Classroom Management 1&2

Ground Rules for Ground Rules for Presentations:Presentations:

Be PunctualBe Punctual Be Considerate of Others:Be Considerate of Others:

No talkingNo talking No cell phones, texting, Internet No cell phones, texting, Internet

surfing, loud snoring, balancing surfing, loud snoring, balancing checkbook, etc.checkbook, etc.

Remember… Remember… KARMA WILL GET KARMA WILL GET YOU!!!YOU!!!

Ground Rules for Group Ground Rules for Group Work:Work:

The group work we do is important!The group work we do is important! Everyone participates when working Everyone participates when working

in small groups or teams.in small groups or teams. Give everyone a chance to speak.Give everyone a chance to speak.

Ground Rules for Group Ground Rules for Group Work:Work:

Be kind with your criticism.Be kind with your criticism. Agree to disagree when appropriate.Agree to disagree when appropriate. Build on each other’s ideas.Build on each other’s ideas. Get to know each other… start your Get to know each other… start your

network!network!

Classroom Management Classroom Management 1 & 21 & 2

Reinforcement in ActionReinforcement in Action

Classroom Management Classroom Management 1 & 21 & 2

Mark BenthallMark Benthall

20072007

All Great Teachers Have ONE All Great Teachers Have ONE Thing in CommonThing in Common

They ALL have excellent They ALL have excellent classroom management classroom management skills!skills!

You can NOT become a great You can NOT become a great teacher until you develop teacher until you develop

excellent classroom excellent classroom management skills.management skills.

All your hard work and fantastic All your hard work and fantastic lessons will be in vain if you lessons will be in vain if you can’t create and maintain a can’t create and maintain a proper learning environment.proper learning environment.

The #1 thing most principals The #1 thing most principals say beginning teachers need say beginning teachers need

to work on…to work on…

BETTER CLASSROOM BETTER CLASSROOM MANAGEMENT!!!MANAGEMENT!!!

The #1 reason most The #1 reason most probationary contracts are probationary contracts are

non-renewed…non-renewed…...NO CLASSROOM ...NO CLASSROOM

MANAGEMENT!!!MANAGEMENT!!!

All teachers can All teachers can learnlearn to have to have great classroom management!great classroom management!

Having great classroom management Having great classroom management is a skill.is a skill.

Like most other skills, it develops Like most other skills, it develops over time with practice.over time with practice.

You must practice good You must practice good classroom management classroom management

skills daily…skills daily…

……even when you think it’s not even when you think it’s not working!!!working!!!

You can LEARN great You can LEARN great classroom management classroom management

because in humans it is a because in humans it is a learnedlearned behavior.behavior.

Duh!Duh! Wouldn’t it be great for that to be an Wouldn’t it be great for that to be an

INSTINCTIVEINSTINCTIVE behavior for teachers? behavior for teachers?

Unfortunately, that is not the Unfortunately, that is not the case…case…

The problem is that The problem is that bad bad behaviorbehavior is also learned. is also learned.

You are a novice teacher practicing You are a novice teacher practicing your beginning classroom your beginning classroom management skills…management skills…

……up against seasoned up against seasoned veterans who have practiced veterans who have practiced

their bad behavior for YEARS!!!their bad behavior for YEARS!!!

Joey, age 6Joey, age 6

Has been practicing getting his way for 6 years.Has been practicing getting his way for 6 years.

Dillon, age 12Dillon, age 12

Has practiced being late for class for 5 Has practiced being late for class for 5 years.years.

Jeff, age 14Jeff, age 14

Has practiced being the class clown for 7 years. Has practiced being the class clown for 7 years.

LaRhonda, age 17LaRhonda, age 17

Has practiced daydreaming in class for 8 years.Has practiced daydreaming in class for 8 years.

Hey, wait a minute…Hey, wait a minute…

How can kids have behavior How can kids have behavior problems that go uncorrected for problems that go uncorrected for years?years?

Are you saying that seasoned Are you saying that seasoned veteran teachers with reasonably veteran teachers with reasonably good classroom management let good classroom management let these guys pass by without fixing the these guys pass by without fixing the problem? problem?

YES!!!YES!!!Most kids move on from one Most kids move on from one

grade to the next with grade to the next with basically the same set of basically the same set of

problems that never get fixed.problems that never get fixed.

Why?Why?

Because Because correctingcorrecting bad behavior is bad behavior is A LOT OF HARD WORK!!!A LOT OF HARD WORK!!!

It’s much easier to It’s much easier to punishpunish bad bad behavior than it is to change it.behavior than it is to change it.

Punishment alonePunishment alone (time out, (time out, staying after school, listening to the staying after school, listening to the teacher gripe and complain, sending teacher gripe and complain, sending to the office, bad conduct grades, to the office, bad conduct grades, etc.) etc.) rarely changes bad rarely changes bad behavior.behavior.

The bottom line…The bottom line…

When When YOUYOU discipline kids you will discipline kids you will have very little success.have very little success.

The goal is to get the kids to practice The goal is to get the kids to practice SELF DISCIPLINE.SELF DISCIPLINE.

“ “To be productively, To be productively, comfortably, and responsibly in comfortably, and responsibly in charge of charge of one’s ownone’s own behavior behavior

is the hallmark of a mature, is the hallmark of a mature, self actuated, productive self actuated, productive

person.”person.”Madeline HunterMadeline Hunter

All discipline and all classroom All discipline and all classroom management should be designed to management should be designed to

achieve this goal, as nearly as achieve this goal, as nearly as possible, with every student.possible, with every student.

