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Category: Behavior Management

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January is a good time to reflect on procedures in the classroom.  This can be an opportunity to reteach procedures to make the class run smoothly.

  1. Develop plan to get attention
  2. Develop plan to eliminate distractions
  3. Plan for classroom shakeup--CONSISTENCY IS THE KEY
  4. Find the right demeanor
    • Focus on being a mentor not a friend
    • Focus on being respected not being liked
    • Be kind (personable, nice, understanding)
    • Be firm (high expectations, deal with issues, don’t be a pushover)
  5. Execute classroom procedures
    • Give detailed instructions
    • Practice
    • Correct anything done wrong
    • Redo the practice
    • Deal with problems when small
    • Stay Consistent

If you feel that your classroom would benefit from a shakeup and want help, contact your building instructional coach or your mentor specialist.

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You may have heard it said, "Where attention goes, behavior grows."

What does this mean though? The Tough Kid Book, by Rhode, Jensen, and Reavis, says: "If more teacher attention is given for inappropriate student behavior than for appropriate behavior, the inappropriate behavior will increase. With Tough Kids' teachers, this attention very often takes the form of excessive prompting, reminding, threatening, reprimanding, and verbal abuse, because these reactions seem to come naturally when teachers attempt 'pain control' of their own"  (43).

Where is your attention going in your classroom? Are you feeding the negative actions of students and reinforcing the behaviors you don't want to see? What is your attention growing?

If you are feeling that some of these natural management tendencies (excessive prompting, reminding, threatening, reprimanding, and verbal abuse) are emerging in your teaching, maybe it is time to re-evaluate how you look at the Tough Kids' behavior. The Tough Kid Book has various strategies to try. You can access The Tough Kid Book in all JSD schools by checking with your school psychologist.

Strategies from The Tough Kid Book:

  • Positive Reinforcement (45): occurs when something a student desires is presented after appropriate behavior has been exhibited. All students and adults need legitimate and appropriate reinforcement.
    • Example: Calvin can earn up to ten points for completing his reading assignment correctly. The points can be exchanged for dinosaur stickers. Because Calvin enjoys the stickers he can earn, the accuracy of his reading assignments has increased.
  • Motivation and Encouragement (48): motivating and encouraging desired performance is  much the same in the classroom as it is in the business world.
    • Step 1. Tell students what you want them to do (and make sure they understand it).
    • Step 2. Tell them what will happen if they do what you want them to do
    • Step 3. When students do what you want them to do, give them immediate positive feedback in ways that are directed and meaningful to them.
  • Natural Positive Reinforcement (50): Natural (activities or things that students already find rewarding) forms of reinforcement are found in schools if you look for them. Some tips for selecting positive reinforcement:
    • Select age-appropriate reinforcement.
    • Use natural reinforcement whenever it is effective.
    • Use reinforcement appropriate to the student's level of functioning.
    • Make certain you have parental and administrative support for the reinforcement you plan to use.
    • Avoid partial praise statements, such as "I'm glad you finished your work--finally!"
    • Always make the most of opportunities to reinforce appropriate behavior.
    • Be genuinely polite and courteous to Tough Kids at all times and demonstrate concern and interest toward them. Always stay calm.
    • Do not confuse positive reinforcement or privileges with a student's basic rights.

For more tips and ideas, see:
Rhodes, Ginger, William R. Jenson, and H. Kenton Reavis. The Tough Kid Book. Eugene: Pacific Northwest Publishing, 2010.Opens in a new window

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Do you hear yourself giving students too many warnings? Are you struggling to get your students to follow your directions?

Being consistent is an important part of your management plan. Precision requests can build consistency. A precision request is a direct command given to a student for immediate compliance. They are used for your most difficult students that will not follow simple requests. Jordan District uses Melisa Genaux’s model. Here is how to do a precision request:

#1     State the students name, give the direction, end with please.

Example: “John, sit in your chair, please.”

