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Chapter 1 • VisionDevelop a Clear Vision for Your

Class

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Chapter 1, Task 1:Understand How to Shape Behavior

I have sufficient knowledge of fundamental behavior management principles to effectively help my students learn to behave more responsibly. Specifically:

1. I know why and how to promote responsible behavior.

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Chapter 1, Task 1: Understand How to Shape Behavior (Continued)

• I will set up conditions that prompt responsible behavior.

• I will ensure that students experience positive results for engaging in responsible behavior.

• I will ensure that students do not experience negative results from exhibiting responsible behavior.

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Chapter 1, Task 1: Understand How to Shape Behavior (Continued)

2. I know why and how to deal with misbehavior.• I recognize that all misbehavior

occurs for a reason and will take that reason into account when designing an intervention.

• I will identify and then modify any conditions that may be perpetuating the misbehavior.

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Chapter 1, Task 1: Understand How to Shape Behavior (Continued)

• I will identify and then eliminate any positive consequences that may be resulting from the misbehavior.

• I will implement appropriate corrective consequences calmly and consistently when necessary.

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Chapter 1, Task 1: Understand How to Shape Behavior (Continued)

Variables That Affect Behavior

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Chapter 1, Task 2:Understand Motivation

• I will work on increasing students’ motivation to engage in positive behavior and on decreasing motivation to engage in negative behavior.

• I will use procedures that foster both intrinsic and extrinsic motivation when trying to increase positive student behavior.

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Chapter 1, Task 2: Understand Motivation (Continued)

• I understand that students' motivation to engage in any behavior is related to the degree to which they value the rewards of engaging in that behavior and their expectation of succeeding at it.

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Chapter 1, Task 2: Understand Motivation (Continued)

• I understand the concept of Expectancy times Value. Any time a student seems unmotivated, I will investigate whether it is a problem of low expectancy, low value, or a combination of both. I will use that information in designing a plan to help improve that student’s motivation.

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Chapter 1, Task 3:Identify Long-Range Classroom Goals

• I have developed and written down four to seven major goals (instructional and/or behavioral) that I want to accomplish with all my students by the end of the school year.

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Chapter 1, Task 3: Identify Long-Range Classroom Goals

• I have identified specific ways in which I will use these goals to guide lesson planning and decision making throughout the year.

• I have a specific plan for letting my students and their families know what the long-range classroom goals are.

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Chapter 1, Task 4:Develop Guidelines for Success

• I have identified three to six basic attitudes, traits, and/or behaviors that are important for my students to succeed in my classroom and in their lives. From them I have created a set of Guidelines for Success (or Guiding Principles, Goals, etc.).

• I have posted the Guidelines for Success in my classroom.

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Chapter 1, Task 4: Develop Guidelines For Success (Continued)

• I have identified specific ways in which I can and will make frequent use of the Guidelines for Success. For example:

– I will use them as topics for class discussions about behavior or goals.

– I will refer to them when providing positive or corrective feedback to students.

– I will use them as monthly class themes, as part of class assignments, during classwide celebrations of progress, etc.

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Chapter 1, Task 5:Maintain Positive Expectations

• I understand the importance of having high expectations for all my students. I will make a conscious effort not to say anything (to students, their families, or others) that would suggest that I have low expectations for any student.

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Chapter 1, Task 5: Maintain Positive Expectations (Continued)

• I have identified specific ways I can and will convey my high expectations to students, their families, and others.

• I have noted in my planning calendar times during the year when I will objectively examine my expectations for, language about, and behavior toward my students.

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Chapter 1, Task 6:Implement Effective Instructional Practices

• I have identified one or two aspects of my presentation style that I will work to improve over the course of this year.

• I have made a plan for working on ways to actively involve students in lessons this year.

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Chapter 1, Task 6: Implement Effective Instructional Practices (Continued)

• I have determined specific ways in which I ensure that my lessons involve clear objectives and that the content of the lessons is reflected in student evaluation instruments.

• I have determined specific ways in which I ensure high rates of student success on tasks.

• I am prepared to give students immediate performance feedback.

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Chapter 1, Task 7:Initiate And Maintain Family Contacts

• I am committed to establishing positive relationships with my students’ families as part of my classroom vision.

• I have a specific plan for how I will make initial contact with my students’ families at the beginning of the year.

• I have a specific plan for how I will maintain ongoing contact with my student’s families throughout the year.

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Vision: Peer Discussion Worksheet

Schedule one to two hours with one to five colleagues. Each participant should have read Chapter 1 and worked through the Self-Assessment activities in advance of this discussion time. By discussing each participant’s policies, procedures, and questions regarding the tasks in Chapter 1, each participant will gain a deeper understanding of the chapter and will learn tips and techniques from colleagues.

