Original Contribution
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Original ContributionNancy Love
Positive Classroom Climate Presentation for building in-service meeting
Fall 2012
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“The best way to predict the future is to create it.”
--- John Scully
Creating a Positive
Classroom Climate
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Classroom Behavior Management:A Dozen Common Mistakes and What to Do Instead
Patricia M. Barbetta, Kathleen Leong Norona and David F. Bicard
Presented by Nancy Love, HHS
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Mistake #1 Defining Misbehavior By How It Looks
Defining misbehavior by how it looks tells us very little about why it occurred and doesn’t help much in our efforts to change behavior
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Instead: Define Misbehavior By Its FunctionMost behaviors function for one of two
following reasons:
to get something (e.g., attention from another student or teacher, gain a privilege, get a toy)
to avoid something (e.g., schoolwork, teacher demands
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Mistake #2 Asking “Why Did You Do That?”
Not a good question – Why?First, many students will not know the
reason why they misbehaved.Second, we often will not like their
answers.
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Instead: Assess the Behavior Directly to Determine its FunctionFunctional Assessment definitionABC Tool
Antecedent Behavior Consequence1. Record the misbehavior that occurred
2. Record what happened immediately before the behavior
3. Record what happened immediately after the behavior
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Mistake #3 When an Approach Isn’t Working, Try Harder
When an approach isn’t working, our first tendency is to try harder. The problem is that we most often try harder negatively.
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Instead: Try Another WayVerbal redirectingProximity controlReinforcing incompatible behaviorsChanging the academic tasksProviding additional cues or prompts
Instead of increasing negative consequences, increase the frequency of contingent praise for appropriate student behavior.
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Mistake #4 Violating the Principles of Good Classroom Rules
Classroom rules play a vital role in effective classroom management. Rules alone, though exert little influence over student behavior.
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Instead: Follow the Guidelines for Classroom RulesFour to six rules that could govern most
classroom situations
Use short rule-setting meetings◦ Share rule-making guidelines with students
Positively stated rules are “do” rules
Praise students throughout the school day◦ Sign “Have you praised your students lately?”
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Mistake #5 Treating All Misbehaviors as “Won’t Dos”
Several misbehaviors are due to a lack of appropriate skills not a lack of motivation. These are “can’t dos”.
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Instead: Treat some behaviors as Can’t DosSeven Pre-correction Steps1. Identify the context and predictable behavior2. Specify expected behavior3. Systematically modify the context4. Conduct behavior rehearsals5. Provide strong reinforcement such as
frequent and immediate teacher praise6. Prompt expected behaviors7. Monitor the plan
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Mistake #6 Lack of Planning for Transition Time
Without proper planning, transitioning can be one of the most frustrating times of the day:
Inconsistent ExpectationsAttention is diverted away from students
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Instead: Appropriately plan for Transition TimeMake transition expectations consistent
(same rules apply for each type of transition)
Develop transition rules and teach them to the students (review frequently)
Provide readiness signals or cues for pending transitions
Monitor students’ performance and praise appropriate behavior
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Mistake #7 Ignoring All or Nothing at All
Ignoring can be a valuable tool when used with behavior-building strategies. Educators tend to take ignoring to the extreme by ignoring almost all misbehaviors or none at all. Neither approach is effective.
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Instead: Ignore WiselyOnly ignore behaviors motivated for our
attention (when behaviors are attention seeking it is best to ignore continuously – every single time)
Ignoring should be used in combination with behavior-building strategies, such as reinforcement of appropriate behaviors
Ignoring is not appropriate when students are engaging in extreme or dangerous behavior or when the misbehavior is not attention seeking
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Mistake #8Overuse and Misuse of Time Out
Educators tend to overuse time out because it results in a reprieve from problematic students
Time out is also misused when it reinforces the misbehavior
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Instead: Follow the Principles of Effective Time OutRemember time out is not a place but a process
whereby all opportunities are withdrawnFor mildly disruptive misbehavior, time outs
should be done in class with all forms of reinforcement removed for a brief time
More severe behaviors require out-of-class time out in a place that is not highly stimulating
Time out should always be used with pre-corrective, behavior-building strategies and reinforcement
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Mistake #9Inconsistent Expectations and Consequences
Students are often given mixed signals as to what is expected and what will happen if they do not meet these expectations.
Inconsistent expectations cause student confusion and frustration.
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Instead: Have Clear Expectations That Are Enforced and Reinforced ConsistentlySet identifiable and consistent expectationsReviewing expectations and rehearsing
rules help build routines and minimize the potential for problems
Expectations are pointless if they are not backed up with reinforcement for compliance and reasonable negative consequences for noncompliance
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Mistake #10Viewing Ourselves as the Only Classroom Manager
Managing classroom behavior may be more challenging than ever with increased class sizes, more students who come from stressful, chaotic homes, and increased diversity in students’ abilities and cultures
Think collaborating with others requires too much time and energy to build rapport and come to a consensus on behavior – its time to change your priorities and strategies
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Instead: Include Students, Parents, and Others in Management EffortsEnlist the help of others:
◦Implement self-monitoring◦The power of peers
Student Peers Teacher Peers
◦Parents◦Administrators◦School counselors, psychologists and other
professionals as necessary
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Mistake #11Missing the Link Between Instruction and Behavior
At times there is a direct link between our lessons and student misbehavior. Perhaps the lesson is too easy, too difficult, ineffective or non-stimulating.
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Instead: Use Academic Instruction as a Behavior Management ToolThe first line of defense in managing
student behavior is effective instruction◦Instruction is fast-paced◦Includes high rates of active student
responding◦Involves modeling new behaviors◦Provides guided practice◦Provides positive and corrective feedback◦Consistent use of strategies that share the
characteristics of effective instruction
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Mistake #12Taking Student Behavior Too Personally
Student misbehavior feels like a personal attack –
When we take students’ misbehavior personally, we lose our objectivity, look for quick management fixes and get emotionally upset
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Instead: Take Student Misbehavior Professionally Not PersonallyProfessionals view behavior management as
their responsibilityProfessionals know the importance of having
a sound management system in place for classroom issues and individual student problems
Professionals have realistic expectations for improvement
Professionals ask for assistance when it is needed
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In A Positive Classroom Climate --Every student experiences 5 positive
interactions to every 1 negative interaction
Interactions may be with adults, peers, or self
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SourcesBarbetta, P.M., Leong, N., & Bicard, D.F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure, 49(3), 11. ProQuest Education Journals.