Wait 3-5 seconds for compliance or 7-10 seconds if language delayed

Reinforce if there is compliance. Non-compliance go to step two.

#2     State the students name, use the words you need to, then give the direction.

Example: “John, you need to sit in your chair”.

Wait time same as above.

Reinforce if there is compliance. Non-compliance go to step three.

#3     Give a preplanned consequence.

Label the consequence: That’s not following directions

Then give the preplanned consequence

Example: “That’s not following directions. John go with Mark to Mrs. Wilson’s class for time out.”

When giving a precision request do not give the student a choice, ask it as a question, or give it as a threat. Examples of these kinds of requests would be, “You can either sit down or go finish your homework.”, “Would you like to sit down now?”, “If you don’t sit down, I’ll take away class points”.

You do not want to start a power play with the child.

Be consistent with your rules and consequences. Children feel safe when they don’t have to guess what your behavior is going to be, which rules you are going to follow, or what consequences will be given. Remember positive praise and reinforcement is essential to help students know they are doing the right thing. (4:1 ratio of positives to correction). Be predictable.

 

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One of the biggest challenges teachers face is getting (and keeping) their students' attention. Learning to do so takes time and practice, but effective teaching requires it.

Tips for getting students' attention

  • Praise students for getting (and doing) the signal correctly.
  • Make it fun! Change it up and say (or do) the signal fast, or slow, soft or loud.
  • Practice, practice, practice! Go over your attention signal until your blue in the face.

Here are some ideas to try

  • Attention signals
  • Timer or a count down
  • Using proximity
  • Precision commands/requests
  • Do not talk over students

7 ways to keep students’ attention

  • Use the 10:2 method: (2 min process/respond for 10 min of instruction)
  • Incorporate movement into your lessons
  • Pick up the pace
  • Provide effective feedback
  • Allow 5-7 seconds of “think time” when asking a question
  • 3-2-1 method of summarizing: (Write 3 things they learned, 2  interesting things, 1 question. Share in small groups.)
  • Periodically pause mid-sentence

Resources:
https://www.teachingchannel.org/video/student-attention-getting-tip

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A few tips…

  • Remember that you are a role model and that your actions speak louder than your words.
  • Be an excellent classroom manager.
  • Treat all students with dignity and know how to diffuse almost any situation.
  • Teach enthusiastically even when you don’t feel like it.
  • Relate all lessons to real life.

What does an effective teacher’s classroom look like?

-There is little or no down-time.
-Procedures and routines are evident and consistent.
-The teacher’s rapport with students is evident.
-The classroom is well organized.
-The teacher is well prepared for each lesson.
-The lessons relate to real life and are student-oriented.
-Transitions are smooth.
-Teacher moves around the classroom frequently.
-Incorrect responses from students are dignified by the teacher.
-Teacher models skills for students.
-The students are actively involved in all lessons.
-The atmosphere is comfortable and pleasant with lots of smiles and encouragement.

As a bonus… here are a few tricks for avoiding discipline problems:

Try…

  • Greeting students daily with enthusiasm.
  • Maintaining a calm, composed, professional demeanor at all times regardless of a student’s demeanor.
  • Avoiding negatives whenever possible.
  • Keeping students busy from bell to bell.

“We have to believe that all children are both reachable and teachable and that we, as teachers, truly can make a difference in their lives”.

Resource: Annette L. Breaux - For information on Annette’s books, go to www.eyeoneducation.com

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After returning from Holiday Break your students will benefit from reviewing your classroom management expectations. Here are a few ideas and reminders to help your classroom start 2019 on the right foot!

