Behavior Management Mindsets

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Behavior Management Mindsets!

• IF YOU WANT YOUR STUDENTS BEHAVIOR TO CHANGE,
  CHANGE YOUR BEHAVIOR FIRST.

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Prevention

• Clear and consistently ___________________________
  ___
• Provide necessary ________________
• Understand what you students behavior is
  ____________________________
• Respond _____________to challenging situations
• When in _____________, _________

3
Responding Effectively to Challenging Behavior

• 1. _____________________________
• 2. _____________________________
• 3. _____________________________
• 4. _____________________________

4
Developing Rules and Expectations

• 1. State them ___________________.
• 2. How many? ___________________
• 3. Rules must be ______and _________.
• 4. Include a _______________rule.
• 5. Teach rules, using _____________and
• ____________and review __________.
• 6. Clearly state the _______________.

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Classroom Rules

• 1. Identify and ________ rules in a _____________
  place to be used for providing ___________and
  ________
• feedback
• 2. Make sure the rules
• _____________________________
• _____________________________

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Consequences What if you do..What if you
dont.

• Reinforcement is effective in____________________
  _______.
• The ______________of __________
• Does not undermine students_______
• ________, provided the reinforcement
• is____________ on _____________.

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Negative Consequences

• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________

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Implementing Negative Consequences

• 1._____________________________
• 2._____________________________
• 3. ____________________________
• 4. ____________________________
• 5._____________________________

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Dont ask a ________ if it isnt a ___________.

• Using a ____________ request
• ___________________ the possibility
• that the child will ________ ________.
• For example ___________________
• ______________________________
• is more effective that asking, will you
• sit in this seat?

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Suggestion for compliance

• 1. Get up ________________________
• 2. Use __________________________
• 3. Give one_______________________
• 4. DONT _____________
• 5. Give the child___________________
• 6. Be __________ and ____________

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What do you want them to do???

• Use ___________requests that tells
• child what behavior you are __________
• ___________rather than having them
• ___________what you are__________.

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Dont get emotional

• Be ___________, not ___________,
• Understand that
• Yelling, __________ ___________
• ugly_____________, guilt__________
  _______________,
• rough________ and ____________
• comments will ____________ the chance
• of compliance.

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Speak ______________

• When making a request use_________
• ___________, ____________ _____
• ______________ and with ________
• _________________.

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Celebrate success!

• It is easy to _______________ and not
  _______________ a child when he/she
  ___________________a
• __________________.
• If you _________ ___________ __________ the
  child, it is ________
• _____________ to happen again.

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PRECISION REQUESTS

• Two step format.
• Use the same wording in the same
• ______________ with all __________.
• 3. Give appropriate amount of________
• To respond.
• _____seconds for students that Do NOT have
  language difficulties.
• _____second for students that DO have language
  difficulties.

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Change _____behavior first

• The only person whose behavior you can truly
  control is ___________.Teachers
• should try to change _____ _________.
• Dont try to change a _______ ______.
• When we _____ we can ________kids,
• power struggles are inevitable.

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Prevention is the _______.

• Prevention is the most ____________
• form of ____________. It is far, far
• easier to deal with ____________in its
• ________ stages that it is to deal with
• _______________ after it has
• ____________ ____ ____ _________.

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Prevention Basics

• An appropriate _____-to-__________.
• With-it-ness means_______________________________
  ______________
• Good _____consistently ___________.
• Successful __________ __________.
• Responding to surface_____________
• appropriately.

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With-it-ness

• The teacher ______________ to the
• students by his/her _____________
• that he/she knows what the students
• are doing and what is going on ____ ____
• ___________ at all times and ________
• ________behaviors and intervenes early.

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When in doubt __________

• Teach_______________ ____________
• Provide___________________
• Provide_____________________
• Provide______________________
• Provide______________________

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These are the mindsets for teaching students with
behavior

• Progress is _______recognize it.
• Teach________________.
• View behavior management problems as
• ______________________________.
• Teach ________________.
• _______what you want your students
• to __________.

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The single most important question you could ask
yourself..

• ____________________________
• _____________________________.

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• Much _________________behavior serves a
  _______________ function.
• If youre not making mistakes, then you are not
  ___________________.
• SHOW ME THE _______________.

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REVIEW

• You cant control ________________
• The only persons behavior you can control is
  ________________.
• Accentuate the ________. Eliminate the
  ________________.
• Do a day without dittos for example
• ___________ _______________
• ___________ ________________

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And, another thing.

• Failure is _____________________
• There are no __________________
• Learn what it means to be_________
• KEEP THOSE DISHES SPINNING,
• Means to me __________________.

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Behavior Management Techniques that DONT work.

• Using __________
• Ridiculing because_________
• Forcing students to admit__________
• Demanding ____________________
• _____________students over issues.
• Asking students ______ _________ ___ out.
• (continuing)

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Techniques that dont work (cont.)

• Making _____________________
• Comparing a _________________
• acting out behavior with other (_______)
• students behavior. Example__________
• Yelling
• Engaging in ______________battles
• Making ________________threats

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Ineffective Practices

• IGNORING MISCONDUCT
• Both student behavior and attitudes are
• _____________ affected when teachers
• _________________ violations of
• school or _______________ ______.

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Ineffective Practices

• _________________or __________
• responses to _____________________.
• When teachers are __________ in their
• enforcement of _______, or when they
• react in ____________ways, ________
• _________________ is generally _____.

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Ineffective Practices

• Punishment which is ___________ or delivered
  without _____________ or ___________ for
  improving behavior.
• An good example of this is _________
• punishment.
• Vague or _________________rules.
• An example of this rule is, be in the right
  place at the ________ ______.

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10 Most Common Discipline Mistakes Teachers Make

• ______________ 6.____________
• ______________ 7.___________
• ______________ 8.___________
• ______________ 9.___________
• ______________ 10.___________
• ___________
• ___________

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Summarize Things that we know about behavior

• 1. Behavior problems are __________
• overtime.
• 2. Teachers ________ ____________
• tough kids behavior.
• 3. Programs must the _____________
• to be effective.
• 4. Lack of ____________programming will likely
  result in increased ________
• ____________________.