This

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This slide show identifies and describes the
four common components or parts found in most
effective classroom management systems.There is
a code to help you view this show. A red
punctuation mark indicates that the show has
stopped. You must left click on your mouse to
view the next part of the slide. A green
punctuation mark also indicates a stopping point
and the end of the material on a particular
slide.Tom McIntyre, www.BehaviorAdvisor.com
9/20/06
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• Proficient management of student behavior is
  crucial to our success as teachers. It allows us
  to perform all the other duties associated with
  our job. While perhaps the most important skill
  of teaching, it is undoubtedly the most difficult
  to master. With reading, writing, and math, we
  can learn the curricula and teach the material
  well by following certain steps. Management of
  behavior also requires a knowledge base and skill
  in procedures, but there is much more that is
  required to do it well.
• In order to promote student achievement and
  guarantee physical, psychological, and
  intellectual safety to our charges, our actions
  and reactions must prevent and subdue
  inappropriate behavior.
• Most teachers find that their effectiveness is
  increased and enhanced if they construct a strong
  framework on which to attach their many
  strategies and interventions.
• Essentially, there are four universal
  requirements that must be considered and
  addressed when setting up a classroom management
  plan. There are four pieces of the behavior
  management puzzle that must fit tightly and
  securely.
• They are

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The BIG FOUR

• 4
• Most effective comprehensive behavior management
  systems used in classrooms contain four integral
  components. What are they?
• Rules
• Negative consequences for non-compliance
• Positive consequences for compliance
• Consistency on the part of the teacher.

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Component 1 Rules

• Generally, teachers set up rules early during the
  first day of school. Do any of you have an
  exception to the rule on rules?
• There is always an exception to rules (except
  certain absolutes such as Do no harm., Do what
  is in the students best interest.)
• How many rules are appropriate?
• Usually 4-7, non-redundant of school
  rulesspecific to the needs of your classroom.
• Do you involve the pupils in the making of the
  rules? If yes, how so?

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Another Rule for Making Rules

• Rules should inform kids as to the behaviors that
  are expected in the school house (rather than
  telling them what NOT to do). Avoid rules with
  Donts or Nos.
• How then might we phrase them?
• POSTIVELY, identifying the behavior that we wish
  to see displayed. Dont rules fail to tell the
  students what they should be doing. In fact,
  they may create misbehavior as students attend to
  the action word, failing to mentally attend to
  the No and Dont.
• SoLets rephrase some of Mrs. Mutners rules
  into more positive versions.

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-No hitting-No cursing-No yelling-No
cheating-No cell phones -No note passing
-No asking unrelated questions-No talking
while the teacher is talking-No saying No.
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Exceptions to the No nos rule?

• Are there times when a No rule is indicated and
  useful?
• When positive phrasing would be awkward, complex,
  and/or interfere with understanding.
• To make it known that an action is so
  inappropriate, heinous, vile, and despicable that
  it is not acceptable under any circumstances.

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In general, rules Should Be Specific, describing
the behaviors one wishes to see ones students
display.

• Sometimes though, we think outside the box
• For whom might this less specific Code of
  conduct be appropriate? What might be the
  purpose of this approach?
• SAFETY Are my actions safe for myself and
  others?
• RESPECT Do my actions show consideration for
  myself and others?
• HONESTY Do my words and actions meet the
  expectation to take care of myself and be a
  dependable member of the group?
• COURAGE Am I resisting peer pressure or
  directions that might hurt others? Am I doing
  the right thing?
• COURTESY Do my actions help to make this place a
  positive learning climate where people feel
  welcomed and accepted. Do my actions allow
  others to do their work without interruption?

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Thematic Rules

• Some teachers package their rules in a theme
  format. Anyone here do so? If yes, tell us
  more.
• What are your thoughts regarding the following
  example? (published in a newsletter of a
  state-level organization for special educators)
• Horse School House Rules
• No horsing around.
• Be mature. Dont act like a colt.
• Trot on the track, not in the halls.
• Bridle you mouth while the trainer is
  instructing.
• Braid your mane at home. Dont be a show horse.
• Munch on your hay with your mouth closed.
• Saddle up your manners step into the stirrups
  of learning.

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Another Example Rules with a Car Theme

• Keep your eyes on the road. (Do your own work)
• Buckle your seat belt. (Stay in your seat)
• Signal to turn. (Raise your hand to speak)
• Stay alert. (Listen while others speak)
• Stay in your lane. (Keep hands, feet, objects
  to yourself)
• Be a courteous driver. (Speak kindly and
  encourage others)
• Control your speed and direction.
• (Use appropriate language and gestures)

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Most Experts Recommend that Rules be Posted

• Why?
• Serves as an on-going reminder as kids
  periodically scan the room.
• Allows us to promote self-control by saying What
  should you be doing right now? while gesturing
  toward the poster.

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Other Influences On Rules?

• Might the rules be different for various age
  groups? Can you identify examples of rules that
  might be age-group specific?
• Might other characteristics such as
• gender
• cognitive level/intellectual ability
• culture/ethnicity
• disability/challenge
• affect the type, intent, focus, or wording
• of the rules? If yes, how so? .

