What is Behavior Management?ModelsBest PracticeImportant TermsStudents RightsEthical ConsiderationsChapter 1: Behavior Management ModelsWhat is Discipline? Teaching others right rom !rong Discipline is not punishment" although punishment can #e disciplineWhat is Behavior Management? Methods to prevent or respond to #ehavior pro#lems so the$ do not occur in the utureBehavior Management%ac& o training 'lavor o the month treatment Cannot appropriatel$ anal$(e programs%ac& o s&ill Escalated issues in inner cit$ schools%ac& o understanding )o uni*ed theor$ o #ehavior management%ac& o resources Schools do not have esta#lished approach or allocations or #ehavior managementTeachers Difculties with Behavior Management+ssertive Discipline%ogical Conse,uencesRealit$ Therap$%ove and %ogic-inott Mode.ounin Model/ones ModelCharacter EducationBehavior ModelModels of Behavior Management0vervie! Revised model1 shit to positive discipline and conerencing to teach students ho! to #ehave appropriatel$Assertive DisciplineSteps23 +c&no!ledge that teachers can and do a4ect #ehavior53 Displa$ assertive response st$le63 Create discipline plan that contains e4ective rules and 7conse,uences893 Provide instruction on discipline plan:3 Instruct students to #ehave responsi#l$Components23 Develop rules53 Develop positive conse,uences or a#iding #$ rules63 Develop negative conse,uences or not a#iding #$ rules93 Implement modelAssertive DisciplineDi;cult Students 212 conerence to provide guidance Build relationship !ith student Create an individuali(ed #ehavior planStrengths1 Behavior is a result o !hat teachers do in classroom Teaching rules and e=pectationsWea&nesses1 Reliance on threats" !arnings" and discipline hierarch$ Misuse o 7conse,uence8Assertive Discipline0vervie! We learn through our interactions !ith the environment6 T$pes o Conse,uences1 )atural +r#itrar$ %ogicalLogical Conseuences)atural Conse,uences )ormall$ occur +r#itrar$ Conse,uences )ot aligned !ith o4ense %ogical Conse,uences Connected to the o4enseWhen given a choice #et!een ar#itrar$ and logical conse,uences" logical conse,uences should al!a$s #e usedLogical ConseuencesStrengths1 +llo!ing students choice >elping students to understand their motivesWea&nesses1 Inerences made regarding motivation 'ocus on student?centered #ehavior )o guarantee that appropriate #ehavior !ill ollo! logical conse,uence@sA Both ar#itrar$ and logical conse,uences are conte=tual" and ma$ overlap Misuse o the 7punishment8Logical Conseuences0vervie! Students choose ho! the$ #ehave Motivated #$ : needsSurvival" #elonging and love" reedom" un and po!erTeachers should aid in acilitating #etter choices Classroom management Class meetings Mutual respect #et!een students and sta4!ealit" Therap"Strengths1 Behavior is a4ected #$ teachers Students involved in developing classroom procedures Curriculum is un and e=citing +voidance o coercionWea&nesses1 Di;cult to su#stantiate motivation Reliance on and manipulation o intrinsic motivators!ealit" Therap"0vervie! I students eel loved and are provided !ith choices" the$ !ill #ecome more responsi#le6 St$le o Teaching >elicopter" drill sergeant" consultant Di;cult Children Catch student doing something good 04er speci*c praise Ignore #ehavior Isolate student +nticipator$ conse,uencesLove and LogicStrengths1 Concern !ith students eelings Decreasing punishment %ead students through pro#lem?solving process Providing choices +voidance o threats and !arnings >olding students accounta#le Catching #ehavior earl$Wea&nesses1 Reliance on intrinsic motivation %ac& o prevention and response guidelines 7Tal&ing it over8Love and Logic0vervie! Teachers are essential element in classroom managementStudents learn rom teachers response to pro#lemsTeachers should e=hi#it sel?disciplineTeachers should respect studentsTeachers should create e4ective alternatives to punishment#inott ModelStrengths1 Bse o cooperation Concern !ith eelings Respect or students Positive disciplinar$ methods Ma&ing environment more pleasantWea&nesses1 Increased sel?concept ma$ lead to more disruptive #ehavior Praise needs to #e speci*c )o mechanism #uilt in or students !ho continue to mis#ehave Incorrect de*nition o punishment#inott Model0vervie! E4ective