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The Power of Positive Relationships: Effective Behavior Management for Paras, by Paras

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The Power of Positive Relationships: Effective Behavior Management for Paras, by Paras by Betsy Povtak and Ruth Musicante

From the 2009 National Resource Center for Paraprofessionals Conference.

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The Power of Positive Relationships: Effective Behavior Management for Paras, by Paras

  1. 1. The Power of Positive Relationships: Effective Behavior Management for Paras, by Paras Office of Organizational Development Montgomery County (MD) Public Schools (301) 601-4800 Betsy Povtak Ruth Musicante
  2. 2. Session Objectives <ul><li>By the end of this session, you will be able to… </li></ul><ul><li>Describe the characteristics of behavior </li></ul><ul><li>management; </li></ul><ul><li>Identify causes of disruptive behavior; </li></ul><ul><li>Identify strategies to decrease disruptive behavior; and </li></ul><ul><li>Identify strategies to respond to disruptive </li></ul><ul><li>behavior. </li></ul>
  3. 3. In “Tools for Teaching,” Fred Jones tells us: The most widespread management procedure in real classrooms is…
  4. 4. <ul><li>NAG </li></ul><ul><li>NAG </li></ul><ul><li>NAG </li></ul>
  5. 5. Behavior Management vs. Discipline
  6. 6. “ Effective teachers manage their classrooms. Ineffective teachers discipline their classrooms.” from Harry Wong and Rosemary T. Wong
  7. 7. Behavior management is… <ul><li>Predictable and reasonable consequences to students’ behavior </li></ul><ul><li>(Consequences can be positive!) </li></ul><ul><li>Consistent use of routines and limits </li></ul><ul><li>Feedback that encourages independence and success for all students </li></ul><ul><li>Modeling for students appropriate behaviors and high expectations </li></ul>
  8. 8. The Importance of Managing Student Behavior “ Students in classes where effective management techniques are employed have achievement scores that are 20 percentile points higher than students in classes where effective management techniques are not employed.” Robert Marzano, Classroom Management that Works
  9. 9. Causes of Disruptive or Inattentive Behavior
  10. 10. Brainstorm the causes of inappropriate behavior by your students. When do they most likely occur?
  11. 11. Why behavior problems occur… <ul><li>Students are bored or frustrated with academic materials. </li></ul><ul><li>Students see no relevance for work. </li></ul>
  12. 12. Why behavior problems occur… <ul><li>Students may not understand behavioral expectations. </li></ul><ul><li>Teachers send inconsistent expectations. </li></ul>
  13. 13. Why behavior problems occur… <ul><li>Students may experience external problems. </li></ul><ul><li>Teachers lack classroom awareness. </li></ul>
  14. 14. Decreasing Disruptive Behavior <ul><li>Personal relationship building </li></ul><ul><li>Communicating expectations </li></ul><ul><li>Use of time and space </li></ul>
  15. 15. Think about an educator that made a difference in your life... What qualities did he/she possess? Activator Think, Pair, Share
  16. 16. Personal Relationship Building <ul><li>Fairness </li></ul><ul><li>Appearance </li></ul><ul><li>Humor </li></ul><ul><li>Courtesy </li></ul>
  17. 17. Personal Relationship Building <ul><li>Respect </li></ul><ul><li>Realness </li></ul><ul><li>Reestablishing contact </li></ul><ul><li>Active listening </li></ul>
  18. 18. “ You can be the reason some student gets up and comes to school when his/her life is tough. You can be the reason some student ‘keeps on keeping on.’ Remember that as long as you are a [paraeducator], even on your worst day on the job, you are still some student’s best hope.” Larry I. Bell
  19. 19. Three Steps to Teaching Routines <ul><li>Explain- state, explain, model and demonstrate the procedure. </li></ul><ul><li>Rehearse- practice the procedure. </li></ul><ul><li>Reinforce- reteach, rehearse, practice, and reinforce so that it becomes a habit. </li></ul>Harry Wong and Rosemary T. Wong, The First Days of School
  20. 20. BE CONSISTENT <ul><li>“ NO” means “NO” </li></ul><ul><li>“ There are no degrees of consistency. You are either consistent or you are inconsistent.” </li></ul><ul><li>Fred Jones, “Tools for Teaching” </li></ul>
  21. 21. Mobility <ul><li>“ Effective teachers make an art form of working the crowd. </li></ul><ul><li>They know that </li></ul><ul><li>either you work the crowd or the crowd works you .” Fred Jones, Tools for Teaching </li></ul>
  22. 22. X Proximity
  23. 23. In terms of teacher stress and lost learning time, what is the… <ul><li>… biggest classroom management issue? </li></ul>
  24. 24. “ The bane of the teacher’s existence is the small disruption that occurs at a high rate. Of these…, 80% consist of students talking to their neighbors when they should be doing their work. Another 15% consists of students being out of their seats when they should be doing their work. These disruptions…squander huge amounts of learning time.” Fred Jones, Tools for Teaching
  25. 25. Time to Learn <ul><li>Decreased disruption leads to increased learning </li></ul><ul><li>Have all the materials and supplies ready before the student arrives. </li></ul><ul><li>Keep focused on the lesson or the material the student doesn’t know. </li></ul><ul><li>Move from one question or task to the next. </li></ul><ul><li>Tell the student what to do with his/her work when finished and what to do next. </li></ul>
  26. 26. Strategies to Address Disruptive Behavior Antiseptic Bounce Flat Face Response Broken Record Technique Response to Backtalk
  27. 27. Antiseptic Bounce What is it? How have you used it?
  28. 28. Flat Face Response
  29. 29. Broken Record
  30. 30. Activity P R A C T I C E Time to
  31. 31. BACKTALK <ul><li>What should you do first? </li></ul><ul><li>What is the cardinal error? </li></ul><ul><li>“ It takes one fool to backtalk. </li></ul><ul><li>It takes two fools to make </li></ul><ul><li>a conversation out of it.” </li></ul><ul><li>Fred Jones </li></ul><ul><li>www.fredjones.com </li></ul>
  32. 32. Backtalk = Power Struggle <ul><li>Take two deep breaths. </li></ul><ul><li>Relax. </li></ul><ul><li>Do not speak. </li></ul><ul><li>Do not take it personally. </li></ul>
  33. 33. TAKE TIME TO CHILL <ul><li>Calm is strength. </li></ul><ul><li>Upset is weakness. </li></ul><ul><li>“ My life is in the hands of any fool who can make me angry.” </li></ul>
  34. 34. What’s working? <ul><li>Let’s share. . . </li></ul>Let’s Share!
  35. 35. Summarizer Tell it to the hand
  36. 36. <ul><li>Thank you for joining us! </li></ul>

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