), Copyright, 2007 This 450 page text contains researched based methods for implementing positive classroom management strategies and treating children with severe behavior challenges (Cost: $30.00) This book is also available on audio tape and Audio CD