Self Discipline: Our Primary Self Discipline: Our Primary ObjectiveObjective

When you help a student maintain control When you help a student maintain control of his or her own behavior both of you are of his or her own behavior both of you are working toward the same objective.working toward the same objective.

When your actions cause a student to lose When your actions cause a student to lose the dignity of being in charge of self, you the dignity of being in charge of self, you and he are working at cross purposes, and and he are working at cross purposes, and all that student’s skills will be used against all that student’s skills will be used against you!you!

When we teach When we teach self disciplineself discipline we convey the following we convey the following

messages to the student:messages to the student: You You are in control of your behavior are in control of your behavior

and therefore are accountable for it.and therefore are accountable for it. YouYou are in control of making are in control of making

acceptable choices.acceptable choices. YouYou are competent to make these are competent to make these

choices wisely.choices wisely. YouYou are responsible for what are responsible for what

happens as a result of your choices.happens as a result of your choices.

These messages shouldn’t be These messages shouldn’t be elaborate or complex. Keep them elaborate or complex. Keep them

simple.simple. ““Let’s meet before school tomorrow to plan Let’s meet before school tomorrow to plan

ways so you can get your work finished.”ways so you can get your work finished.” ““You don’t seem to want to work in class You don’t seem to want to work in class

today. If you prefer, you can finish during today. If you prefer, you can finish during recess.”recess.”

““Which consequence do you think would work Which consequence do you think would work best to help you remember to not talk during best to help you remember to not talk during my lessons?”my lessons?”

““Are your parents helpful when you have a Are your parents helpful when you have a problem? Would you like them to come to problem? Would you like them to come to school and help us work on this one?”school and help us work on this one?”

The ideas of self-discipline are The ideas of self-discipline are based in extensive research.based in extensive research.

John B. WatsonJohn B. Watson B.F. SkinnerB.F. Skinner Ivan PavlovIvan Pavlov


It is regrettable that in most teacher It is regrettable that in most teacher education there is a huge gap education there is a huge gap between what is now known about between what is now known about cause-effect relationships in students cause-effect relationships in students learning self discipline and what learning self discipline and what actually occursactually occurs in classroom in classroom practice.practice.


A critical attribute of any professional is A critical attribute of any professional is the skill of enabling the client to the skill of enabling the client to function without the professional.function without the professional.

Teachers are professionals!Teachers are professionals! A teacher is successful when the A teacher is successful when the

student no longer needs the help of the student no longer needs the help of the teacher in order to perform teacher in order to perform productively.productively.

This is true in ALL AREAS, not just This is true in ALL AREAS, not just behavior.behavior.


Student behavior (for the most part) Student behavior (for the most part) is NOT genetically based, but is is NOT genetically based, but is LEARNED behavior.LEARNED behavior.

Anything that is learned can be Anything that is learned can be taught!taught!

Teaching is our business!!!Teaching is our business!!!


Self discipline means that instead of Self discipline means that instead of conforming or being forced to conforming or being forced to behave, students CHOOSE to behave behave, students CHOOSE to behave in a way that is productive and in a way that is productive and brings them satisfaction.brings them satisfaction.

Productive behavior can be taught to Productive behavior can be taught to be preferred behavior.be preferred behavior.


Let’s begin with reinforcement theoryLet’s begin with reinforcement theory DISCLAIMER: While reinforcement DISCLAIMER: While reinforcement

theories are deceptively simple to theories are deceptively simple to understand, they are incredibly understand, they are incredibly complex to implement in high speed, complex to implement in high speed, artistic, actual teaching performance. artistic, actual teaching performance.

Another Disclaimer:Another Disclaimer:

Teaching is an art, not a science. Teaching is an art, not a science. There is no guarantee that using There is no guarantee that using correct methods of behavior correct methods of behavior modifications will produce the modifications will produce the desired behavior, but it increases the desired behavior, but it increases the PROBABILITYPROBABILITY that it will occur. that it will occur.

Still Another Disclaimer:Still Another Disclaimer:

We are going to get into some heavy We are going to get into some heavy duty stuff on practical applications of duty stuff on practical applications of behavior mod for teachers which behavior mod for teachers which increases the increases the PROBABILTYPROBABILTY you will you will fall asleep.fall asleep.

Hang in there… this is the real deal.Hang in there… this is the real deal. I I GUARANTEEGUARANTEE that learning and that learning and

using these methods will get results.using these methods will get results.

Positive ReinforcementPositive Reinforcement

Teachers must use positive Teachers must use positive reinforcements often… and sincerely.reinforcements often… and sincerely.

A positive reinforcer will strengthen A positive reinforcer will strengthen the response it immediately follows.the response it immediately follows.

It will make that response more It will make that response more probable or more frequent.probable or more frequent.

To predict what might be a positive To predict what might be a positive reinforcer you must look for something reinforcer you must look for something a student needs or desires.a student needs or desires.


Reinforce means “to strengthen.”Reinforce means “to strengthen.” We reinforce a behavior to make it We reinforce a behavior to make it

stronger… which means to increase stronger… which means to increase the probability or the frequency of the probability or the frequency of that behavior.that behavior.

A positive reinforcer should follow A positive reinforcer should follow immediatelyimmediately to result in a positive to result in a positive reinforcement.reinforcement.


A positive reinforcer is defined by it’s A positive reinforcer is defined by it’s results.results.

A positive reinforcer increases the A positive reinforcer increases the strength of the behavior it immediately strength of the behavior it immediately follows.follows.

