This document provides strategies and interventions for decreasing challenging behaviors in middle school students. It discusses building relationships with students, focusing on teaching appropriate behaviors, and using positive reinforcement. Specific strategies mentioned include using social skills training models like Boys Town to teach skills like problem solving, anger management, and asking for help. Quick fixes like signal systems, hall passes, and teacher talk time are also outlined. The document emphasizes gradually teaching replacement behaviors through modeling, role playing, and practice over relying solely on quick fixes.
Feel drained at the end the day? Power struggles with your students left you frustrated and exhausted? You’re not alone. Help is here! In this session, you’ll learn how to guide your students to make better behavior choices. Don’t give up! These simple tricks are already helping thousands of teachers.
Feel drained at the end the day? Power struggles with your students left you frustrated and exhausted? You’re not alone. Help is here! In this session, you’ll learn how to guide your students to make better behavior choices. Don’t give up! These simple tricks are already helping thousands of teachers.
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Dont Lose Your Cool: Dealing With Difficult studentsRommie Duckworth
The Know-it-all. The Worrier. The Heckler. The Rambler. The Cheater. Is one rotten apple going to spoil your whole program? This program provides educators of all levels with insight into the sources of student issues as well as the mistakes that instructors commonly make that contribute to classroom unrest. Using lecture, role-play, and comedy, Rom Duckworth shows how educators can differentiate between difficult students and difficult behaviors, how to deal with immediate classroom problems, and what can be done to avoid trouble before it begins.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
- The application of differing instructional and disciplinary approaches based on an as-sessment of the students’ difficult behaviors.
- The primary policies and practices to have in place to prevent problem pupils.
- Key methods of targeting and eliminating difficult behaviors in the classroom.
- Keeping difficult students on track using the PREPS, LEAST and CCMP methods.
Find more information and presentations at www.romduckworth.com
25 Attention Grabbing Tips for the ClassroomEdutopia
Whether you're a new or experienced teacher, strategies for getting student attention are an important part of your classroom-management toolkit. In this presentation you’ll find 25 tips for quieting a noisy class.
Dont Lose Your Cool: Dealing With Difficult studentsRommie Duckworth
The Know-it-all. The Worrier. The Heckler. The Rambler. The Cheater. Is one rotten apple going to spoil your whole program? This program provides educators of all levels with insight into the sources of student issues as well as the mistakes that instructors commonly make that contribute to classroom unrest. Using lecture, role-play, and comedy, Rom Duckworth shows how educators can differentiate between difficult students and difficult behaviors, how to deal with immediate classroom problems, and what can be done to avoid trouble before it begins.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
- The application of differing instructional and disciplinary approaches based on an as-sessment of the students’ difficult behaviors.
- The primary policies and practices to have in place to prevent problem pupils.
- Key methods of targeting and eliminating difficult behaviors in the classroom.
- Keeping difficult students on track using the PREPS, LEAST and CCMP methods.
Find more information and presentations at www.romduckworth.com
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How can you assess your classroom and decide upon a plan that works for ALL students? Without managing student’s behavior in the classroom, learning cannot take place. Several classwide systems will be discussed and examples provided. You will leave the workshop knowing how to make your current behavior management system better or how to implement a new system in your class.
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Keeping the PEACE in Middle School
1. Keeping the
Peace in
Middle School
• Adapted from Promoting Children’s
Success; Module 1-
http://csefel.vanderbilt.edu
• Boys Town Strategies
• Kelso’s Strategies
• Practical Ideas That Really Work for
Students with ADHD : Grade 5 Through
Grade 12
2. “It’s a date” • Move until the
music stops
• Meet 1 partner
• Put their name in
the 12:00 date slot
• Move until the
music stops
• Meet 3 partners
• Put their names in
the 4:00 date slot
Activity
3. Agenda
Examining attitudes
Behavior has a message- but we often
ignore it
Building relationships
Fun Tricks of the Trade – Short Term Fix
Interventions - Long Term Change
4. Poll Everywhere
What pushes your buttons?
How does it make you feel?
What consequences do you use?
How does it change your relationship with
that student?
5. Managing Personal
Stress: Thought Control
Managing Personal
Stress: Thought Control
Calming Thoughts
“ Thisstudent istesting to see
wherethelimitsare.
