positive behavior management a system for peace in your classroom by: angela christie-romanowski cep...

Positive Behavior Positive Behavior ManagementManagement

A System for Peace in your A System for Peace in your ClassroomClassroom

By: Angela Christie-By: Angela Christie-RomanowskiRomanowski

CEP 840CEP 840

What is behavior?What is behavior?

•aa :: the the mannermanner ofof conducting conducting onesoneself elf

•bb :: anything that an organism does anything that an organism does involving action and involving action and responseresponse to to stimulation stimulation

• cc :: the response of an individual, the response of an individual, group, or species group, or species toto its its environmentenvironment

Merriam-Webster, OnlineMerriam-Webster, Online

Behavior : Behavior :

The manner of one’s response The manner of one’s response to something in the to something in the

environment.environment.

Positive and Negative Behavior Positive and Negative Behavior ResponsesResponses

Where do they come from?Where do they come from?

Responses are learned fromResponses are learned from

peers, parents, public display, peers, parents, public display, teachers, trial and errorteachers, trial and error

Sample situation – Response to Sample situation – Response to the notion of schoolthe notion of school

• David is in fourth grade. This is his first year at our school. He David is in fourth grade. This is his first year at our school. He started in Sept. and came to school very excited. He loves to started in Sept. and came to school very excited. He loves to learn and be challenged. He follows the rules and strives for learn and be challenged. He follows the rules and strives for positive reinforcement. He is well mannered and very polite. He positive reinforcement. He is well mannered and very polite. He is the student that the teacher likes to utilize as a role model to is the student that the teacher likes to utilize as a role model to others for behavior motivation. David does not perform well others for behavior motivation. David does not perform well academically in class.academically in class.

• Sarah is in fourth grade. This is her first year at our school. She Sarah is in fourth grade. This is her first year at our school. She started in January just after the holiday break. Sarah hates school. started in January just after the holiday break. Sarah hates school. She refuses to do classroom work and sulks in her chair most of She refuses to do classroom work and sulks in her chair most of the day. She would rather sit and do absolutely nothing all day the day. She would rather sit and do absolutely nothing all day than participate in any activity. She is disrespectful to students than participate in any activity. She is disrespectful to students and staff. Sarah does not perform well academically in class.and staff. Sarah does not perform well academically in class.

Discuss in groups of 3 or 4 the following:Discuss in groups of 3 or 4 the following:Needed informationNeeded informationPossible influences causing these responsesPossible influences causing these responses-interventions are not discussed at this time- -interventions are not discussed at this time-

Needed informationNeeded information

• Previous academic historiesPrevious academic histories

• Family situationsFamily situations

• Special needs or previous referralsSpecial needs or previous referrals

• OthersOthers

• OthersOthers

• OthersOthers

Type of influencesType of influences

• Examples for either student and how:Examples for either student and how:– Positive or negative emphasis on behavior Positive or negative emphasis on behavior

previouslypreviously– Need for attention at school no support at Need for attention at school no support at

homehome– Uses behavior to compensate for lack of Uses behavior to compensate for lack of

understandingunderstanding– Fulfilling others expectationsFulfilling others expectations– Role models previously at home or elsewhereRole models previously at home or elsewhere– othersothers

IN control or OUT of control?IN control or OUT of control?

• Do we have any control over the Do we have any control over the examples provided? (not examples provided? (not interventions, but control to change interventions, but control to change what happened previously)what happened previously)

NO!NO!

Be Proactive and not Be Proactive and not Reactive!Reactive!

Classroom structure (a.k.a. management) Classroom structure (a.k.a. management) can be a positive or negative factor in how a can be a positive or negative factor in how a student achieves academically and socially.student achieves academically and socially.