Therefore you can’t say, “It didn’t work!” Therefore you can’t say, “It didn’t work!” because if it didn’t strengthen the because if it didn’t strengthen the behavior, it wasn’t a positive reinforcer.behavior, it wasn’t a positive reinforcer.

Know your kids and choose the Know your kids and choose the right positive reinforcement. right positive reinforcement.

What works for one may not work for another.What works for one may not work for another.


When students are learning to When students are learning to behave productively, that behavior behave productively, that behavior needs to be reinforced.needs to be reinforced.

This is extremely important at the This is extremely important at the beginning of the year, beginning of the year, but needs to but needs to continue throughout the school yearcontinue throughout the school year..

Three types of positive Three types of positive reinforcers:reinforcers:

Positive messages from a significant Positive messages from a significant otherother

Privilege reinforcersPrivilege reinforcers

Tangible reinforcersTangible reinforcers

Positive messages from a Positive messages from a significant other:significant other:

Teachers are significant othersTeachers are significant others The message which has the highest The message which has the highest

probability of being a powerful probability of being a powerful reinforcer conveys three ideas:reinforcer conveys three ideas: You’re competentYou’re competent You’re valuedYou’re valued You’ve put forth effortYou’ve put forth effort

Positive messages from a Positive messages from a significant other:significant other:

““Lisa, you really put a lot of detail in Lisa, you really put a lot of detail in your story, and it was terrific! I really your story, and it was terrific! I really enjoyed reading it.”enjoyed reading it.”

““Mike, you had a lot of homework Mike, you had a lot of homework last night but you got every bit done. last night but you got every bit done. Way to go! I wish all my kids had Way to go! I wish all my kids had your hard working attitude!”your hard working attitude!”

Examples of messages which Examples of messages which indicate the student has put forth indicate the student has put forth

effort:effort:

Positive comments on the student’s Positive comments on the student’s verbal contributionsverbal contributions

Comments on quality of performanceComments on quality of performance Accepting contributions by smiles, Accepting contributions by smiles,

nods of the head, high fives, listing nods of the head, high fives, listing on the board, etc.on the board, etc.


effort:effort:

Comments on following directionsComments on following directions Using the student’s work as an Using the student’s work as an

exampleexample Private (not public) recording of a Private (not public) recording of a

student’s productive behaviorstudent’s productive behavior


effort:effort: ““Wow! You sure got started on this Wow! You sure got started on this

assignment quickly!”assignment quickly!” ““You must have been thinking hard to You must have been thinking hard to

come up with such a great answer!”come up with such a great answer!” ““Thank you for raising your hand and Thank you for raising your hand and

waiting to be called on.”waiting to be called on.” ““You took your time on each problem You took your time on each problem

and got every one of them right!”and got every one of them right!”

Notice the comments are Notice the comments are precise!precise!

Specific messages link the reinforcers Specific messages link the reinforcers to the desired behavior rather than to the desired behavior rather than leaving it to the guesswork of “what leaving it to the guesswork of “what caused what?”caused what?”

Writing “SUPER” or “Good Job!” at the Writing “SUPER” or “Good Job!” at the top of the paper isn’t specific. top of the paper isn’t specific.

Let the student know in your message Let the student know in your message what caused the positive reinforcement.what caused the positive reinforcement.

Use “YOU” not “I”Use “YOU” not “I”

Don’t say, “I like they way you are Don’t say, “I like they way you are listening!”listening!”

Say, “You are listening so well, I know Say, “You are listening so well, I know you are going to do a great job on this you are going to do a great job on this assignment!”assignment!”

It’s not the job of the student to It’s not the job of the student to please the teacherplease the teacher

The “YOU” message builds self-The “YOU” message builds self-esteemesteem

Reinforcing messages may also Reinforcing messages may also be sent non-verballybe sent non-verbally

The way we look or what we do can be The way we look or what we do can be a powerful reinforcer of student effort a powerful reinforcer of student effort and behaviorand behavior

Smiles, nods, thumbs up, pats on the Smiles, nods, thumbs up, pats on the back, etc. can be just as effective as back, etc. can be just as effective as wordswords

Watch out! Fleeting looks of Watch out! Fleeting looks of annoyance, exasperation, boredom, annoyance, exasperation, boredom, indifference, etc. will also send a indifference, etc. will also send a message.message.

Anonymous reinforcers send Anonymous reinforcers send powerful messages to all powerful messages to all

students who feel it fits their students who feel it fits their behaviorbehavior

““Almost everyone is ready for me to Almost everyone is ready for me to give the instructions.”give the instructions.”

““Good, now everyone is ready!” Good, now everyone is ready!” reinforces those kids that took the reinforces those kids that took the above hint.above hint.

““Some people have already begun to Some people have already begun to work. Way to go!”work. Way to go!”

Privilege ReinforcersPrivilege Reinforcers

A privilege is something that is valued A privilege is something that is valued which is not routinely given to which is not routinely given to everybodyeverybody

Whenever possible the privilege should Whenever possible the privilege should be related to the behavior that earned itbe related to the behavior that earned it

Doing the first 10 problems on a Doing the first 10 problems on a worksheet correctly could result in worksheet correctly could result in skipping the last 5.skipping the last 5.

Working hard and finishing fast could Working hard and finishing fast could result in free timeresult in free time

Be careful with privileges!Be careful with privileges!

