behavior strategies
DESCRIPTION
Behavior Strategies. Julie Miller, 428-3867 Becky Zweschper, 464-5689. Impact. “The effect or impression of one thing on another” “The power of making a strong, immediate impression”. Impact Teaching. Novelty This is Different Movement State changes Framing, experience before label - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/1.jpg)
![Page 2: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/2.jpg)
Behavior Strategies
Julie Miller, 428-3867
Becky Zweschper, 464-5689
![Page 3: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/3.jpg)
Impact
• “The effect or impression of one thing on another”
• “The power of making a strong, immediate impression”
![Page 4: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/4.jpg)
Impact Teaching
• Novelty• This is Different• Movement• State changes• Framing, experience
before label• Social Interaction• Music• Ownership
![Page 5: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/5.jpg)
Novelty
• Humor, not sarcasm
• Storytelling
• Keeping them on edge
• The unexpected
• Simple things
• Magic
• Artifacts
![Page 6: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/6.jpg)
![Page 7: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/7.jpg)
Attending
• The average adult can pay attention for 10-12 minutes if conditions are ideal..
• Consider your average juvenile with varying degrees of alertness levels
• Movement, Engagement, Involvement
• Pay attention to ‘the crest of the wave’
![Page 8: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/8.jpg)
![Page 9: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/9.jpg)
![Page 10: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/10.jpg)
Essential Questions(School to Work; Career Pathways)• What am I learning?
• Why am I learning it?
• What difference will it make in my life?
![Page 11: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/11.jpg)
![Page 12: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/12.jpg)
![Page 13: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/13.jpg)
![Page 14: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/14.jpg)
![Page 15: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/15.jpg)
Biological Beings
• Teach people, not content• Relationship • Trust• Understand complexities-what’s beneath• Functions of behavior- interventions match!• Our kids are ‘digital natives’• Create immediate success via memory tools,
strategies, and visual reminders of growth
![Page 16: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/16.jpg)
What’s beneath?
We often focus on overt behaviorwithout considering all the underlying needs and foundational deficits.
![Page 17: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/17.jpg)
Conflict In the Classroom The Education of At-Risk and Troubled Students
• The growing Social/Emotional Needs of High Risk Students….
“….Many of these students already have been damaged emotionally by the debilitating effects of poverty, neglect, abuse, divorce, drugs, and rejection. They have not internalized a sense of trust in other adults or developed the necessary pro-social skills necessary for group instruction and personal learning. Consequently, the students have low frustration tolerance, misperceive social interactions, limited attention spans, and low self-esteem…” (Long & Morse)
![Page 18: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/18.jpg)
![Page 19: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/19.jpg)
Let’s agree
• There are probably no ‘simple’ solutions
• Role-bound power is not enough
• Wishing and hoping is not enough
• You can’t make anyone behave
![Page 20: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/20.jpg)
The goal of Classroom Management
• Develop a classroom of students who are:
– Respectful– Responsible– Motivated– And highly engaged in meaningful tasks
![Page 21: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/21.jpg)
So what?
• To change kid behavior, we have to
change our behavior
• Let’s try and make them our allies and not our enemies
![Page 22: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/22.jpg)
STOIC
• S= Structure
• T=Teach
• 0= Observe, monitor
• I= Interact positively
• C=Correct**”tending to remain unemotional, especially showing admirable patience and
endurance in the face of adversity”
** “I will not let you be anything less than who you’re capable of being. I will outlast you and I will not give up”
![Page 23: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/23.jpg)
![Page 24: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/24.jpg)
Sprick-Discipline in the Secondary Classroom
• Expectations- Chapter 4– Tier One, research-based PBS intervention– Classroom activities and transitions– Teach, Monitor, Reinforce, Feedback– CHAMPS or ACHIEVE– Success at PBS campuses– Role play, visual supports, + - +– What level of structure do they need?