Discuss with your group and make a list of the Discuss with your group and make a list of the items that you would consider to be a items that you would consider to be a necessary component under classroom necessary component under classroom management…management…

5 minutes5 minutes

Classroom ManagementClassroom Management

Seven important factors to setting up good Seven important factors to setting up good classroom managementclassroom management

1.1. Procedures and Processes established - GoalsProcedures and Processes established - Goals2.2. Teaching procedures and ProcessesTeaching procedures and Processes3.3. Continuous Positive Reinforcement and Continuous Positive Reinforcement and

FeedbackFeedback4.4. Create Climate – Build Community and Create Climate – Build Community and

RelationshipsRelationships5.5. Planning with ample timePlanning with ample time6.6. Dealing with MisbehaviorDealing with Misbehavior7.7. Self ReflectionSelf Reflection


1. Processes and procedures established - 1. Processes and procedures established - GoalsGoals

homework, papers in/out, restroom, homework, papers in/out, restroom, drink, answer and ask ???’s, recess, lunch, drink, answer and ask ???’s, recess, lunch, hallway, ill, hurt, group work, individual hallway, ill, hurt, group work, individual work, studying, testing, materials, work, studying, testing, materials, arrival/dismissal, discussions, problem arrival/dismissal, discussions, problem solving, helping, emergencies, substitute solving, helping, emergencies, substitute teacher, seating arrangements, etc. teacher, seating arrangements, etc.


2. Teach processes and procedures2. Teach processes and proceduresMODEL, MODEL, MODEL, MODEL, MODEL, MODEL, MODEL, MODEL, MODELMODEL

Example of passing out papers…Example of passing out papers…teacher spent 30 minutes the first day teacher spent 30 minutes the first day of school modeling and testing out the of school modeling and testing out the process for passing in and out papers. process for passing in and out papers. 8 seconds to do both.8 seconds to do both.

Let’s try it… (demo example with group)Let’s try it… (demo example with group)


3. Continuous POSITIVE Reinforcement and 3. Continuous POSITIVE Reinforcement and FeedbackFeedbackYou must supply this in order for the You must supply this in order for the understanding to continue. DON’T GIVE understanding to continue. DON’T GIVE UP! You will need to continually reinforce UP! You will need to continually reinforce the expectation there will not be an the expectation there will not be an immediate understanding of all of your immediate understanding of all of your processes and procedures. processes and procedures.

You must also teach this to your students You must also teach this to your students so they can positively reinforce their so they can positively reinforce their peers! KEY IDEA!peers! KEY IDEA!

Example of Classroom Example of Classroom Management Factor 3Management Factor 3

The teacher asks the class to get into their math The teacher asks the class to get into their math groups and begin discussing last night’s groups and begin discussing last night’s homework. What they understood and if they have homework. What they understood and if they have questions for each other. As group 1 is getting questions for each other. As group 1 is getting together they notice Sam has put his head down at together they notice Sam has put his head down at his desk. Olivia shouts out Mrs. R, Sam is sleeping. his desk. Olivia shouts out Mrs. R, Sam is sleeping. Then Sam shouts out for her to mind her own Then Sam shouts out for her to mind her own business. - NO WORK anywherebusiness. - NO WORK anywhere

Instead if taught – Olivia could have gone over to Instead if taught – Olivia could have gone over to Sam quietly and whispered something to the effect Sam quietly and whispered something to the effect of… “Hey Sam, I know we all tired, but I am of… “Hey Sam, I know we all tired, but I am worried if you miss this you be in trouble, can you worried if you miss this you be in trouble, can you please come and join us.please come and join us.


4. Create Climate – Building Relationship 4. Create Climate – Building Relationship and Community Respectand Community Respect– Diversity – abilities, talents, special needs, Diversity – abilities, talents, special needs,

culture, families, appearanceculture, families, appearance– Fair not EqualFair not Equal– Getting to know one another activitiesGetting to know one another activities– Tolerance activitiesTolerance activities– Code wordsCode words– Classroom NormsClassroom NormsTake 5-7 minutes to discuss activities and Take 5-7 minutes to discuss activities and

examples of how this can be implemented into examples of how this can be implemented into your classroomyour classroom

Examples of Classroom Examples of Classroom Management Factor 4Management Factor 4

4. Examples of implementation to create 4. Examples of implementation to create positive classroom climate;positive classroom climate;– Focus on abilities strengths and weaknesses Focus on abilities strengths and weaknesses

activityactivity– Celebrate Diversity ??’s “Juan how would you Celebrate Diversity ??’s “Juan how would you

say that in Spanish?” say that in Spanish?” – Demonstrate High regard for all students – Demonstrate High regard for all students –

treat all as the most importanttreat all as the most important– Provide opportunity for mixed ability groups.Provide opportunity for mixed ability groups.– Use class meetings – discuss as a communityUse class meetings – discuss as a community– othersothers