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Peer Discussion Worksheet (Continued)

Begin the discussion by prioritizing the seven tasks; that is, which task interests participants most? Which task is the next highest priority? In this way, if there is not adequate time to discuss all seven tasks, the discussion will focus on the tasks of greatest interest to you and the other participants. Work through the prioritized tasks by discussing the questions or topics within that task. Then go on to the next highest priority. Continue this process and complete as many of the tasks as possible within the scheduled time.

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Peer Discussion Worksheet, Task 1:Understand How to Shape Behavior

A. Identify the three major categories of teacher-based actions for promoting responsible behavior.

B. Identify the three major categories of teacher-based actions to take into account once you have identified the reason a chronic misbehavior may be occurring (for example, the student loves getting attention from other students by making rude comments in class).

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Peer Discussion Worksheet, Task 1: Understand How to Shape Behavior

C. Have group members discuss whether this organization for categorizing behavior management strategies is useful. Ask them to share specific examples.

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Peer Discussion Worksheet, Task 2: Understand Motivation

As a group, discuss the classroom implications and examples of the following four concepts related to motivation: • When a particular behavior occurs

repeatedly, it demonstrates a person’s level of motivation to engage in that behavior. When a particular behavior does not occur, it demonstrates a person’s lack

of motivation to engage in that behavior.

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Peer Discussion Worksheet, Task 2: Understand Motivation (Continued)

• In most cases, when a person engages in a particular behavior, a mix of intrinsic and extrinsic motivational factors prompts it.

• A person’s motivation to engage in a particular behavior is affected by the person’s proficiency at that behavior.

• A person’s level of motivation can be explained as a function of the formula:

Expectancy x Value = Motivation.

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Peer Discussion Worksheet, Task 3:Identify Long-Range Classroom Goals

A. Have each group member share his or her goals and explain why he or she chose those goals.

B. As a group, examine each member’s goals individually, giving positive and constructive feedback on the content and language.

C. Have each group member share how he or she plans to communicate long-range goals to students, students’ families, and school administration.

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Peer Discussion Worksheet, Task 4:Develop Guidelines for Success

A. If your school does not have schoolwide Guidelines for Success, have each group member share his or her guidelines with the other group members. Brainstorm at least six different strategies, other than those identified in the text, for helping students understand and internalize the Guidelines for Success.

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Peer Discussion Worksheet, Task 4: Develop Guidelines for Success (Continued)

B. If your school does not have schoolwide Guidelines for Success, discuss:

• Whether it would be worth trying to develop schoolwide agreement so that all staff emphasize the same set of attitudes, characteristics, and traits.

• What actions would be necessary to get a schoolwide development process started.

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Peer Discussion Worksheet, Task 5:Maintain Positive Expectations

A. Have group members share what they do to avoid developing low expectations for a student who is chronically behaviorally challenging.

B. Objectively consider whether the atmosphere at your school is one of positive expectations for students (for example, evaluate the comments about students that are made in the faculty room). If it is not, identify things group members might do to help your whole staff develop more positive expectations.

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Peer Discussion Worksheet, Task 6:Implement Effective Instructional

Practices

A. Have each group member give a specific example of how he or she will use each of the following strategies to generate student enthusiasm and increase students’ intrinsic motivation to engage in desired tasks and behaviors.

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Peer Discussion Worksheet, Task 6: Implement Effective Instructional Practices (Continued)

• Explain the task or behavior clearly.

• Explain how the task or behavior will be useful to students.

• Give the students a vision of what they will be able to do eventually.

• Relate the new task or behavior to previously learned skills.

• Rally student enthusiasm and energy for the task or behavior.

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Peer Discussion Worksheet, Task 6: Implement Effective Instructional Practices (Continued)

B. Have each group member identify one or two aspects of his or her presentational style that he or she intends to work to improve over the course of the year.

C. As a group, create a list of ideas beyond those suggested in this program for actively involving students in lessons and increasing Opportunities to Respond.

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Peer Discussion Worksheet, Task 6: Implement Effective Instructional Practices (Continued)

D. As a group, discuss the relationship among course content, course objectives, and course evaluation.

E. Have each group member describe what he or she will do to ensure high rates of student success.

F. Have each group member share the ways he or she gives students timely performance feedback.

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Peer Discussion Worksheet, Task 7:Initiate and Maintain Family Contacts

A. Have each group member share his or her strategy for making initial contact with families.

• Discuss the advantages and feasibility of contacting all students’ families before the school year begins.

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Peer Discussion Worksheet, Task 7: Initiate and Maintain Family Contacts (Continued)

• Discuss the advantages and feasibility of contacting only the families of behaviorally challenged and high-needs students.

• Have group members share any orientation letters they have used.

• Discuss the advantages and feasibility of making a “Welcome to My Classroom” CD or DVD.

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Peer Discussion Worksheet, Task 7: Initiate and Maintain Family Contacts (Continued)

B. Have each group member share his or her strategies for maintaining ongoing contact with families.

• Have group members share samples of any newsletters they have used.

• Discuss how a Contact Log might be used to keep records of family contacts.

C. If relevant, discuss strategies for improving communication with families that speak little or no English.