classroom management is #ased on 2C &e$ concepts2A Ripple e4ect5A Withitness6A Momentum9A Smoothness o lesson:A -roup alertingDA Student accounta#ilit$EA 0verlappingFA SatiationGA Halence and challenge arousal2CA Seat!or& variet$ and challenge$ounin ModelStrengths1 Bse o desists Bse o !ithitness Research supported componentsWea&nesses1 Incomplete0nl$ useul or lo!?level mis#ehavior$ounin Model0vervie! Teacher?centered Behavior management should #e approached in a calm and controlled ashion%ones ModelBod$ %anguage GCI o e4ective discipline-roup?Based -enuine Incentive S$stems -randmas Rule Preerred +ctivit$ Time @P+TDi;cult Children Bse !arnings 7Pull a card8 7%etter home on des& techni,ue8%ones ModelStrengths1 +!areness and use o #od$ language Remaining calm Preventative measures E4ective use o incentivesWea&nesses1 P+T s$stem punishment?#ased ta&en econom$ s$stem Reliance on threats and !arnings%ones Model+ philosophical approach to improving classroom management School?!ide)e! J Paucit$ o Research 0nl$ 5 programs have su;cient dataPositive +ctionCaring School Communit$Character &ducationPositive +ction Prevent negative #ehavioral pro#lems and develop positive #ehaviors 'ocus on development o attri#utions and positive actionsCaring School Communit$ School #ecomes caring communit$ o learners 9 parts1 Class?meeting lessonsCross?age #uddies programs >omeside activities School!ide communit$ #uilding Character &ducationStrengths1 %earning to interact !ith others in a positive manner Prevention #ased Implemented across grade levels 'ocus on #oth #ehavior and academic perormanceWea&nesses1 Based on constructivist philosoph$ Does not target di;cult students Solid research is scarceCharacter &ducationWWC recommendations rated moderate or strong123 Teachers should identi$ the speci*cs o the pro#lem #ehavior in order to tailor strategies to individuals needs53 Teachers should modi$ the environment to decrease pro#lem #ehaviors63 Teachers should activel$ teach and reinorce social and #ehavioral s&ills to replace un!anted #ehaviors and preserve positive classroom climate93 Parents and other personnel should #e included or additional support and guidance in #ehavior management:3 + school?!ide approach should #e adopted to prevent and respond to student mis#ehavior and increase positive social interactionsBest 'ractices in Behavior ManagementThe environment causes man$ o our #ehaviorsE Characteristics o +B+2A +pplied5A Behavioral6A +nal$tic9A Technological:A conceptuall$ s$stematicDA E4ectiveEA -eneralit$Behavioral ModelRe!ards E=trinsicThings given to a student @e3g3" praise" to&ens" or cand$A+ppropriate as long as the$re reinorcing6 !a$s to deliver1Tas& contingentPerormance contingentSuccess contingent IntrinsicThings that occur inside the individual @e3g3" pride" interest" or sel?esteemA(mportant TermsReinorcers )aturall$ 0ccurringReinorcer t$picall$ oundKused in the environment ContrivedReinorcer not t$picall$ used in the environment @e3g3" pa$ing a student or completing assignments instead o o4ering praiseA(mportant Terms!ight to &)ective Behavioral Treatment The +ssociation or Behavior +nal$sis International @+B+IA outlines D rights individuals have !hen e=posed to #ehavioral interventions2A + therapeutic ph$sical and social environment5A Services !hose overriding goal is personal !elare6A Treatment #$ a competent #ehavior anal$st9A Programs that teach unctional s&ills:A Behavior assessment and ongoing evaluationDA The most e4ective treatment procedures availa#le*tudent !ights!ight to &)ective &ducation +B+I outlines D rights students have !hen receiving educational services2A +ppropriate overall educational conte=t5A +ppropriate curriculum and instructional o#Lectives6A +ppropriate assessment and student placement9A +ppropriate instructional methods:A 0ngoing measurement and summative evaluation o individual achievementDA -uidelines or success*tudent !ightsIssues o Control Rationali(ationEver$thing in lie is under some orm o controlT!o 'undamental Muestions Was the #ehavior management program the right thing to do under the circumstances? Did the #ehavior management program result in #ehavior change that !as sociall$ signi*cant and cost e4ective?&thical Considerations