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Component 2 Negative Consequences

• When student behavior does not match stated
  expectations (the rules, regulations, routines,
  directions), negative consequences for those
  actions are often deemed necessary.
• Punishment can be effective in promoting behavior
  change, but to gain this outcome, it must be
  administered in a well-informed and thoughtful
  manner.
• The above conditions are not often met.

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• Typically, consequences are placed into a list of
  sequentially more punitive penalties. They
  usually follow an official warning telling the
  student to engage in the appropriate behavior.
• The word warning might be viewed as
  confrontational or coercive by the student,
  spurring defiance. Many teachers prefer
  reminder or cue.
• The warning is not actually the first
  intervention. The teacher should have tried to
  get the student on task in subtle ways previous
  to it (distracting the youngster, proximity
  praise).
• Too many teachers make this component the main
  ingredient in their behavior management stew.
  Instead, it should be a sparingly used spice
  adding a subtle undertaste.

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Other Important Points To Remember

• Let the list of consequences do the work while
  presenting yourself as being
• Confident
• Calm
• Regretful at having to implement consequences
• Show more firmness and resolve (but not anger) in
  your voice and approach as the youngster moves
  through the penalty list while ALWAYS
• reminiscing about the times when s/he made a good
  behavior choice
• encouraging a good choice now to avoid further
  penalties.
• If the systematic application of a list of
  consequences isnt working, change it. Get a
  better system. Dont get meaner and crankier
  get smarter.
• Immediately show a smile upon compliance (at any
  point) and thank the student for making a good
  choice or displaying the correct behavior
  (instead of holding a grudge and saying Its
  about time. Dont do that again.)
• People are more likely to comply with authority
  figures that they like. Be sure that the archive
  of positive interactions between you and student
  outweighs the history of negative events (at
  least 5-8 positive interactions for each negative
  onemore if interactions have been primarily
  negative to this point).

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• Make a list of 4 to 7 consequences that could be
  used in your (future) classroom. After the
  consequences have been exhausted, it is time for
  the administrator in charge of discipline to take
  over.
• The teacher should be supportive and respectful
  when administering consequences. Talk about what
  privileges and points can be kept, versus how
  more will be lost.

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What if I only have one big punishment that I can
use?

• Removal of recess
• Phone call to the home
• Send to the office
• Lunch in an isolated place
• Lethal injection .
• EITHERTake it away in segments
• Elementary grades 1 minutes of lost recess 3
  minutes 7 minutes 15 minutes all of recess
  spent sitting on the sidelines watching others
  have fun
• Secondary Student leaves 20 seconds after the
  bell for the 5 minutes of hallway passing to the
  next class 45 seconds, 1½ minutes, 2 minutes
  (then detention assigned10 minutes if quiet
  during that time, 20 minutes if quiet)
• ORTake away all of a privilege after a certain
  number of warnings have been given
• 3rd checkmark on the board results in
  implementation of serious consequence
• Decrease the number of warnings as the student is
  capable of more restraint.

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Losing your license (This slide shows the
penalty component for the Driver theme plan
seen earlier.)

• If a certain number of negative points
  accumulate, daily privileges (social time, lunch
  with friends) are denied.
• Violations that result in points on your
  license
• Failure to yield right-of-way (disrespect shown
  toward others)
• Failure to observe a stop sign (failing to follow
  directions)
• Reckless driving (roughness with others)
• Excessive speed (use of profanity or offensive
  words) .

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Component 3 Positive Consequences

• The major focus of our system should be
  placed on catching kids being good.
• Have the students join you in promoting
  appropriate behavior by implementing a group
  reward system that creates positive peer
  pressure/support to behave well. (found at
  www.behavioradvisor.com)
• When the class is out of control, scan the room
  looking for kids who are doing the right thing.
  Recognize that those students in an attempt to
  instigate the ripple effect.
• Constantly watch for opportunities to recognize
  appropriate behavior. Dont be stingy with
  praise, smiles, non-verbal positive signals.

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Positive Non-Verbal Signals

• What are some non-verbal signals that indicate
  pleasure with the actions displayed by students?

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OopsThats not what I meant

• To whom might these gestures be offensive?
• Thumbs up
• Pointing at the person
• Summoning with a finger curl
• Making the V for victory sign with the back of
  the fingers toward others
• The OK sign
• Pasting a star on a paper
• Handing items with the left hand
• A light touch on the shoulder, or mussing of the
  hair
• Showing the sole of your shoe to others when
  crossing legs .

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Negative Non-Verbal Signals

• What are some non-verbal responses that indicate
  displeasure with the actions displayed by
  students?
• Stern facial features and glaring eye contact
  (perhaps with angled body leaning back and arms
  folded across chest)
• Holding up index finder and wagging it
  side-to-side
• Holding up stop hand (arm outstretched and palm
  of hand facing student with fingers spread) .

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All in All

• Research and craft knowledge tell us that our
  best behavior management practice is to catch
  kids being good.
• Make it the MAJOR focus of your behavior
  management approach.

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Component 4 Consistency

• In order for our system to be effective, we must
  be predictable in our responses to actions that
  abide by and break the rules.