Behavioral Challenges in

class? There is a technique that works for

you!

Diana FarhatKindergarten Teacher

Universal American School

Techniques that backfire!

Raising voice Yelling Tense body

language “clenched jaw”

Physical force Sarcasm Humiliating Mimicking

Comparing to other students

Bringing up past events

Backing into corner “All you kids are the

same”

PART ONE: SUPPORTING POSITIVE BEHAVIOR , NO MORE TRADITIONAL PUNISHMENT

Choose behavioral expectations

Elementary should have no more than six. Wait in line, help friends, use a calm tone of voice…

Kindergarten could use 4 to 5 with more focus to “Be responsible”

Pre-k is recommended to select three or less and choose words that are developmentally preschool program implementing. Ex: take care of ourselves, our friends, our school” or “be safe,be kind…

Determine behavior that represents expectations:

Replacement Behavior  Review the previous skilled learned An overview of the new social skill A discussion of when, why, and where the skill is used Explicit instruction on the specific behaviors that represent

the skill Modeling of the skill by the teacher Modeling of the skill by the students Practicing the skill with teacher support Teacher feedback on accuracy of responding Homework on the skill

THEN, DEVELOP YOUR OWN MATRIX…

Expectations for a Setting Preschool Program Classroom Bathroom PlaygroundBe Safe - Keep feet on ground

- Use walking feet- Use inside voices

- Wash hands with soap and water

- One person in stall

- Go down slide on bottom

- Rocks and wood chips stay on the ground

Be Kind - Be a friend- Share with others- Use listening ears- Take care of our school

- Use inside voices- Keep hands to self

- Let others play- Keep body to self- Share with others- Use nice words

Be Responsible - Be a good helper- Follow directions- Clean up- Make good choices

- Flush toilet- Turn off water- Clean up

- Use equipment correctly

- Use line basics- Clean up

Mealtime Walkways Bus/VanBe Safe - Push chairs in

- Keep body to self- Use walking feet- Stay with an adult

- Keep seatbelts on- Keep back to seat

Be Kind - Use manners- Ask to be excused

- Use inside voices- Keep hands to self

- Let others play- Keep body to self

Be Responsible - Keep food on plate- Clean up

- Use listening ears- Use line basics

- Listen to driver/monitor

- Take care of own things

- Follow bus rules

Expectations Settings

For an Elementary Program

All settings Cafeteria

Safe Walk in building Chewing gum and candy should be left at home

Keep food on your trayPush in chairs

A team player Include othersUse ppolite wordsKeep hands and feet to selfHelp othersBe a friend

Wait in line in orderAllow everyone to sit and eat

A learner Follow adult directions the first timeTake turnsShare with othersProblem solveBe a team playerUse appropriate voice levelsBe a good listener

Sit at assigned spot.Wait for dismissal

Respectful Treat others the way you want to be treatedAllow others to be differentAcknowledge others ideasHonor others personal spaceShow positive body language

Keep area cleanUse good manners

Expectations for a Setting

Preschool Program Classroom

Be Safe - Keep feet on ground- Use walking feet- Use inside voices

Be Kind - Be a friend- Share with others- Use listening ears- Take care of our school

Be Responsible - Be a good helper- Follow directions- Clean up- Make good choices

MealtimeBe Safe - Push chairs in

- Keep body to selfBe Kind - Use manners

- Ask to be excusedBe Responsible - Keep food on plate

- Clean up

Support Positive Behavior

Reminders and visual prompt cards. Modify seating arrangements and

centers. Verbal feedback Physical feedback : giving certificates

When I’m finished, I can - Check over my work - Look at my library book - Write in my notebook

=

PART TWO : Be patient, try out as many techniques as you want until you find the one for you.

Four Steps for Better Classroom Discipline

Step 1: Reminder

Step 2: Warning

Step 3: Infraction Slip

Step 4: Send to office.

*REM

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*REM

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*REM

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We remind the children because they ARE children.This a reminder NOT a reprimand.

*WA

RN

ING

*WA

RN

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*WA

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Verbal warning should NEVER be delivered across the classroom.The student is asked to identify the next step.

