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Classroom Management 1&2

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The document provides guidance on classroom management best practices including: - Establishing ground rules for presentations, group work, and classroom behavior. - Reinforcing the importance of developing excellent classroom management skills for teacher success. - Explaining that the goal of discipline should be teaching students self-discipline through positive reinforcement and minimizing negative consequences like punishment. - Outlining strategies for using positive and negative reinforcement, as well as extinction, to modify student behavior over time.

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Ground Rules for Presentations: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Ground Rules for Group Work: ,[object Object],[object Object],[object Object]
Ground Rules for Group Work: ,[object Object],[object Object],[object Object],[object Object]
Classroom Management 1 & 2 Reinforcement in Action
Classroom Management 1 & 2 Mark Benthall 2007
All Great Teachers Have ONE Thing in Common ,[object Object]
You can NOT become a great teacher until you develop excellent classroom management skills. ,[object Object]
The #1 thing most principals say beginning teachers need to work on… ,[object Object]
The #1 reason most probationary contracts are non-renewed… ,[object Object]
All teachers can learn to have great classroom management! ,[object Object],[object Object]
You must practice good classroom management skills daily…
[object Object]
You can LEARN great classroom management because in humans it is a learned behavior. ,[object Object],[object Object]
Unfortunately, that is not the case…
The problem is that bad behavior is also learned. ,[object Object]
… up against seasoned veterans who have practiced their bad behavior for YEARS!!! ,[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
Hey, wait a minute… ,[object Object],[object Object]
[object Object],[object Object]
Why? ,[object Object],[object Object],[object Object]
The bottom line… ,[object Object],[object Object]
[object Object],[object Object],[object Object]
Self Discipline: Our Primary Objective ,[object Object],[object Object]
When we teach self discipline we convey the following messages to the student: ,[object Object],[object Object],[object Object],[object Object]
These messages shouldn’t be elaborate or complex. Keep them simple. ,[object Object],[object Object],[object Object],[object Object]
The ideas of self-discipline are based in extensive research. ,[object Object],[object Object],[object Object]
Self Discipline: Our Primary Objective ,[object Object]
Self Discipline: Our Primary Objective ,[object Object],[object Object],[object Object],[object Object]
Self Discipline: Our Primary Objective ,[object Object],[object Object],[object Object]
Self Discipline: Our Primary Objective ,[object Object],[object Object]
Self Discipline: Our Primary Objective ,[object Object],[object Object]
Another Disclaimer: ,[object Object]
Still Another Disclaimer: ,[object Object],[object Object],[object Object]
Positive Reinforcement ,[object Object],[object Object],[object Object],[object Object]
Positive Reinforcement ,[object Object],[object Object],[object Object]
Positive Reinforcement ,[object Object],[object Object],[object Object]
Know your kids and choose the right positive reinforcement. ,[object Object]
Positive Reinforcement ,[object Object],[object Object]
Three types of positive reinforcers: ,[object Object],[object Object],[object Object]
Positive messages from a significant other: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Positive messages from a significant other: ,[object Object],[object Object]
Examples of messages which indicate the student has put forth effort: ,[object Object],[object Object],[object Object]
Examples of messages which indicate the student has put forth effort: ,[object Object],[object Object],[object Object]
Examples of messages which indicate the student has put forth effort: ,[object Object],[object Object],[object Object],[object Object]
Notice the comments are precise! ,[object Object],[object Object],[object Object]
Use “YOU” not “I” ,[object Object],[object Object],[object Object],[object Object]
Reinforcing messages may also be sent non-verbally ,[object Object],[object Object],[object Object]
Anonymous reinforcers send powerful messages to all students who feel it fits their behavior ,[object Object],[object Object],[object Object]
Privilege Reinforcers ,[object Object],[object Object],[object Object],[object Object]
Be careful with privileges! ,[object Object],[object Object]
Tangible reinforcers ,[object Object],[object Object]
Schedules of Reinforcement ,[object Object],[object Object],[object Object],[object Object]
Intermittent reinforcers will pay off!
Extinction of Inappropriate Behaviors ,[object Object],[object Object],[object Object]
Extinction of Inappropriate Behaviors ,[object Object],[object Object],[object Object]
Dishing out discipline on the “spur of the moment” makes you reactive to student behaviors when you should be proactive to them!
Answer these questions: ,[object Object],[object Object]
Extinction will eventually work. ,[object Object],[object Object],[object Object]
Negative Reinforcement and Punishment
Negative Reinforcement and Punishment ,[object Object],[object Object]
Negative Reinforcement and Punishment ,[object Object],[object Object]
Negative Reinforcement and Punishment ,[object Object],[object Object]
Negative Reinforcement and Punishment ,[object Object],[object Object]