My job isto stay calm and help
him learn better waysto behave.”
“ I can handlethis. I am in control.
They havejust learned somepowerful
waysto get control. I will
teach them moreappropriate
waysto behave.”
Upsetting Thoughts
“ That student isa monster.
Thisisgetting ridiculous.
He’ll never change.”
“ I’m sick of putting out fires!”
6. Managing Personal
Stress: Thought Control
Managing Personal
Stress: Thought Control
Calming Thoughts
“ I feel undervalued right now –
I need to seek support from
my peersand supervisor.”
“ Having her in my classisgoing to
bea wonderful Professional
Development experience.”
Upsetting Thought
“I wonder if the corner grocery
is hiring?”
“ Sheruinseverything!
Thisisgoing to betheworst
year of my career.”
7. “If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically
as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
8. Some Basic Assumptions
Challenging behavior usually has a
message- I am bored, I am sad, you hurt
my feelings, I need some attention.
Students often use challenging behavior
when they don’t have the social or
communication skills they need to
engage in more appropriate interactions.
9. Some Basic Assumptions
Behavior that persists over time is usually
working for the student.
We need to focus on teaching student
what to do in place of the challenging
behavior.
10. Promote Student’s Success
Create an environment where EVERY student
feels good about coming to school.
Design an environment that promotes student
engagement.
Focus on teaching students what To Do!
Teach expectations and routines.
Teach skills that students can use in place of
challenging behaviors.
11. Building Relationships
Helps each student feel accepted in the
group
Encourages feelings of empathy and
mutual respect among students and
adults
Provides a supportive environment in
which students can learn and practice
appropriate and acceptable behaviors
as individuals and as a group
12. Building Relationships with
Students
Why is it important?
Students with the most challenging behaviors
especially need these relationships, and yet
their behaviors often prevent them from
benefiting from those relationships.
Adults’ time and attention are very important
to student, and we need to be sure that we
are giving them that time and attention at
times other than when they are engaging in
challenging behavior.
15. Fast Fingers Brain Break
1) Students stand in pairs. (Your 12:00 date)
2) Everyone puts their hands behind back.
3) Teacher says ‘1,2,3,go!’ and students must
bring one of their hands forward in front of
themselves with a random number of
fingers showing.
4) The two students must then count the sum
of their partner’s fingers and their own
fingers and shout out the total.
5) Winner gets one point. Students keep
track of points.
Activity
16. Fast Fingers Modifications
Students bring forth two hands and add the
total fingers on all four hands.
Students bring forth one hand each and
multiple the two numbers
Each finger is worth 10 and students add or
multiple fingers
One student is positive the other negative.
Students bring forth one hand and they
must add the positive number to the
negative number.
Have groups of three or four students do the
above.
Activity
17. Let’s Fix it, NOW, please
Tricks of the Trade from :
Practical Ideas That Really
Work for Students with
ADHD : Grade 5 Through
Grade 12
Second Edition- Kathleen
McConnell & Gail R. Ryser
18. Positive Reinforcement
Be specific about the behavior
Pick one behavior at a time
Raise your hand before talking
Use descriptive praise statements
Thanks for waiting so patiently
Avoid “good job” by itself. Be more
descriptive
Have a selection of reinforcers
Menu*
Coupon jar*
Cube*
Bragging Buddies*
Quick Fixes
*handout
19. Get ‘em organized
1. Mnemonics for habits or procedures
a. Big Purple People Eater
i. Bring Paper and Pen Everyday
b. Chomp Red Strawberries
ii. Check, Record, Store
2. Have “De-Clutter” Day Weekly
a. Go through
b. Throw away
c. Hole punch
d. File To Dos & Take Homes
3. Homework Buddies- Change frequently if needed
Quick Fixes
20.
21. Teacher Talk Time
1. TWO Rules:
a. No talking unless called on by name
b. Stay seated
2. SET A TIMER :10-20 minutes
a. Promise to STOP at end of timer NMW
(no matter what) You can continue later
3. Place Yes/No tickets in jar during lecture as
students meet expectations or not
a. No voice reprimands, just tickets
4. Praise class for “YES”s and draw a ticket from the
jar (after class, later in day, end of week)
a. Yes = Class reward
b. No = OOPS (Other Opportunity Practice Success)
Better luck next time!!!