If rushing through the work, cheating, If rushing through the work, cheating, lying, flattery, bullying, making lying, flattery, bullying, making excuses, or any undesirable behavior excuses, or any undesirable behavior obtains a privilege, then that “bad” obtains a privilege, then that “bad” behavior will be reinforced.behavior will be reinforced.

Most of the “ills” of the world today Most of the “ills” of the world today are the result of undesirable are the result of undesirable behaviors that get results for the behaviors that get results for the people, groups, companies, or people, groups, companies, or governments that use them!governments that use them!

Tangible reinforcersTangible reinforcers

Tangible reinforcers (candy, food, Tangible reinforcers (candy, food, tokens, prizes, etc.) are those which tokens, prizes, etc.) are those which have “physical being” and can be used, have “physical being” and can be used, consumed, kept, or shared with others.consumed, kept, or shared with others.

Be careful using them! Best to use Be careful using them! Best to use them with only the VERY FEW students them with only the VERY FEW students that do not respond to messages or that do not respond to messages or privileges. privileges.

Schedules of ReinforcementSchedules of Reinforcement

Continuous schedule of reinforcementContinuous schedule of reinforcement When students are learning to use a new When students are learning to use a new

behavior or a behavior they know but behavior or a behavior they know but seldom use, that behavior needs to be seldom use, that behavior needs to be reinforced reinforced every single time it occursevery single time it occurs. .

Intermittent schedule of reinforcersIntermittent schedule of reinforcers After the new behavior is occurring on a After the new behavior is occurring on a

regular basis, reinforcers are not regular basis, reinforcers are not necessary each time.necessary each time.

Intermittent reinforcers will Intermittent reinforcers will pay off!pay off!

Extinction of Inappropriate Extinction of Inappropriate BehaviorsBehaviors

Sometimes the best response is no Sometimes the best response is no response at all.response at all.

Extinction of a response means no Extinction of a response means no reinforcer whatsoever.reinforcer whatsoever.

Behaviors that are not reinforced Behaviors that are not reinforced tend to drop out.tend to drop out.

Extinction of Inappropriate Extinction of Inappropriate BehaviorsBehaviors

Obviously we can not ignore behavior Obviously we can not ignore behavior which is a danger to others or to that which is a danger to others or to that student!student!

Oftentimes, you ignoring a bad behavior Oftentimes, you ignoring a bad behavior becomes a model for the class.becomes a model for the class.

If the behavior is something you (or the If the behavior is something you (or the class) can’t ignore then try saying, “I class) can’t ignore then try saying, “I don’t have time to deal with that right don’t have time to deal with that right now. I will see you after my lesson.”now. I will see you after my lesson.”

Dishing out discipline on the Dishing out discipline on the “spur of the moment” makes “spur of the moment” makes

you you reactivereactive to student to student behaviors when you should be behaviors when you should be

proactiveproactive to them! to them!

Answer these questions:Answer these questions:

Are teachers paid to punish kids who Are teachers paid to punish kids who do “wrong,” or for teaching kids to do do “wrong,” or for teaching kids to do “right”?“right”?

If ignoring an inappropriate response If ignoring an inappropriate response is the best way to stop a student is the best way to stop a student from making one in the future, isn’t from making one in the future, isn’t that effective teaching?that effective teaching?

Extinction will eventually Extinction will eventually work.work.

Plain and simple, we don’t keep on Plain and simple, we don’t keep on doing something that doesn’t work!doing something that doesn’t work!

If a slot machine doesn’t pay off, we If a slot machine doesn’t pay off, we walk away and find another.walk away and find another.

Remember: to extinguish a response, Remember: to extinguish a response, nothing must happen as a result of nothing must happen as a result of it… no payoff.it… no payoff.

Negative Reinforcement and Negative Reinforcement and PunishmentPunishment


When positive reinforcers or extinction When positive reinforcers or extinction doesn’t work you may need to use doesn’t work you may need to use negative reinforcers or punishment.negative reinforcers or punishment.

Most teachers tend to quickly jump Most teachers tend to quickly jump past the power of positive reinforcers past the power of positive reinforcers and extinction and move directly to and extinction and move directly to negative reinforcement and negative reinforcement and punishment… don’t be those guys!!!punishment… don’t be those guys!!!


It should be with great care that we It should be with great care that we decide to send a negative message decide to send a negative message to the student.to the student.

It should always be a It should always be a reflectivereflective and and never a never a reflexivereflexive act on our part. act on our part.


Students (and everybody) will Students (and everybody) will change their behaviors to eliminate change their behaviors to eliminate or avoid unpleasant situations.or avoid unpleasant situations.

If something unpleasant (negative If something unpleasant (negative reinforcer) is occurring and the reinforcer) is occurring and the student does something to remove it, student does something to remove it, the behavior that removed it is likely the behavior that removed it is likely to be reinforced.to be reinforced.


Positive reinforcement results from Positive reinforcement results from the addition of something pleasant the addition of something pleasant when a productive behavior occurs.when a productive behavior occurs.

Negative reinforcement means Negative reinforcement means something unpleasant has been something unpleasant has been taken away after a productive taken away after a productive behavior occurs.behavior occurs.


Punishment is the addition of undesirable Punishment is the addition of undesirable consequences in an attempt to suppress or consequences in an attempt to suppress or to stop a behavior.to stop a behavior.

In negative reinforcement, the student can In negative reinforcement, the student can immediately remove the unpleasant immediately remove the unpleasant situation by changing the behavior. situation by changing the behavior. Therefore the student is in control… which Therefore the student is in control… which is what we want.is what we want.