Negative Reinforcement and Punishment ,[object Object],[object Object],[object Object]
Negative Reinforcement and Punishment ,[object Object],[object Object],[object Object]
Therapeutic Negative Reinforcers ,[object Object]
Therapeutic Negative Reinforcers:Proximity ,[object Object],[object Object],[object Object]
This isn’t proximity! ,[object Object]
Therapeutic Negative Reinforcers: Use of a Student’s Name ,[object Object],[object Object]
Therapeutic Negative Reinforcers: Signaling the Student ,[object Object],[object Object],[object Object]
Therapeutic Negative Reinforcers: Private Reminder to the Student ,[object Object],[object Object],[object Object]
Behavioral Conferences
Therapeutic Negative Reinforcers: Recording Student Behavior ,[object Object],[object Object]
Conduct Records ,[object Object],[object Object],[object Object],[object Object],[object Object]
Behavioral Conferences ,[object Object],[object Object]
Planning Behavioral Conferences ,[object Object],[object Object],[object Object],[object Object]
Planning Behavioral Conferences ,[object Object],[object Object],[object Object],[object Object]
Planning Behavioral Conferences ,[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Behavioral Conferences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Behavioral Conferences ,[object Object],[object Object]
Conducting Behavioral Conferences ,[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Behavioral Conferences ,[object Object],[object Object],[object Object],[object Object]
Sample Action Plan for Kindergartener Who Will Not Walk in a Straight Line:
Getting Parents Involved in Behavior Problems ,[object Object],[object Object],[object Object]
Getting Parents Involved in Behavior Problems ,[object Object],[object Object],[object Object],[object Object],[object Object]
Your Turn… Rewrite these letters: ,[object Object],[object Object],[object Object]
Your Turn… Rewrite these letters: ,[object Object],[object Object],[object Object]
Your Turn… Rewrite these letters: ,[object Object],[object Object],[object Object]
Your Turn… Rewrite these letters: ,[object Object],[object Object],[object Object]
Reinforcement Theory Quiz
1. Saying, “Do your best on this quiz,” is NOT reinforcement because… ,[object Object],[object Object],[object Object],[object Object],[object Object]
1. Saying, “Do your best on this quiz,” is NOT reinforcement because… ,[object Object],[object Object],[object Object],[object Object],[object Object]
2. When you are helping children learn a new behavior, you need to ,[object Object],[object Object],[object Object],[object Object],[object Object]
2. When you are helping children learn a new behavior, you need to ,[object Object],[object Object],[object Object],[object Object],[object Object]
3. After the students regularly perform the new behavior you should ,[object Object],[object Object],[object Object],[object Object],[object Object]
3. After the students regularly perform the new behavior you should ,[object Object],[object Object],[object Object],[object Object],[object Object]
4. If possible you should avoid punishment because ,[object Object],[object Object],[object Object],[object Object],[object Object]
4. If possible you should avoid punishment because ,[object Object],[object Object],[object Object],[object Object],[object Object]
5. Joe is talking during the lesson and the teacher looks at him and frowns. He stops talking so the teacher stops frowning. This is an example of ,[object Object],[object Object],[object Object],[object Object],[object Object]
5. Joe is talking during the lesson and the teacher looks at him and frowns. He stops talking so the teacher stops frowning. This is an example of ,[object Object],[object Object],[object Object],[object Object],[object Object]
6. Negative reinforcement is better than punishment because ,[object Object],[object Object],[object Object],[object Object]
6. Negative reinforcement is better than punishment because ,[object Object],[object Object],[object Object],[object Object]
7. A teacher tells a student he must stop being a sore loser in kickball or she will punish him if the behavior continues. The teacher’s major error is: ,[object Object],[object Object],[object Object],[object Object],[object Object]
7. A teacher tells a student he must stop being a sore loser in kickball or she will punish him if the behavior continues. The teacher’s major error is: ,[object Object],[object Object],[object Object],[object Object],[object Object]
8. A student pretends to hiccup during a test. You should ,[object Object],[object Object],[object Object],[object Object]
8. A student pretends to hiccup during a test. You should ,[object Object],[object Object],[object Object],[object Object]
9. The student continues to hiccup. Others students begin to giggle. You should ,[object Object],[object Object],[object Object],[object Object],[object Object]
9. The student continues to hiccup. Others students begin to giggle. You should ,[object Object],[object Object],[object Object],[object Object],[object Object]
10. Two weeks later during the next test the student pretends to hiccup again. You should ,[object Object],[object Object],[object Object],[object Object],[object Object]
10. Two weeks later during the next test the student pretends to hiccup again. You should ,[object Object],[object Object],[object Object],[object Object],[object Object]
The POWER of Teaching!!! ,[object Object],[object Object],[object Object]
Madeline Hunter ,[object Object],[object Object]

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