  1. Review classroom rules and practice procedures. Students will need to be re-taught what is expected.
  2. Circulate among the kids. It allows you to give immediate reinforcement or corrective feedback.
  3. Deliver high rates of reinforcement.
    Pro-tip #1
    -Talk about the good behavior and say individual students’ names when praising.
    -Make sure to provide examples and non-examples of desired behaviors (but don’t use students’ names when giving non-examples).
    -Remember 6:1 ratio of positive reinforcement to correction!
  4. Give an attention cue before giving instructions.
  5. Use road mapping before starting a lesson or activity. It creates predictability and it is an antecedent to compliance.
    Pro-tip #2
    -Try using language such as “first we’ll do this… then we’ll do this.”
  6. Have materials ready to go before calling students to groups. Down-time can lead to behavior disruptions!
  7. Get creative about reinforcers. Watch and listen… students will show you what they want to earn.
    Pro-tip #3
    -Remember the basics of reinforcement are (IFEED-AV): Immediate, Frequent, Enthusiastic, Eye contact, Describe the Behavior, Build Anticipation, and Variety

Information from Melisa Genaux, Autism Specialist, Jordan School District

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If you have attended a district training on classroom management with our amazing behavior specialists, you have most likely heard the phrase: "Where attention goes, behavior grows."

What does this mean though? The Tough Kid Book, by Rhode, Jensen, and Reavis, says: "If more teacher attention is given for inappropriate student behavior than for appropriate behavior, the inappropriate behavior will increase. With Tough Kids' teachers, this attention very often takes the form of excessive prompting, reminding, threatening, reprimanding, and verbal abuse, because these reactions seem to come naturally when teachers attempt 'pain control' of their own"  (43).

Where is your attention going in your classroom? Are you feeding the negative actions of students and reinforcing the behaviors you don't want to see? What is your attention growing?

If you are feeling that some of these natural management tendencies (excessive prompting, reminding, threatening, reprimanding, and verbal abuse) are emerging in your teaching, maybe it is time to re-evaluate how you look at the Tough Kids' behavior. The Tough Kid Book has various strategies to try. You can access The Tough Kid Book in all JSD schools by checking with your school psychologist.

Strategies from The Tough Kid Book:

  • Positive Reinforcement (45): occurs when something a student desires is presented after appropriate behavior has been exhibited. All students and adults need legitimate and appropriate reinforcement.
    • Example: Calvin can earn up to ten points for completing his reading assignment correctly. The points can be exchanged for dinosaur stickers. Because Calvin enjoys the stickers he can earn, the accuracy of his reading assignments has increased.
  • Motivation and Encouragement (48): motivating and encouraging desired performance is  much the same in the classroom as it is in the business world.
    • Step 1. Tell students what you want them to do (and make sure they understand it).
    • Step 2. Tell them what will happen if they do what you want them to do
    • Step 3. When students do what you want them to do, give them immediate positive feedback in ways that are directed and meaningful to them.
  • Natural Positive Reinforcement (50): Natural (activities or things that students already find rewarding) forms of reinforcement are found in schools if you look for them. Some tips for selecting positive reinforcement:
    • Select age-appropriate reinforcement.
    • Use natural reinforcement whenever it is effective.
    • Use reinforcement appropriate to the student's level of functioning.
    • Make certain you have parental and administrative support for the reinforcement you plan to use.
    • Avoid partial praise statements, such as "I'm glad you finished your work--finally!"
    • Always make the most of opportunities to reinforce appropriate behavior.
    • Be genuinely polite and courteous to Tough Kids at all times and demonstrate concern and interest toward them. Always stay calm.
    • Do not confuse positive reinforcement or privileges with a student's basic rights.

For more tips and ideas, see:
Rhodes, Ginger, William R. Jenson, and H. Kenton Reavis. The Tough Kid Book. Eugene: Pacific Northwest Publishing, 2010.

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Apter, B., Arnold, C., & Swinson, J. (2010). A mass observation study of student and teacher behaviour in British primary classrooms Educational Psychology in Practice, 26(2), 151-171.

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Eribaum.

Rath, T., & Clifton, D. O. (2015). How full is your bucket? (Rath & Clifton, 2015, p. 5-31).

How Full Is Your BucketNobel prize winning scientist, Daniel Kahmeman states that as individuals we experience about 20,000 interactions each day. Daniels calls these interactions moments. These moments are recorded by our brains as experiences. The quality of  our day is determined by how our body and brain can categorize our moments- either positive or negative, or just neutral. Neutral moments do not make as great of an impact, nor are remembered.