In punishment, only the teacher or principal In punishment, only the teacher or principal can remove it. The student is no longer in can remove it. The student is no longer in control.control.


Punishment helps a student know what Punishment helps a student know what NOT to do.NOT to do.

The possible side effects of The possible side effects of punishment can be students who learn punishment can be students who learn to hate the teacher and hate school.to hate the teacher and hate school.

Use it only as a last resort.Use it only as a last resort.

Therapeutic Negative Therapeutic Negative ReinforcersReinforcers

A therapeutic negative reinforcer is A therapeutic negative reinforcer is one that has high probability of being one that has high probability of being successful, but maintains the successful, but maintains the student’s dignity and encourages student’s dignity and encourages him to develop self discipline.him to develop self discipline.

Therapeutic Negative Therapeutic Negative Reinforcers:ProximityReinforcers:Proximity

The closer we are to an authority figure, The closer we are to an authority figure, the more obedient we behave.the more obedient we behave.

Sometimes all you have to do is stand Sometimes all you have to do is stand next to kids who are talking or not next to kids who are talking or not paying attention and they will instantly paying attention and they will instantly behave.behave.

They know why you’re there, but no one They know why you’re there, but no one else does so their dignity is not lost.else does so their dignity is not lost.

This isn’t proximity!This isn’t proximity!

This is negative reinforcement used This is negative reinforcement used badly!!!badly!!!

Therapeutic Negative Therapeutic Negative Reinforcers: Use of a Student’s Reinforcers: Use of a Student’s

NameName In the middle of a lesson, when you In the middle of a lesson, when you

see a child misbehaving, you can see a child misbehaving, you can oftentimes work the child’s name oftentimes work the child’s name into the lesson and the child will hear into the lesson and the child will hear her name and immediately stop the her name and immediately stop the negative behavior.negative behavior.

Your lesson continues without Your lesson continues without missing a beat!missing a beat!

Therapeutic Negative Therapeutic Negative Reinforcers: Signaling the Reinforcers: Signaling the

StudentStudent A good teacher can signal a student A good teacher can signal a student

to change behavior with no use of to change behavior with no use of words.words.

A “look” accompanied by a gesture is A “look” accompanied by a gesture is usually all it takes.usually all it takes.

Students get into habits of Students get into habits of drumming, playing with things, drumming, playing with things, doodling, daydreaming, etc. and are doodling, daydreaming, etc. and are not aware that they are doing them.not aware that they are doing them.

Therapeutic Negative Therapeutic Negative Reinforcers: Private Reminder Reinforcers: Private Reminder

to the Studentto the Student Sometimes signals don’t work and Sometimes signals don’t work and

you need immediate disciplinary you need immediate disciplinary verbal communication with the verbal communication with the student.student.

Don’t do this in front of the class.Don’t do this in front of the class. Give the class some short task Give the class some short task

related to the lesson and quietly talk related to the lesson and quietly talk to the student (or students). to the student (or students).

Behavioral ConferencesBehavioral Conferences

Therapeutic Negative Therapeutic Negative Reinforcers: Recording Student Reinforcers: Recording Student

BehaviorBehavior Making a PRIVATE conduct record for Making a PRIVATE conduct record for

the class lets the students know that the class lets the students know that inappropriate conduct is not going inappropriate conduct is not going unnoticed and future consequences unnoticed and future consequences (i.e., their conduct grade on the next (i.e., their conduct grade on the next report card) will occur.report card) will occur.

Do this for the more serious Do this for the more serious violations; don’t even think about it violations; don’t even think about it for the little things!for the little things!

Conduct RecordsConduct Records

Every teacher needs oneEvery teacher needs one Only record the more serious offencesOnly record the more serious offences You may need to show it to an You may need to show it to an

administratoradministrator Never show it to a parentNever show it to a parent Allow the kids to “buy back” entries by Allow the kids to “buy back” entries by

showing you improvement over time!showing you improvement over time!

Behavioral ConferencesBehavioral Conferences

Sometimes a formal conference with Sometimes a formal conference with the student is needed to show him a the student is needed to show him a plan for correct behaviorplan for correct behavior

This conference needs to be This conference needs to be prepared for more carefully than a prepared for more carefully than a difficult lesson since the student has difficult lesson since the student has already “failed” in the content you already “failed” in the content you want him to learn.want him to learn.

Planning Behavioral Planning Behavioral ConferencesConferences

Step 1- Select the behavior to be Step 1- Select the behavior to be changed.changed. What ONE behavior will you work on first?What ONE behavior will you work on first?

Step 2- Determine the REPLACEMENT Step 2- Determine the REPLACEMENT behavior. behavior. You can’t just expect a student to stop You can’t just expect a student to stop

doing something unless you give him doing something unless you give him something else to replace the undesired something else to replace the undesired behavior. behavior.


Step 3- Determine positive reinforcers.Step 3- Determine positive reinforcers. List the reinforcers you think might work List the reinforcers you think might work

for this student and choose the “smallest” for this student and choose the “smallest” one.one.

Step 4- Select negative reinforcers or Step 4- Select negative reinforcers or consequences.consequences. You must send a clear message that bad You must send a clear message that bad

behavior will not be ignored.behavior will not be ignored.


Step 5- Determine what might help the Step 5- Determine what might help the student use the desired behavior.student use the desired behavior. The student won’t change overnight. You The student won’t change overnight. You

need to plan for ways to prompt the need to plan for ways to prompt the behavior.behavior.

