Discipline in the Secondary Classroom

Behavior Strategies

Dropout Prevention

High School Team TrainingMiami Coral Park Senior

October, 2010

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Objectives

Understand Key Concepts About Managing Behaviors

Prepare Routines and Procedures

Develop a Plan to Respond Consistently to Misbehavior

Decide Behavioral Strategies and Activities to Use in Dropout Action Plan

Introduction: Why Are We Here?

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Understand Key Concepts About Managing Behaviors: Principles of BehaviorsPrinciples of Behaviors

Behavior is learned

Behavior serves a purpose or a function

Behavior can be changed

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Understand Key Concepts About Managing Behaviors: MotivationMotivation

Motivation-Definition: To provide an incentive, to move to action, to drive forward: help students do their best academically and encourage them to exhibit responsible and successful behavior.

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Understand Key Concepts About Managing Behaviors: MotivationMotivation

Motivation Concepts Behavior that is repeated is motivated;

behavior does not reoccur if there is no motivation

Motivated to engage in behavior that is a complex mixture of intrinsic and extrinsic factors

Relationship between intrinsic motivation to engage in a task and the proficiency at that task

Expectancy X Value = Motivation

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Understand Key Concepts About Managing Behaviors: High Expectations for Academic and Behavioral High Expectations for Academic and Behavioral PerformancePerformance

Maintain and communicate high and positive expectations

Maintain high and realistic expectations

Form a belief in the potential success of every student

Evaluate yourself. Look at your behavior. What you are saying and how saying it.

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Understand Key Concepts About Managing Behaviors: High Expectations for Academic and Behavioral PerformanceHigh Expectations for Academic and Behavioral Performance

Maintain a positive attitude toward students by: Taking care of yourself Maintain a positive realistic vision of student

success Be reflective about your plan Make an effort to interact positively with

every student Consult with colleagues

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Understand Key Concepts About Managing Behaviors High Expectations for Academic and Behavioral PerformanceHigh Expectations for Academic and Behavioral Performance

ACTIVITY Task 3ACTIVITY Task 3

A. Share what you do to avoid developing low expectations for a student who is chronically behaviorally challenging.

B. Consider whether the atmosphere at your school is one of positive expectations for students. If not, identify how you might help your staff develop more positive expectations.

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Understand Key Concepts About Managing Behaviors: Building Personal Relationships with StudentsBuilding Personal Relationships with Students

Making an effort to build relationships with students, demonstrates to students, that you hope to have a positive influence on their lives.

Show that you care about your students

Maintain a personal connection

Understand Key Concepts About Managing Behaviors: Guidelines for SuccessGuidelines for Success

Guidelines for Success are attitudes or traits that you hope to inspire students to strive toward.

Guidelines are values that will help students succeed in school and in all other aspects of life.

Guidelines for Success are developed and used on a school-wide basis; all staff agree to post and use.

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Understand Key Concepts About Managing Behaviors

Guidelines for SuccessGuidelines for Success ACTIVITY Task 5ACTIVITY Task 5

A. Each person in the group develop Guidelines for Success for your school.

B. Brainstorm six different strategies, other than those identified in the text, for using Guidelines of Success in the classroom to help students understand and internalize them.

C. What actions would be necessary to get a school-wide development process for Guidelines for Success?

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Prepare Routines and Procedures Arrange A Schedule of ActivitiesArrange A Schedule of Activities

Evaluate and change your schedule to ensure it promotes effective student behavior.

Scheduling activities will identify specific times of the day during which students are more prone to irresponsible behavior and what you can do to increase productive behavior at those times.

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Prepare Routines and Procedures Arrange A Schedule of ActivitiesArrange A Schedule of Activities

Create a balance of teacher-directed, independent, and group tasks.

Schedule independent work and cooperative group tasks so that they immediately follow low teacher-directed tasks.

The last hour of the day. The last five minutes of a class period.

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Prepare Routines and Procedures Arrange A Schedule of ActivitiesArrange A Schedule of Activities ACTIVITY Task 1ACTIVITY Task 1

Identify those times or events during the day or class that are likely to produce more irresponsible student behavior and discuss how each of you might proactively address those times and events to reduce misbehavior.

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Prepare Routines and Procedures Arrange Physical SpaceArrange Physical Space

Physical organization of a classroom has a significant influence on student behavior. Make sure there is easy access to all parts of the

room. Arrange student desks to optimize the instructional

tasks that students are most likely to engage in. Minimize the disruptions caused by high traffic

areas in the class.

Change what you can and make the best ofwhat you can’t. You may not have control ofthe physical layout.

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Prepare Routines and Procedures Use of SignalsUse of Signals

Your signal must be able to get the attention of the entire class or group of students within five seconds.

Must teach the signal and how to respond to it.

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Prepare Routines and Procedures: Beginning and Ending of the Class PeriodBeginning and Ending of the Class Period

Begin and end class with a positive tone and maintain maximum time for instructional activities. Entering Class Opening Activities Materials Dealing with Students Returning After an

Absence End of Class or Period Dismissal

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Prepare Routines and Procedures: Assigning, Monitoring, and Collecting Student WorkAssigning, Monitoring, and Collecting Student Work

Five Major Areas to Consider for Managing Student WorkAssigning Classwork and HomeworkManaging Independent Work PeriodsCollecting Completed WorkReturning Grade Work to StudentsPolicies for Late or Missing Assignments

Rules and Consequences

Rules and Consequences: Identifying and Post Identifying and Post Three to Six Classroom RulesThree to Six Classroom Rules

Decide who will help to develop the rules. State the rules positively. Rules should be specific and refer to

observable behaviors. Plan to teach your rules using positive

and negative examples. Rules must be applicable. Post the rules in a prominent, visual

location.

Rules and Consequences: Develop a Plan For Correcting Early-stage MisbehaviorsDevelop a Plan For Correcting Early-stage Misbehaviors

Proximity Gentle Verbal Reprimand Discussion Family Contact Humor Restitution

Rules and Consequences: Develop Develop Consequences for Committing Rule ViolationsConsequences for Committing Rule Violations

Plan to implement the corrective consequence consistently.

Make sure the corrective consequence fit the severity and frequency of the misbehavior.

Plan to implement the consequence unemotionally.

Plan to interact with the student briefly at the time of the misbehavior without arguing.

Rules and Consequences: Develop Consequences for Committing Rule Develop Consequences for Committing Rule ViolationsViolations

Time Owed Time-Out Restitution Detention Demerits Office Referral

Rules and Consequences ACTIVITIES Tasks 1-3ACTIVITIES Tasks 1-3

Student Motivation

Dropout Strategies

Dropout Action Plan: Behavior

Thank You For Your Time! Contact Information

Ms. Robin J. Morrison

Instructional SupervisorClinical Behavioral Services

Division of Special Education

rmorrison@dadeschools.net

305-995-1733