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Transcript of 1 Building Positive Behaviors in the Classroom as Co-Teachers 25 Industrial Park Road, Middletown,...
1
Building Positive Behaviors in the Classroom as
Co-Teachers
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Educational Programs and Services
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Classroom Procedures Place your homework in the basket.
Lavs are located outside the room. You may use lavs when needed.
Keep on your name tag.
We start and end on time. Breaks and lunches
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Today’s Framework
Quiet signalQuiet signal
Pair = co-teaching partnerPair = co-teaching partner
Square = table groupSquare = table group
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Classroom Expectations
1.We respect others.
2.We do our best.
3.We come here to learn.
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Classroom Expectations for Teacher Directed Lessons1. We respect others.
• One person speaks at a time.
2. We do our best.• We listen and participate.
3. We come here to learn.• We ask questions if we do not
understand.
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Classroom Expectations for Group Work
1. We respect others.• We support one another’s ideas.
2. We do our best.• We actively contribute as a team
member.
3. We come here to learn.• We come with an open mind.
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Classroom Expectations for Working as
Co-Teachers1. We respect others.
• We value parity.
2. We do our best.• We support the learning of all
students as a team.
3. We come here to learn.• We reflect on our instruction.
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Key Components to Building Key Components to Building Positive Behaviors in the Positive Behaviors in the
ClassroomClassroom Proactive vs. Reactive
Managing vs. Changing
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General Ideas About Building Positive Behaviors
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Teaching….
“If a child does not know how to read, we teach.
If a child does not know how to swim, we teach.
If a child does not know how to multiply, we teach.
If a child does not know how to drive, we teach.
If a child does not know how to behave,
we teach?…punish?”Tom Herner (NASDE President) Counterpoint, 1998
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Continuum Of Continuum Of Behavior SupportBehavior Support
All Students in School
Students with Chronic/
Intense Problem
Behavior (1-7%)
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80-90%)
Tertiary Prevention
Secondary Prevention
Primary Prevention
Specialized Individual
Interventions
(Individual Student System)
Specialized Group
Interventions
(At-Risk System)
Universal Interventions
(School-Wide System
and Classroom System)
(Horner, 1998)
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Systems of Behavior Support
policiesguidelines
supp
orts
for
teac
hers
clas
sroo
m
man
agem
ent
school rulesinstruction
Intervention
IEP/PPT profe
ssional
development
Tim Knoster, 2000
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Proactive or Reactive?
Proactive ReactivePreventative
•Stop something from occurring
•Act as a result
•Driven by circumstances
•Fore planning & thinking
•Driven by values
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Changing vs. Managing Behaviors
Managing Behaviors Reactive “Controlling” a behavior
for the moment Has consequences Has clearly defined
expectations Direct and concise
language
Changing Behaviors Proactive Has long term effects,
not just for the moment Consider the function of
behavior Teaching behaviors
Discipline “Disciplina” = Teaching
Reinforcing behaviorsMezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development
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A Moment to Reflect… Rally Robin
Each person states one idea at a time Take turns until time is called
Reflecting on this information presented, how does it influence your current thinking about classroom management?
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Proactive Ways to Change Behavior
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Tips for Changing Behaviors
After You Determined the Function of Behavior… Environment
Creating a supportive and caring environment that includes an understanding and respect of cultural differences
Building rapport with students Use appropriate instructional levels
Teaching Establish clear expectations Teach and model expectations Reinforce and Support
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Remember to Consider…
Looking at behavior in contextLooking at behavior in context· Settings· Relationships· Environment conditions· Developmental level
Determining the motivation for the Determining the motivation for the behaviorbehavior
· Avoidance (What is avoided by the behavior?)· Gains (What is gained or achieved by the
behavior?)