Step 6- Determine whether to use Step 6- Determine whether to use others in the conference.others in the conference. Initially it’s best to just have you and the Initially it’s best to just have you and the

student.student. Save the others (principal, counselor, Save the others (principal, counselor,

parents, etc.) in case you need them later.parents, etc.) in case you need them later.

Conducting Behavioral Conducting Behavioral ConferencesConferences

Step 1- Identify the unacceptable behavior.Step 1- Identify the unacceptable behavior. Let the student do it if possible.Let the student do it if possible. Don’t talk about past sins. Focus on future Don’t talk about past sins. Focus on future

improvement.improvement. Step 2- Identify the specific behavior Step 2- Identify the specific behavior

replacement.replacement. The student must know exactly what you want The student must know exactly what you want

him to do.him to do. Role playing is often helpful to see if the student Role playing is often helpful to see if the student

actually has the skills necessary to do what you actually has the skills necessary to do what you want.want.


Step 3- Indicate the future Step 3- Indicate the future consequences of unacceptable AND consequences of unacceptable AND replacement behaviors. The student replacement behaviors. The student needs to know BOTH so he can make needs to know BOTH so he can make a choice.a choice. The student must learn that HE is The student must learn that HE is

responsible for what happens to him. If responsible for what happens to him. If bad things happen it will be because of bad things happen it will be because of HIS choice.HIS choice.


Step 4- Set a time for checking the Step 4- Set a time for checking the success of the plan.success of the plan. For serious behaviors, the next day or at For serious behaviors, the next day or at

the end of each class may be appropriate. the end of each class may be appropriate. Move to end of week when possible.Move to end of week when possible.

Don’t let too much time lapse or you’ll Don’t let too much time lapse or you’ll lose your momentum.lose your momentum.

Step 5- Record your agreements.Step 5- Record your agreements. You and the student need to sign an You and the student need to sign an

“official” document.“official” document.


Step 6- Put the plan in action!Step 6- Put the plan in action! Don’t wait for a perfect solution. Start Don’t wait for a perfect solution. Start

something right away.something right away. After the plan starts you may find you After the plan starts you may find you

are expecting too much or too little. You are expecting too much or too little. You can always redesign the strategy if can always redesign the strategy if necessary.necessary.

Expect it to work, not fail!!!Expect it to work, not fail!!!

Sample Action Plan for Sample Action Plan for Kindergartener Who Will Not Kindergartener Who Will Not

Walk in a Straight Line:Walk in a Straight Line:

Getting Parents Involved in Getting Parents Involved in Behavior ProblemsBehavior Problems

When necessary, parents can be a When necessary, parents can be a HUGE help. Do NOT fear them!HUGE help. Do NOT fear them!

You BOTH want what is best for the You BOTH want what is best for the child.child.

Never start getting into the problem Never start getting into the problem with the student without first letting with the student without first letting the parent know: 1) you like the kid, the parent know: 1) you like the kid, and 2) you care about him.and 2) you care about him.

Getting Parents Involved in Getting Parents Involved in Behavior ProblemsBehavior Problems

All communication with parents, All communication with parents, whether it be through letter, e-mail, whether it be through letter, e-mail, phone, or in person should ALWAYS phone, or in person should ALWAYS contain the following messages:contain the following messages:

He can…He can… But doesn’t…But doesn’t… You CareYou Care Let’s PlanLet’s Plan

Your Turn… Rewrite these Your Turn… Rewrite these letters:letters:

Dear Mrs. Jones,Dear Mrs. Jones,Mary is constantly getting the other Mary is constantly getting the other girls in trouble because they do girls in trouble because they do whatever she tells them. I have whatever she tells them. I have talked to her about this but she talked to her about this but she continues to do it. When can you continues to do it. When can you come to school so we can straighten come to school so we can straighten this problem out?this problem out?

Mr. NewguyMr. Newguy


Dear Mr. And Mrs. Smith,Dear Mr. And Mrs. Smith,

Yesterday I caught Sarah cheating on Yesterday I caught Sarah cheating on her spelling test. She will receive a 0/F her spelling test. She will receive a 0/F and will have lunch detention tomorrow. and will have lunch detention tomorrow. We do not need a conference… I just We do not need a conference… I just wanted you to be aware of the problem.wanted you to be aware of the problem.

Ms. NewteacherMs. Newteacher


Dear Mr. And Mrs. Smith,Dear Mr. And Mrs. Smith,Today I caught Sarah cheating on a Today I caught Sarah cheating on a test again. You would think since this test again. You would think since this happened recently she would have happened recently she would have learned a lesson! This time I am learned a lesson! This time I am requesting a conference with Mary, requesting a conference with Mary, you two, and the principal so we can you two, and the principal so we can once and for all put a stop to this once and for all put a stop to this terrible habit.terrible habit.

Ms. NewteacherMs. Newteacher


Dear Mrs. Green,Dear Mrs. Green,Today in recess Reid pushed another Today in recess Reid pushed another boy to the ground and kicked him for boy to the ground and kicked him for no apparent reason. The boy that was no apparent reason. The boy that was hurt is an honor student and never hurt is an honor student and never gets in trouble. Reid is always bullying gets in trouble. Reid is always bullying weaker students and this must stop. weaker students and this must stop. Please come to school so together we Please come to school so together we can determine the best ways to punish can determine the best ways to punish Reid the next time he bullies someone. Reid the next time he bullies someone.

