Behaviour Management Strategies #3

7/30/2019 Behaviour Management Strategies #3

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Surviving the classroom

Preview Discussion

Write down a list of bad behaviours that student do in the classroom (try to get at leastten).

List all the strategies teachers use (or have used) to control behaviour in theclassroom.

What are some of the things you say to students that misbehave in the classroom(write them down)

What phrases are most effective?

Which strategy is least effective?

Why do you think that the teachers behaviour planning is important aspect inmanaging classroom behaviour?


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Proactive Strategy #1: Identify acceptable

behaviour

What are some of the reasons that a behaviour poster is a good idea?

What are some of the reasons that a behaviour poster will NOT work?

What do you say when students break the rules?


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Exercise: Identify rules with the class

In classroom there should be a poster with three or four rules of conduct.

Teachers must teach students the rule expectations and CONSISTENTLY use them during

and after class.

Work with a partner and design and present your own rule expectation poster to the class.

Classroom Rules Poster

How will you teach students the behaviour expectations from the poster above?


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STRATEGY 2: Model, explain, execute and reward.

Teacher must be prepared to TEACH the rules, tell, and praise students for doing what isexpected. Teachers talk and behaviour is a decisive factor; you must know what you will say

and do to deal with behaviour BEFORE class. This is called proactive rather than reactive

behaviour management approach.

Teaching Behaviour in Class

General behaviour

1. Make request or command in a polite specific manner, NOT in the form of a question

2. Give students enough time (3-5 seconds) to comply with the command

3. PRAISE students for complying with request

NON-COMPLAINCE

4. Repeat the request or command emphasizing the word need (you need to sit down)

5. Allow 5 seconds for compliance

6. Follow through with the class consequence and immediately reissue the request orcommand.

7. Praise if the student complies with request or REPEAT the sequence again.


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Teacher Request & Commands

Exercise: The box below includes a series of 6 teacher commands and requests. For each

example, note any flaws or problems in the teacher response. Use Teaching Behaviour box

above to determine elements of effective teacher commands.

NEXT analyze the teacher statements and rewrite the teacher verbal response (or describe an

alternative way the teacher could have acted to head off or handle the situation more

effectively).

Situation 1

Mark, I know that you finished the quiz early, but it is important that you not distract the

other students while they are trying to work. You wouldnt want them to do poorly on the

quiz, would you?

Analysis of teacher response:

The teacher has done well to describe the situation saying: I know you finished the quiz

early and describes the negative behaviour (distracting others and the teacher, the offending

behaviour). However, the ending sentence is too polite and needs to be shortened.

Rewrite of teacher language:

Situation 2

Maria, how many times do I have to tell you to stop being so disruptive! Every time that I

have to talk to you, you take my attention away from the other students! Please try to be more

considerate!

Analysis of responseThe teacher is too emotionally and negatively involved, shouting (!!!) and lashed out at the

student with: how many times do I have to tell you! This is not helpful or proactive but areactive moment to be avoided in the classroom. These comments are NOT effective because

the student does not know what they did or what they are suppost to do. A much better

example of language and modelling was the teacher response in situation 1.



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Situation 3

OK, class. Pull out the writing assignment that you had for homework last night. Pair off with

a neighbour. Each one of you should read the others assignment. Then you should edit your

partners work, using our peer-editing worksheet. Finally, review your editing comments with

your partner. You have 20 minutes. Begin!



Situation 4

Jason, could you please put away that newspaper and get started on your homework

assignment?



Situation 5

Carl, why dont you speak up so that you can distract the entire class with your

talking?



Look at the following behaviour challenges below and use the behaviour chart and the briefbehaviour language you know to resolve these problems in the classroom.


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Behaviour Challenges & Role plays

1. Student stands up from his/her desk and comes to the front of the classroom to discusssomething with the teacher.

My teacher language:

2. Student throws his pencil/eraser across the room to a friend.

My teacher language:

3. Student continues talking when the teacher is giving instructions to the class.

Teacher language:

4. Student stands up and comes to the front of the classroom to ask to go to the washroom.

Teacher language:

5. Student refuses to comply with teachers instructions

Teacher language:

Compare your answers below

Behaviour

Challenge

Student misbehaviour Teacher say and do

Student stands up

from his/her desk

and comes to the

front of the

classroom

Raise your hand before you stand

up, disrupts learning for others,

lack of respect for teacher and

others.

First non-verbally indicate to the student that

they should be in their seat.