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EnvironmentEnvironment
Creating a supportive and caring environment that includes an understanding and respect of cultural differences
Building rapport with students Use appropriate instructional levels
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Creating a Supportive and Caring Environment that
Includes an Understanding and Respect of Cultural
Differences
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Environments That Environments That Promote Positive Promote Positive
Learning Are:Learning Are:
Caring Encouraging Non-Threatening Secure Challenging
Accepting Supportive Trusting Inviting Positive
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Cultural Influence on Student Behavior
Eye Contact Proximity Respect/Trust for Authority Manners of Expression Competitive vs. Cooperative Values Child-Rearing Practices
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Building Rapport with Building Rapport with StudentsStudents
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Trust between the child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together…
-Nicholas Hobbs, 1982 The Troubled and Troubling Child
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Building Rapport with Students
Fairness Modeling Humor Courtesy Respect Realness Reestablishing Contact Active Listening
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Use Appropriate Use Appropriate Instructional LevelsInstructional Levels
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Le was gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of Volute Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’s zeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with lexsenel.
Instruction that is Relevant
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Teaching
Establish Clear Expectations Teach and Model Expectations Reinforce and Support
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Define and Teach Define and Teach BehaviorBehavior
Step One: Define Expectations Set 3-5 overarching rules for all settings Develop a plan for behavioral expectations Set high, yet reasonable expectations State positively and succinctly
Step Two: Teach Expectations Make rules public Articulate and model to students what is expected Practice, Practice, Practice
Step Three: Reinforce Expectations Catch students being good Correct for non-compliance
Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.
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Building Positive Behaviors in the
Classroom
Discuss your ideas about classroom expectations. Use the checklists to guide your conversation.
Consider… Parity Routines/Transitions Pet Peeves
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Building Positive Behaviors in the
Classroom
Brainstorm a list of the expectations for your classroom with your co-teacher partner. List 3-5 expectations for your classroom. Be ready to share them with the group.
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Reactive Ways to Manage Behavior
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Tips for Situational Managing of Behaviors
Survey the scene and determine the severity and safety
Be direct-avoid conversation Determine the level of an appropriate
prompt Active listening Environment Change Crisis intervention
Mezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development
Gary LaVigna. (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming
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Levels of Prompts for Situational Managing of
Behaviors Instructional Prompt
Offer a replacement behavior Model or teach behavior
Nondirective Cue Use a question to prompt
Directive Cue State your request State the time frame for compliance State consequence
Mezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development
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Active Listening Paraphrase Clarify Summarize Ask questions Use non-verbal cues Validate Keep focused Silence
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Environment Change “for the Moment”
Rearranging the environment to fit the student’s needs Separate students Place pencil sharpener on desk Adjust time frames for activities Provide a different task Create a diversion
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Crisis Intervention De-escalating vs. escalating
What are the indicators/signs before the crisis behavior?
When, where, with whom is the behavior most likely to occur?
Managing = Stopping (short term effects)
(Long term effects =Changing)
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Proactive Ways to De-Escalate
Before the fact Positive Time Out
Not to punish Provide space and cool down time
Active Listening Change the environment
After the fact Reconnect Teach coping strategies Teach relaxation techniques
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Behavior Plan
Proactive Reactive
EnvironmentPhysical SettingInterpersonal FactorsProgrammatic Factors
TeachingReplacement BehaviorsCoping SkillsSpecific Skills
Reinforcement & SupportReinforce Positive BehaviorsCorrect for Non-Compliance
CuesActive ListeningEnvironment ChangeCrisis Intervention
Gary LaVigna (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming
Tim Knoster, 2000
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Enhancing Suzanne’s Plan
Use this afternoon’s information to further enhance the proactive plan for Suzanne.
Develop a reactive strategy for Suzanne.
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Opportunities for Success…
Remember you are team. Discuss, discuss, discuss. Establish your expectations. Develop a plan to teach the expectations
throughout the year. Develop a plan to reinforce positive
behaviors. Work together to collect data, analyze data,
and develop behavior plans.