Mr. Blunt Mr. Blunt

Reinforcement Theory QuizReinforcement Theory Quiz

1. Saying, “Do your best on 1. Saying, “Do your best on this quiz,” is NOT this quiz,” is NOT

reinforcement because…reinforcement because…

a.a. it is not connected to a behaviorit is not connected to a behavior

b.b. it is not necessaryit is not necessary

c.c. it is not positiveit is not positive

d.d. it does not follow a responseit does not follow a response

e.e. no one is actually going to grade no one is actually going to grade this quizthis quiz

1. Saying, “Do your best on 1. Saying, “Do your best on this quiz,” is NOT this quiz,” is NOT

reinforcement because…reinforcement because…

a.a. it is not connected to a behaviorit is not connected to a behavior

b.b. it is not necessaryit is not necessary

c.c. it is not positiveit is not positive

d.d. it does not follow a responseit does not follow a response

e.e. no one is actually going to grade no one is actually going to grade this quizthis quiz

2. When you are helping 2. When you are helping children learn a new behavior, children learn a new behavior,

you need toyou need toa.a. repeat the directions over and overrepeat the directions over and over

b.b. praise them every time the praise them every time the behavior occursbehavior occurs

c.c. praise them every other time the praise them every other time the behavior occursbehavior occurs

d.d. punish those who do not respondpunish those who do not respond

e.e. say, “One down, one million to go!”say, “One down, one million to go!”

2. When you are helping 2. When you are helping children learn a new behavior, children learn a new behavior,

you need toyou need toa.a. repeat the directions over and overrepeat the directions over and over

b.b. praise them every time the praise them every time the behavior occursbehavior occurs

c.c. praise them every other time the praise them every other time the behavior occursbehavior occurs

d.d. punish those who do not respondpunish those who do not respond

e.e. say, “One down, one million to go!”say, “One down, one million to go!”

3. After the students regularly 3. After the students regularly perform the new behavior you perform the new behavior you

shouldshould a.a. continue to praise them every time continue to praise them every time

it occurs for two weeksit occurs for two weeks

b.b. switch to another form of rewardswitch to another form of reward

c.c. praise them intermittentlypraise them intermittently

d.d. move on to another behaviormove on to another behavior

e.e. no longer need to pay them every no longer need to pay them every time it occurstime it occurs

3. After the students regularly 3. After the students regularly perform the new behavior you perform the new behavior you

shouldshould a.a. continue to praise them every time continue to praise them every time

for two weeksfor two weeks

b.b. switch to another form of rewardswitch to another form of reward

c.c. praise them intermittentlypraise them intermittently

d.d. move on to another behaviormove on to another behavior

e.e. no longer need to pay them every no longer need to pay them every time it occurstime it occurs

4. If possible you should avoid 4. If possible you should avoid punishment becausepunishment because

a.a. a positive approach is always bettera positive approach is always better

b.b. it is never very effectiveit is never very effective

c.c. it won’t extinguish a responseit won’t extinguish a response

d.d. it may have undesirable side effectsit may have undesirable side effects

e.e. it can reinforce your own desire to it can reinforce your own desire to get revenge on the kids driving you get revenge on the kids driving you crazycrazy

4. If possible you should avoid 4. If possible you should avoid punishment becausepunishment because

a.a. a positive approach is always bettera positive approach is always better

b.b. it is never very effectiveit is never very effective

c.c. it won’t extinguish a responseit won’t extinguish a response

d.d. it may have undesirable side effectsit may have undesirable side effects

e.e. it can reinforce your own desire to it can reinforce your own desire to get revenge on the kids driving you get revenge on the kids driving you crazycrazy

5. Joe is talking during the lesson and 5. Joe is talking during the lesson and the teacher looks at him and frowns. the teacher looks at him and frowns. He stops talking so the teacher stops He stops talking so the teacher stops

frowning. This is an example offrowning. This is an example of

a.a. negative reinforcementnegative reinforcement

b.b. punishmentpunishment

c.c. positive reinforcementpositive reinforcement

d.d. extinctionextinction

e.e. the kind of crap that happens eight the kind of crap that happens eight hundred times a day hundred times a day

5. Joe is talking during the lesson and 5. Joe is talking during the lesson and the teacher looks at him and frowns. the teacher looks at him and frowns. He stops talking so the teacher stops He stops talking so the teacher stops

frowning. This is an example offrowning. This is an example of

a.a. negative reinforcementnegative reinforcement

b.b. punishmentpunishment

c.c. positive reinforcementpositive reinforcement

d.d. extinctionextinction

e.e. the kind of crap that happens eight the kind of crap that happens eight hundred times a day hundred times a day

6. Negative reinforcement is 6. Negative reinforcement is better than punishment better than punishment

becausebecausea.a. most children won’t respond to most children won’t respond to

punishmentpunishmentb.b. parents don’t like punishmentparents don’t like punishmentc.c. negative reinforcement allows the negative reinforcement allows the

student to still be in control of his student to still be in control of his behaviorbehavior

d.d. it all depends on who is holding the it all depends on who is holding the electric cattle prodelectric cattle prod

6. Negative reinforcement is 6. Negative reinforcement is better than punishment better than punishment

becausebecausea.a. most children won’t respond to most children won’t respond to

punishmentpunishmentb.b. parents don’t like punishmentparents don’t like punishmentc.c. negative reinforcement allows the negative reinforcement allows the

student to still be in control of his student to still be in control of his behaviorbehavior

d.d. it all depends on who is holding the it all depends on who is holding the electric cattle prodelectric cattle prod