5. Planning with ample time5. Planning with ample timePlanning is one of the most important Planning is one of the most important

pieces to good classroom management. pieces to good classroom management. - Use ???’s when planning that address - Use ???’s when planning that address individual student needsindividual student needs- Plan comprehensively which allows - Plan comprehensively which allows room for slowing down and speeding uproom for slowing down and speeding up

- Take your time planning- Take your time planning


6. Dealing with Misbehavior6. Dealing with MisbehaviorIt is inevitable – students will make mistakes just as It is inevitable – students will make mistakes just as

we make mistakes.we make mistakes.- Teach self management skills when offering - Teach self management skills when offering consequences to misbehaviorconsequences to misbehavior- Utilize positive reinforcement all students are - Utilize positive reinforcement all students are driven by some type of motivationdriven by some type of motivation- Responsibility and choice should be distinguished - Responsibility and choice should be distinguished

Discuss in your groups for 3-5 minutes different ways Discuss in your groups for 3-5 minutes different ways that you deal with misbehavior in your classroom.that you deal with misbehavior in your classroom.


6. Dealing with Misbehavior6. Dealing with MisbehaviorExamples; self management or long term resultsExamples; self management or long term results

• F.A.S.T Teaches students to consider problems, identify F.A.S.T Teaches students to consider problems, identify alternatives, and evaluate consequences to their alternatives, and evaluate consequences to their interpersonal problems. Freeze and think; Alternatives; interpersonal problems. Freeze and think; Alternatives; Solution evaluation; Try it. Solution evaluation; Try it.

• SLAM Teaches students to develop a strategy that would SLAM Teaches students to develop a strategy that would teach students to accept and respond appropriately to teach students to accept and respond appropriately to negative feedback from others. Stop; Look; Ask; Make. negative feedback from others. Stop; Look; Ask; Make.

• ASSET Develops the social skills of adolescents with special ASSET Develops the social skills of adolescents with special needs who demonstrate difficulty in social functioning. needs who demonstrate difficulty in social functioning.

• Others…Others…


6. Dealing with Misbehavior6. Dealing with MisbehaviorExamples; superficial or short term resultsExamples; superficial or short term results

Tokens for positive behaviors Tokens for positive behaviors •Consumables for positive behaviors •Consumables for positive behaviors •Verbal praise for positive behaviors •Verbal praise for positive behaviors •Peer recognition for positive behaviors •Peer recognition for positive behaviors •Privileges for positive behaviors •Privileges for positive behaviors •Activity choices for positive behaviors •Activity choices for positive behaviors •Punishment for negative behaviors •Punishment for negative behaviors •Time-out for negative behaviors •Time-out for negative behaviors •Lost of privileges for negative behaviors •Lost of privileges for negative behaviors

Others…Others…


7. Self reflection7. Self reflection- what are your views- what are your views- how and where do you need - how and where do you need improvementimprovement- have you done everything you can- have you done everything you can

Utilize some form of self reflection Utilize some form of self reflection through student surveys, peer through student surveys, peer observation, check lists, etc.observation, check lists, etc.

What next????What next????

You have all 7 factors solidly in place why You have all 7 factors solidly in place why are there still problems?are there still problems?- Interventions will always be needed - Interventions will always be needed - Seek assistance from peers, CST’s, - Seek assistance from peers, CST’s, teacher support staff, etc.teacher support staff, etc.- Be creative and open to new ideas- Be creative and open to new ideas

- Be accepting of change – Flexibility is still - Be accepting of change – Flexibility is still necessary when updating and revising necessary when updating and revising your 7 factors!your 7 factors!

A system for Peace in your A system for Peace in your classroomclassroom

Think of a place or environment that Think of a place or environment that you are most peaceful in. you are most peaceful in.

Why? Why?

What are the conditions that bring What are the conditions that bring about that peaceful feeling?about that peaceful feeling?

How can you apply that to creating How can you apply that to creating peace in your classroom with your peace in your classroom with your

students?students?

ResourcesResources

• Vaughn, Bos, Schumm. Teaching Vaughn, Bos, Schumm. Teaching Exceptional, Diverse, and At-Risk Exceptional, Diverse, and At-Risk Students in the General Education Students in the General Education Classroom. Third Edition. Pearson Classroom. Third Edition. Pearson Education, Inc. 2006 Education, Inc. 2006

positive behavior management a system for peace in your classroom by: angela christie-romanowski cep...

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