Improving Classroom Behavior & Social Skills….

You can Learn how to transform your Students’ Environment!

Presented by a member of MSU840 Initiative

What should Your Classroom look & feel Like?

Basics of Classroom Management

• Teachers need to change the classroom environment in order to yield students with acceptable/desirable behaviors. 1

Modeling Appropriate Behaviors 2

Changing the way you look at students and their behaviors

There are many methods to help create a new classroom environment , many of which will be explored

Why do Students Misbehave?

Students Misbehave for a number of reasons…

• They want to seek attention (either positive or negative)

• They want to be like and accepted1

• They are seeking power, revenge or attempting to hide an “inadequacy”1

• They may have an underlying issue such as being socially awkward, hostile-aggressive, immature or otherwise shy. 2

Why do we care why the student misbehaves?

• Mistaken Goals1

When a teacher can figure out why a student is misbehaving, the chances of reducing that behavior significantly increases.

• If we can not find out why they are misbehaving, it will lead to a pattern of continual misbehavior in an attempt to gain acceptance and recognition.

How do we know why they are misbehaving?

Student’s Mistaken Goals1

Student’s Goal Student’s Behavior Teacher’s Feelings

Attention seeking Repeats Aversive Behavior Annoyed

Power seeking Refuses to stop behavior Threatened, loss of control, power struggle

Revenge seeking Becomes Hostile, tries to hurt others Hurt, betrayed or disappointed

Exhibition of inadequacy Refuses to participate or cooperate Helpless, gives up, at a loss for how to help them

How can we help these students exhibit desirable behaviors?

Methods1,3 to achieve desirable behavior…

• Positive encouragement and feedback• Reinforcing of behaviors• Token System• Time out• Clear Expectations with known Consequences• I-FEED-V Rules3

Positive Encouragement & Feedback

• "Teacher attention is perhaps the most basic of all influences on student behaviors” 2

• Encouragement1: praising good behavior with out passing judgment. Example: “I know you all can do such a great job standing

quietly in the lunch line!” • Feedback1: specifically praising a desired behavior a

student had while offering some judgment of said behaviorExample: “What a great job Sally is doing in the lunch line

standing quietly and patiently! Thank you Sally!”

Reinforcement of Good Behaviors

• Positive Reinforcement: the addition of a stimulus after good behavior is seen1

• Negative Reinforcement: removal of the stimulus after a behavior is seen.1

• Stimulus: a tangible , verbal or physical reward or response projected from the teacher to the student.1

• Best used when whole class behavior is warranted by only some are complyingSitting at circle time, beginning individual work

Token System

• Using tokens that students can earn for desirable behavior

• Taking tokens away when students exhibit misbehavior

• Collective tokens can be used to earn tangible rewards

“items they want but usually can not consume (e.g. toys, pencils, erasers, crayons, [stickers]...)” 1

Time Out1

• The environment they are loosing must be more desirable then where they spend time out

• Time out should be brief (no longer then 15 or 20 min)

• The student should be told to go to time out, however if s/he does not, the teacher should put him or her there.

• It needs to be immediate and consistent

Clear Expectations with consequences1,2

• There must be procedures, rules and consequences

The students must know and understand these They should be regularly reinforced and reminded

• Consequences can be good and bad• Involve the students in determining

consequences but regulate them• Example

Rule: Raise your hand to be called on. Consequence: Loose a token for talking out of turn

I-FEED-V3

• Immediately provide praise• Frequently provide praise• Enthusiastically give praise• Maintain Eye contact when delivering praise• Describe the behavior in details so s/he knows

what they’ve done well• Vary the ways in which the praise is expressed.

Classroom Climate

Classroom climates & Appropriate behaviors1

• Learning CommunityAll opinions are valuedAll students are welcomedAll differences of students are celebrated

• Check the physical arrangementDoes seating isolate anyone? Is there anything that would lead to a student feeling

alienated?How can I maximize mix-ability groups by assigned

seating?Is my classroom warm and inviting?

What do Behavioral Management Program “must haves”?

When creating a Behavioral Management Program1 we must….

• Design a team (teachers, specialists, parents students)• Stay Positive! • Discover how students perceive their environment

(Functional Behavioral Assessment)• Use preventative measures• Believe that teachers are the most powerful tool!!!• Not reinforcement of bad behaviors and should

reinforce good behaviors with rewards• Use a model that is based on valid, researched methods

appropriate for your student body. (www.pbis.org)

Functional Behavioral Assessment4

1. Identify the problem behavior(s).2. Use a written observational system to record the

behavior. Record the number of times the behavior occurs in a given

time period. (frequency) Record how long the behavior lasts when it starts. (duration) Record what events occur before and after the disruptive

behavior (antecedents-behavior-consequences)

3. Analyze the data and brainstorm possible strategies.4. Develop a "Behavioral Intervention Plan."5. Evaluate the results.

Types of Behavior Management Programs

• School-Wide Positive Behavioral Support System

• Assertive Discipline• Contracts • Love & Logic for teachers

Aren’t Social Skills the same as Behavioral Skills?

• Behavior Skills are those which a student exhibits when they have emotional control2 over a situation which may cause others physical harm.

• Social Skills are those which a student exhibits in an attempt to “adapt and respond to the expectations”1 of other students.Inappropriate reactions to situations. Lack of social skills might mean a student laughs when

being disciplined, or thinks its funny when another student is crying.

Types of Social Skills Programs

• ASSET• Stop & Think• Aggression Replacement Training• The Skills Streaming Approach• The Prepare Cirriculum

A.S.S.E.T.

• ASSET1: teaches social skills based on 8 factors Positive FeedbackNegative FeedbackAccepting negative feedbackPeer PressureProblem SolvingNegotiatingFollowing InstructionsHaving an appropriate conversation

Teaching your students Social Skills…

• Stop, Think & Pick a Plan• Self Recording3

• Self Management1/Monitoring2

Teachers and Students agree to changeIdentify the behaviorGoals and timeline for changingReinforces and consequencesSelf-evaluate the success

References

• 1 Bos, C. S., Schumm, J. S., & Vaughn, S. S. (2006). Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom (4th Edition) (4 ed.). Boston, MA: Allyn & Bacon. Ch. 10 pp. 235 - 262

• 2 Brophy, J. (2003). Teaching Problem Students (1 ed.). New York: The Guilford Press.

• 3 Reavis, K.H., et. Al. (1996). Best Practices: Behavioral and Educational Strategies for Teachers. Longmont, CO: Sopris West.

• 4 Biehl, K. Notes from CEP 840 Class. Feb 2010.