*INFR

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LIP* IN

FRA

CTIO

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SLIP

*

In a soothing tone, remind the child that they were warned a few minutes earlier about following directions.It is important that the teacher has tried Steps 1 & 2 before turning the infraction slip into the office or to parents.

*SE

ND

TO

OFFIC

E*S

EN

D T

O

OFFIC

E *

* Proceed with this step in a cool, unemotional manner. There is no need for shouting or anger.

*Even though we insist on the child leaving the room, we will send them off with an optimistic “Tomorrow we will try again. I’m sure we can make this work right.”

Post the steps and Classroom Rules

Identify three to five classroom rules that are important to your teaching station and post them as well.

Explain to your students that they may be asked to identify the next step if they get into trouble but let them know that they can look on the wall to answer your question.

Sweethearts Technique

This technique makes sure that each student is made to feel special and loved.

Not only are they reminded how special you think they are but they remember that their classmates are special and all this love creates a very warm and

loving environment.

The Patience Technique

Good behavior is a two-way street – it involves your student listening and you offering guidance.

This is a fun way to practice how to GUIDE and how to get your student to really LISTEN.

Blind fold your student and tell them that this activity is exercising their listening skills.

You can use this activity to also practice positional words such as “right , left, over, under…”

When doing a test or activity which requires them to listen properly, remind them of this activity and let them know that this is the kind of “listening” you want them to do.

The Thought box Technique Can help encourage

communication. Gives them a less

threatening way of telling you their thoughts.

Can be done at the end of each week.

Behavior Charts

- Explain the reward chart.-Make a big deal when they get to the top of the chart.

11 Techniques for effective group management and control

1. Focusing 2. Direct

Instruction 3.Monitoring 4.Modeling 5.Non-Verbal

Cuing 6.Environmental

Control 7. Low-Profile

Intervention

8.Assertive Discipline

9.Assertive Messages

10.Humanistic Messages

11.Positive Discipline

1. Focusing

Don’t attempt to teach over the chatter of the students who are not paying attention.

This technique means that you will demand their attention before you begin.

A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice.

2. Direction Instruction

Uncertainty increases the level of excitement in the classroom, begin each class by telling the students EXACTLY what will be happening.

Include time at the end of the period for students to do activities of their choosing.

3. Monitoring

The key to this principle is to circulate. Check that they have started, wrote

their name, are on the correct page. Those who were distracted or who are

slow to start can be nudged along the way

Do not interrupt and make general announcements.

4.Modeling

“VALUES ARE CAUGHT NOT TAUGHT”

5. Non-Verbal Cuing

Shiny bell, flipping light switches, clickers in pockets…

Take time to explain what you want the students to do when you use your cues.

6. Environmental Control

Students enjoy an environment that changes periodically.

At times, you do need a quiet corner with few distractions.

They need more “vanilla” and less “rocky-road”.

7. Low-Profile Intervention

An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention.

While lecturing to her/his class, this teacher makes effective use of name-dropping in a very natural way.

8. Assertive Discipline

The teacher is the boss and no child has the right to interfere with the learning of any student.

Clear rules are laid out and consistently enforced.

9. Assertive Messages

The teacher who makes good use of this technique will focus the child’s attention first and foremost on the behavior he wants, not on the misbehavior. “I want you to...” or “I need you to...” or “I expect you to...”

10.Humanistic Messages

Structure these messages in three parts.

1. Include a description of the child’s behavior. 2. Relate the effect this behavior has on the teacher. 3. Let the student know the

feeling it generates in the teacher.

11. Positive Discipline

Use classroom rules that describe the behaviors you want instead of listing things the students cannot do

Instead of “no fighting”, use “settle conflicts”…

Make ample use of praise. A nod, a smile or a “thumbs up” will reinforce the behavior.

Thank you for listening, but wait!

Do not forget that each teacher is different and not all techniques work, you must keep trying each one till you find one that suits you and your classroom.

The internet is full of ideas, do not hesitate to surf!

Just like every teacher is different, every student is different, you might use a different technique depending on your classroom and student.

And finally…

The best way to grow as a teacher is to learn from other teachers, there’s still so much information out there we can benefit from.

Show your students you care and love them because they feel it and this is a big determinant in helping shape their behavior.

TH

AN

K YO

U

Miss Diana FarhatKG 2-5