Behavior Management Behavior Management Big 4Big 4

Tom McIntyre, www.BehaviorAdvisor.comTom McIntyre, www.BehaviorAdvisor.com

Revised and Edited by: Kristen L. PavelecRevised and Edited by: Kristen L. Pavelec

TheThe “BIG FOUR” “BIG FOUR”

44 Most effective comprehensive behavior Most effective comprehensive behavior

management systems used in classrooms contain management systems used in classrooms contain four integral components. four integral components. Rules Rules (See Day One ppt for a review)(See Day One ppt for a review) Negative consequences for non-complianceNegative consequences for non-compliance Positive consequences for compliancePositive consequences for compliance Consistency on the part of the teacher.Consistency on the part of the teacher.

Component #2: Negative Component #2: Negative ConsequencesConsequences

When student behavior does not match When student behavior does not match the stated expectations the stated expectations (the rules, (the rules,

regulations, routines, directions)regulations, routines, directions), negative , negative consequences for those actions are consequences for those actions are often necessary.often necessary.

Punishment can be effective in Punishment can be effective in promoting behavior change, but to gain promoting behavior change, but to gain this outcome, it must be administered in this outcome, it must be administered in a a well-informedwell-informed and and thoughtfulthoughtful manner. manner.

How to Use Consequences…How to Use Consequences…

Typically, consequences are placed into a list of Typically, consequences are placed into a list of sequentially more punitive penalties. They usually begin sequentially more punitive penalties. They usually begin with an official “warning” telling the student to engage in with an official “warning” telling the student to engage in the appropriate behavior.the appropriate behavior.

The “warning” is not always actually the first intervention. The “warning” is not always actually the first intervention. The teacher should have tried to get the student on task in The teacher should have tried to get the student on task in subtle ways previous to it (distracting the youngster, subtle ways previous to it (distracting the youngster, “proximity praise”).“proximity praise”).

When administering a warning, teachers should be clear When administering a warning, teachers should be clear about why a student is getting a warning. about why a student is getting a warning.

Other Important Points To RememberOther Important Points To Remember

Don’t lose your cool-Let the list of consequences do the work while Don’t lose your cool-Let the list of consequences do the work while presenting yourself as being:presenting yourself as being: ConfidentConfident CalmCalm Regretful at having to implement consequencesRegretful at having to implement consequences

Show firmness and resolve (but not anger) in your voice and approach as Show firmness and resolve (but not anger) in your voice and approach as the youngster moves through the penalty list while the youngster moves through the penalty list while ALWAYSALWAYS

encouraging a good choice now to avoid further penalties.encouraging a good choice now to avoid further penalties.

Immediately show a smile upon compliance (at any point) and thank the Immediately show a smile upon compliance (at any point) and thank the student for making “a good choice” or displaying the correct behavior student for making “a good choice” or displaying the correct behavior (instead of holding a grudge and saying “It’s about time. Don’t do that (instead of holding a grudge and saying “It’s about time. Don’t do that again.”)again.”)

If the list of consequences isn’t working, change it. Get a better system. If the list of consequences isn’t working, change it. Get a better system. Don’t get meaner and crankier; get smarter.Don’t get meaner and crankier; get smarter.

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

Removal of recessRemoval of recess Phone call to the homePhone call to the home Send to the officeSend to the office Lunch in an isolated placeLunch in an isolated place

EITHER…EITHER…Take it away in segmentsTake it away in segments Elementary grades:Elementary grades: 1 minutes of lost recess; 3 minutes; 7 minutes; 15 1 minutes of lost recess; 3 minutes; 7 minutes; 15

minutes; all of recess spent sitting on the sidelines watching others have funminutes; all of recess spent sitting on the sidelines watching others have fun Secondary:Secondary: Student leaves 20 seconds after the bell for the 5 minutes of 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 hallway passing to the next class; 45 seconds, 1½ minutes, 2 minutes; (then detention assigned…10 minutes if quiet during that time, 20 minutes if quiet)detention assigned…10 minutes if quiet during that time, 20 minutes if quiet)

OR…Take away all of a privilege after a certain number of warnings have been OR…Take away all of a privilege after a certain number of warnings have been givengiven 33rdrd checkmark on the board results in implementation of serious consequence checkmark on the board results in implementation of serious consequence Decrease the number of warnings as the student is capable of more restraint.Decrease the number of warnings as the student is capable of more restraint.

Component #3: Positive ConsequencesComponent #3: Positive Consequences

The major focus of our system should beThe major focus of our system should be placed on “ placed on “catching kids being goodcatching kids being good”.”.

Have the students join you in promoting appropriate behavior Have the students join you in promoting appropriate behavior by implementing a group reward system that creates positive by implementing a group reward system that creates positive peer pressure/support to behave well. peer pressure/support to behave well.

When the class is “When the class is “out of controlout of control”, scan the room looking for ”, scan the room looking for kids who are doing “kids who are doing “the right thingthe right thing”. Recognize that those ”. Recognize that those students in an attempt to instigate “students in an attempt to instigate “the ripple effectthe ripple effect”.”.

Constantly watch for opportunities to recognize appropriate Constantly watch for opportunities to recognize appropriate behavior. Don’t be stingy with praise, smiles, non-verbal behavior. Don’t be stingy with praise, smiles, non-verbal positive signals.positive signals.

Component #4: ConsistencyComponent #4: Consistency

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

When students view us as irrational or When students view us as irrational or unpredictable, we lose their trust and unpredictable, we lose their trust and respect.respect.