Over the last decade Scientists have studied the impact of positive to negative interaction ratios in our work, and personal lives. They can predict success in live with amazing accuracy in many ways- including education, workplace performance, and relationships.

Noted psychologist John Gottman’s research on positive to negative feedback using a ratio of 5:1  He calls this the Magic Ratio. In Donald Clifton’s and Tom Rath’s Book, “How Full Is Your Bucket” – He uses the term Bucket & Dipper.

The Effect size of using positive feedback in your classroom is a 0.75 percent. In-order to make Feedback most effective, remember to provide the following:

  • Use timely prompts to our students when they have done something correctly or incorrectly.
  • Give students the opportunity to use the feedback to continue their learning process.
  • End feedback with the student performing the skill correctly and receiving positive acknowledgement from you-the teacher.

Please view these two video clips from the Teaching Channel on creating a comfortable classroom environment, and how to use some silent attention-getting techniques.  Both of these videos cover Standard 1, Positive Learning Environment / Classroom Management.  The focus is on positive behavior and using instructional supports in a positive environment.

Creating a “Comfortable” Classroom Environment: https://www.teachingchannel.org/videos/building-a-comfortable-classroom

Get Their Attention Without Saying a Word: https://www.teachingchannel.org/videos/silent-attention-getting-technique

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Why should teachers have students practice routines? If you have ever had the chance to observe kindergarten, especially at the beginning of the year, you may see a lot of repetition of directions. Kindergarten teachers know that their students need to  practice basic skills a lot: sitting in their seats, moving to the carpet, raising their hands to talk, sharpening pencils, lining up... you name it. Kindergarten teachers are pros at establishing routines.

Routines should be established and built in all levels of teaching. It is important for teachers to set these expectations and practice them with their students, even with older grades and students in secondary schools.

In this TED Talk, How To Use A Paper Towel, Joe Smith teaches adults how to help the environment by using paper towels more effectively. Watch the video and see what techniques he uses to help his audience remember the directions.

When we give directions, we should try to follow these basic ideas:

  1. Get the student's attention and make sure you have it!
  2. Give clear, positive directions with high expectations.
  3. Limit the number of directions and steps to the directions. 
  4. Vary the way directions are given (teacher modeled, student modeled, using phrases like, "When I say go...", students repeating directions). 
  5. Be consistent and follow through.
  6. Give students time to process.
  7. Repeat directions if needed.

If you find you are struggling to have students follow directions or they struggle to do routine tasks, try using some of these ideas to help your students remember the routines and procedures for your classroom. It is never to late to polish up routines and procedures to help students be successful!

 

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One challenge of instructional coaching is to help teachers move from an academic understanding toward a practical and real-world implementation of best instructional practices. This challenge is complicated by at least two factors.

The first of these is context. In order to make feedback most meaningful to the teacher, it should be given within the context of his or her own classroom. Doing so increases the immediacy and relevance of the feedback as well as the likelihood that the feedback will lead to improvement of practice.  Perhaps the best way to give contextualized feedback about classroom instruction is through virtual coaching.  This is done by video recording a classroom activity and having a coach provide feedback through written comments.  If the comments are time-stamped, the level of specificity of the feedback increases.

The second factor is time.  The goal should be to decrease the time intervening between when the practice occurs and the feedback is given.  It would be best if coaching could occur in real-time.  This is similar to what a coach of a basketball team might do.  It is not uncommon for a coach to give instructions from the sideline.  In a similar way, an instructional coach can give instructions to the teacher in real-time from the sideline.  Of course, the obstacle to doing this is to not create a distraction to learning.

In the video produced by The Teaching Channel, they discuss ways to make these ideas take shape in the classroom.  With the potential benefits of improved classroom instruction, it might be worthwhile for instructional coaches to give these strategies a try.