7. 7. A teacher tells a student he A teacher tells a student he must stop being a sore loser in must stop being a sore loser in kickball or she will punish him if kickball or she will punish him if

the behavior continues. The the behavior continues. The teacher’s major error is:teacher’s major error is:

a.a. using negative reinforcementusing negative reinforcement

b.b. not using positive reinforcementnot using positive reinforcement

c.c. not identifying the desired behaviornot identifying the desired behavior

d.d. using punishment too soonusing punishment too soon

e.e. not becoming a dental hygienist not becoming a dental hygienist

7. 7. A teacher tells a student he A teacher tells a student he must stop being a sore loser in must stop being a sore loser in kickball or she will punish him if kickball or she will punish him if

the behavior continues. The the behavior continues. The teacher’s major error is:teacher’s major error is:

a.a. using negative reinforcementusing negative reinforcement

b.b. not using positive reinforcementnot using positive reinforcement

c.c. not identifying the desired behaviornot identifying the desired behavior

d.d. using punishment too soonusing punishment too soon

e.e. not becoming a dental hygienist not becoming a dental hygienist

8. A student pretends to hiccup 8. A student pretends to hiccup during a test. You should during a test. You should

a.a. praise the students who are not praise the students who are not hiccuppinghiccupping

b.b. ignore the hiccups for a few ignore the hiccups for a few minutes to see if the student stopsminutes to see if the student stops

c.c. frown at the student until he stopsfrown at the student until he stops

d.d. go stand next to the student and go stand next to the student and pretend to pass gaspretend to pass gas

8. A student pretends to hiccup 8. A student pretends to hiccup during a test. You should during a test. You should

a.a. praise the students who are not praise the students who are not hiccuppinghiccupping

b.b. ignore the hiccups for a few ignore the hiccups for a few minutes to see if the student stopsminutes to see if the student stops

c.c. frown at the student until he stopsfrown at the student until he stops

d.d. go stand next to the student and go stand next to the student and pretend to pass gaspretend to pass gas

9. The student continues to hiccup. 9. The student continues to hiccup. Others students begin to giggle. You Others students begin to giggle. You

shouldshoulda.a. continue to ignore the hiccups and wait for continue to ignore the hiccups and wait for

them to be extinguishedthem to be extinguished

b.b. begin to frown at the student and wait for begin to frown at the student and wait for the hiccupping to stopthe hiccupping to stop

c.c. use proximity and stand next to the use proximity and stand next to the hiccupping student… while swinging hiccupping student… while swinging nunchucks. nunchucks.

d.d. take up his test and immediately send him take up his test and immediately send him to the office to the office

e.e. quietly tell the student, “I am sorry you quietly tell the student, “I am sorry you have the hiccups, but if you can’t stop have the hiccups, but if you can’t stop them you will need to finish the test in the them you will need to finish the test in the principal’s office so you don’t disturb principal’s office so you don’t disturb others.”others.”

9. The student continues to hiccup. 9. The student continues to hiccup. Others students begin to giggle. You Others students begin to giggle. You

shouldshoulda.a. continue to ignore the hiccups and wait for continue to ignore the hiccups and wait for

them to be extinguishedthem to be extinguished

b.b. begin to frown at the student and wait for begin to frown at the student and wait for the hiccups to stopthe hiccups to stop

c.c. use proximity and stand next to the use proximity and stand next to the hiccupping student… without the hiccupping student… without the nunchucksnunchucks

d.d. take up his test and immediately send him take up his test and immediately send him to the principal’s office to the principal’s office

e.e. quietly tell the student, “I am sorry you quietly tell the student, “I am sorry you have the hiccups, but if you can’t stop have the hiccups, but if you can’t stop them you will need to finish the test in the them you will need to finish the test in the principal’s office so you don’t disturb principal’s office so you don’t disturb others.”others.”

10. Two weeks later during the 10. Two weeks later during the next test the student pretends to next test the student pretends to

hiccup again. You shouldhiccup again. You should a.a. always start with ignoring the always start with ignoring the

negative behaviornegative behaviorb.b. plan a discipline conferenceplan a discipline conferencec.c. send him to the office and plan a send him to the office and plan a

discipline conferencediscipline conferenced.d. give him a choice of stopping or give him a choice of stopping or

taking his test in the office and plan taking his test in the office and plan a discipline conferencea discipline conference

e.e. pay a bully to beat his buttpay a bully to beat his butt

10. Two weeks later during the 10. Two weeks later during the next test the student pretends to next test the student pretends to

hiccup again. You shouldhiccup again. You should a.a. always start with ignoring the always start with ignoring the

negative behaviornegative behaviorb.b. plan a discipline conferenceplan a discipline conferencec.c. send him to the office and plan a send him to the office and plan a

discipline conferencediscipline conferenced.d. give him a choice of stopping or give him a choice of stopping or

taking his test in the office and plan taking his test in the office and plan a discipline conferencea discipline conference

e.e. pay a bully to beat his buttpay a bully to beat his butt

The POWER of The POWER of Teaching!!!Teaching!!!

After the first 4-6 weeks of school…After the first 4-6 weeks of school…

For each child in your room, you must For each child in your room, you must ask this question:ask this question:

““What can I do to help What can I do to help this child the most?”this child the most?”

Madeline HunterMadeline Hunter

Many of the ideas in this power point were from Madeline Hunter’s Discipline that

Develops Self-Discipline. The book is hard to find but look for it and buy it! Every

good teacher should practice its methods daily.

Madeline is no longer with us, but her impact on education will last forever.

Technology

Classroom Management 1&2