Second, point out (model) the correct

behaviour. NAME: You know we put up our

hands before we leave our seats. Sit downand put up your hand up thanks (wait for


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compliance).

-Third we remind about our class rules:

Safety and Respect for others. Teacher can

also ask the class to remind for class rules.

Student throwshis pencil/eraser

across the room to

a friend.

Extremely dangerous behaviour,lack of respect for others, safety

rule and every rule in class. Must

be addressed straight away by the

teacher. Teacher cannot ignore

dangerous behaviour.

Name: You know throwing objects acrossthe classroom is dangerous because you can

hurt a classmate. Because you have already

thrown the item your name goes on the board

(consequence one). But in the future, put up

your hand and ask to give/borrow, receive an

item in class.

Student refuses to

comply with

teachers

instructions

Students have bad days, so please

be aware of how the student is

doing before you decide for

discipline.

Restate the request and wait for compliance.

Then say you need to _________thanks.

Still refuses then restate and proceed with

consequence one (name on the board).

Strategy 3: Acknowledge behaviour RIGHT NOW!


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Each student has a clothespin and they all start the day in the middle of the chart on "Ready

to Learn." The clothespins move throughout the day. Positive choices will move you up one

level at a time. Negative choices move you down. There is a buffer zone between "Ready to

Learn" and facing any form of consequence so if a child "clips down" he has the opportunity

to clip back up.

Students can be rewarded for good behaviour and they can "clip up." So when the room gets

a little chatty, I don't focus on the chatty ones. I find a few good students, ring my bell and

make a nice show of appreciating their role model behavior. They clip up. They beam. The

others are quickly redirected without me needing to mention their chatting at all. It keeps

things so positive and upbeat.

Here's the best part....

There are no prize pails or trinkets or tickets or tokens or tchotchkes to manage or track.

Instead of striving for useless junk, the kids strive for acknowledgement of good behavior.

When a child reaches outstanding at the end of the day, we add a little star sticker to the clip

and I give them a label to take home. When they earn 5 stickers they get a new clip and color

it red. We repeat the process in "rainbow order" meaning they then work to earn an orange

clip and then a yellow, etc. The ultimate goal is the coveted "glitter clip." They manage this

on their own by getting a new clip from the drawer and coloring it with a marker.

You simply pass out the labels and move the clips back to their original spot each morning

(or do as I did and train a responsible, tall child to do it).

I love that even if a child makes a not-so-good choice, she can rally and move back up. As a

helpful hint, I usually try to "clip up" my friends who have a tendency to "clip down" early in

the day so that they have a bit of wiggle room.
http://4.bp.blogspot.com/-pC2KCU_KFEY/T6Lx9T7hsII/AAAAAAAAEkg/YftDqlmK2yU/s1600/clipchart3.jpg


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I really, really love that the focus is on my students that make positive choices. I feel that they

often get taken for granted and the attention goes to those who don't. This turns things around

and the others learn from their example.

Strategy 4: Take the time to teach proper behaviour

in class

We do not expect our students to magically know how to behave. Behaviour management

must be taught to students, you cannot expect them to know what to do unless you tell them,

teach them and follow through with your rules.

Step 1: Identify the expected behaviour and describe it in observable terms.

Teacher should say: What do we (students) do when we want to speak or move around in the

classroom?

Raising hand above head when you have a questions or something to say in class

Step 2: Rationale for Teaching the Rule (Why is it important, give examples)

1. So that all students have the opportunity to participate

2. So we are not interrupting others when they are talking

3. So that students and the teacher can be heard when they

have something to say

Step 3: Identify a Range of Examples

Positive Examples of the Expected Behavior(this is what the expected behavior looks like)

Negative Teaching Examples(non-examples, what not to do)

1. Raise hand straight over head

2. Sitting upright in chair

3. Hand still and mouths quiet

4. Waiting to talk until you are called

on

1. Waving your hand in the air

2. Grunting or saying call on me

3. Hand not raised over head

4. Hand off to side or in someone elses space

5. talking before being called on

Acknowledging expected/desired behaviour:

Teacher should reward good behaviour with a comment or positive reinforcement.


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MICRO TEACHINGWork with a partner, develop and create a lesson plan to teach ONE behaviour management

strategy to your class.

Step 1: Identify the expected behaviour and describe it in observable terms.

Step 2: Rationale for Teaching the Rule (Why is it important, give examples)

Step 3: Identify a Range of Examples

Positive example

Negative example

Acknowledging expected/desired behaviour:

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Behaviour Management Strategies #3