![Page 25: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/25.jpg)
SprickDiscipline in the Secondary Classroom
• Rules and Consequences- Chapter 5– Post rules and enforce consequences– Teach rules with +/- examples– Plan for early-stage misbehaviors
• Proximity, verbal reprimand, humor, etc
– Have a plan for rule violations– Appropriate & consistent consequences– Interact briefly and unemotionally
![Page 26: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/26.jpg)
Natural Consequences(logical consequences)
• Loss of Privileges • Reputation• Negative attention• Lack of trust• Freedom=Accountability=Responsibility• Restitution• Loss of Point-part of grade • Family Contact• Time Owed• See book Punished by Reward- Alfie Kohn
*pages 133-140 in Sprick*
![Page 27: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/27.jpg)
Brainstorming
Task 1 – Share your classroom rules and consequences, provide feedback
Task 2 – Discuss techniques used in your room used to correct misbehaviors
Task 3 – Discuss consequences for committing rule violations
![Page 28: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/28.jpg)
SprickDiscipline in the Secondary Classroom
• Motivation– Formula::::
Expectancy Rate X Value Rate = Motivation
10 X 10 = 100%
10 X 0 = 0 %
0 X 0 = 0 %
![Page 29: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/29.jpg)
SprickDiscipline in the Secondary Classroom
• Further reading
• Chapters 7,8– Monitoring student behavior– Giving students feedback on their
implementation of the expectations
![Page 30: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/30.jpg)
Anger outbursts,Difficulty with feedback, redirection
• Private discussion• Teach expected behavior• Increase attention to POSITIVE behavior• 6 positives to every 1 negative• Reduce emotional/lengthy attention• Teach students how to receive feedback• Identify the underlying causes• Teach coping strategies
![Page 31: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/31.jpg)
Disrupting behavior
• Teach expectations
• Setting limits
• Visual supports
• Provide positive feedback to others behaving appropriately
• When the behavior stops – reward immediately
![Page 32: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/32.jpg)
Activity – Behavior Chart
Behaviors to Ignore
Behaviors to Assign Consequences for
Behaviors to Encourage
![Page 33: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/33.jpg)
Reinforcers
• See ADHD packet for ideas
• Projects/activities
• Leadership opportunities
• Food
• Competition
• Raffle
![Page 34: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/34.jpg)
ADHD….Distractibility and Impulsivity
• Region 13 handout…• Self-management..get them to tune in• Can’t control meds or lack of…• See 3 components of successful programs• Instructional/Behavioral piece• Environment-organized, purposeful,
clutter-free, minimize some transitions• One direction at a time-clarity
![Page 35: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/35.jpg)
Feeding Frenzy
– Reason for Behavior Inclusion Programs– Can work if system-wide, GOALS/RROC– Point sheets, level systems, reinforcement– Group reinforcers– Tap into the power of peer pressure and group control
dynamics– Impact Teaching components– Social contract– Feed power/control
![Page 36: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/36.jpg)
Share what works
• Activity
• Collaborate
• Support Specialist
![Page 37: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/37.jpg)
Favorite mantras
• “When they’re at their worst, we need to be at our best”….Lisa Schormann
• “Always fair, not even”
• “When anxiety is up, performance goes down”…..Jan Motriuk
• “If you want to do it ONCE, follow directions, if you want to do it more than once, do it anyway you want”….
![Page 38: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/38.jpg)
Favorites
• Impact Teaching- Rich Allen, Ph.D.
• Discipline in the Secondary Classroom, Sprick• Love and Logic, Fay• Skillstreaming, Goldstein• Setting Limits in the Classroom, Mackenzie• Think Social!, Winner• www.interventioncentral.org
![Page 39: Behavior Strategies](https://reader036.vdocuments.mx/reader036/viewer/2022062721/5681378a550346895d9f263a/html5/thumbnails/39.jpg)
Brainstrorm, share,Brainstrorm, share,case studies, Q &Acase studies, Q &A
We’re
Wide
Open