Quick Fixes
*handout
22.
23. Nonverbal Signal System
Large Signal Cards
1. Color Coded
2. Attached to Desk with tape or velcro
a. I’m working hard
b. I need help
c. Restroom Break
Small Signal Cards
1. Color Coded
2. Attached to ring or bracelet
a. ?
b. SOS
c. I need help
Quick Fixes
*handout
24. Stay or Go? Free hall pass
Pass out passes at beginning of week,
month, grading period, semester, etc.
1. Suggested 2 per student, but modify for
students who need more frequent breaks
2. Write names in INK
Students turn in pass when need to leave
class
Unredeemed passes earn points or other
rewards
Quick Fixes
*handout
26. Timed Round Robin
1. Decide who is A, B, C, D
2. Who starts? The person who…. (fill in the blank)
3. Take a turn identifying and explaining
one strategy to decrease challenging
behaviors
4. Each person has 15 seconds to speak
5. You MAY assist your team member
6. You MAY NOT repeat a strategy
Activity
27. Interventions-
Let’s teach ‘em to swim
Cute tricks, gimmicks, and novelties are the quick fixes much like a
life jacket. I can’t allow my child who can’t swim get in the water
without it. BUT I still have to teach him how to swim so we no longer
need the jacket. It just takes a lot of gradual practice and maybe
different methods or different teachers.
28. Social Skills- Boys Town
Getting Someone’s Attention
1. Wait until the other person is finished
speaking.
2. Look at the person.
3. Say “Excuse me”.
4. Wait until the person looks at or speaks to
you.
5. Proceed with what you want to say.
Interventions
*handout
29. Social Skills- Boys Town
Asking for Help
1. Look at the person.
2. Ask the person if he or she has time to
help you now or later).
3. Clearly describe the problem or what
kind of help you need.
4. Thank the person for helping.
Interventions
*handout
30. Social Skills- Boys Town
Dealing with Frustration
1. Identify frustrated feelings when they
arise.
2. Breath deeply and relax.
3. Discuss frustrations with a caring adult or
friend.
4. Figure out what causes your frustration.
5. Find things to do that bring feelings of
success and well-being.
Interventions
*handout
31. Problem Solving
Boys Town Model
1. Stop, take a deep breath and count to
five.
2. Decide what the problem is and how you
feel.
3. Think about your choices and their
consequences.
4. Decide on your best choice.
5. Do it.
Interventions
*handout
32. Problem Solving Wheel
Verbal choices:
Make a Deal
Tell them to stop
Apologize
Talk it out
Nonverbal choices:
Wait and cool off
Walk away
Go to another
game
Ignore it
*handout
Interventions
33. Problem Solving Wheel
Go to another
game
Talk it out
Share and take
turns
Ignore it
Walk away
Tell them to stop
Apologize
Make a deal
Wait and
cool off
*handout
Interventions
35. Anger Management
Boys Town Model
1. If a person is talking to you continue to listen and
acknowledge them
2. Monitor your body’s feelings and how quickly
you are breathing
3. Breathe slowly and deeply
4. Give yourself directions to breathe and relax
5. Calmly ask the other person for a few minutes by
your self
6. While you are alone continue to monitor your
feelings and instruct yourself to relax
Interventions
*handout
37. Key Points of Instruction
1. Teach the skill
2. Model the skill
a. Directly
b. Indirectly
c. Videos
d. Puppets
e. Peers
3. Role Play (practice)
4. Problem Solve
5. Reward
Interventions
38. Prevent Escalation
1. Build a relationship
2. Identify triggers
3. Identify where they feel their anger or frustration
in their body*
4. Identify a relaxation technique the student
would like to implement
5. Identify a way for the student to communicate
that they need to be excused to the safe place
or quiet space
• Practice the escape or chill out process
6. Practice the relaxation technique
• During calm moments throughout day
• Before crisis
• Privately
Interventions
*handout
39. Turn to your neighbor
Explain the 3 strategies will
you test drive in the fall
and why.
Activity