Behavior Management Pre Service Project

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Behavior Management Pre Service Project

Preventative Strategies Preventative strategies aim to proactively curb classroom misconduct. According to Kyle and Rogien (2004), the prevention component will not completely eliminate classroom problems, but they will surely make a difference in how day to day discipline problems occur. Kyle and Rogien (2004) recommend the PACE approach. PACE stands for Proactive options, Accountability options, Choices, and Environment Options. PROACTICE OPTIONS: •Plan and Prepare (i.e. have materials ready, develop classroom routines and procedures) •Clarify Expectations with the students (i.e. develop classroom norms together) ACCOUNTABILITY OPTIONS: •Manage student work and monitor progress•Timely feedback•Monitor attendance & missing assignments CHOICES: •Allow student involvement in curriculum choices (i.e. topics, activities, reading selections) •Provide structured choices in assignments (Universal Design for Learning) ENVIRONMENTAL OPTIONS: •Ensure a positive classroom climate (i.e. visibility, accountability, communicability, understandability, usability, and movability) •Establish procedures for entering the classroom and leaving the room, gaining student attention, obtaining help, missing material, bathroom use, what to do when finished, working together/with a group, student interaction, and using areas of the school

Supportive Strategies Supportive strategies focus on promoting and teaching responsible behavior (Kyle & Rogien, 2004). Modeling appropriate student behavior and rewarding students for displaying them will create a supportive classroom environment. Kyle and Rogien (2004) suggest that teachers partner with school psychologist, counselors, and parents to “present a multifaceted approach” to reach all students. Some examples of responsible behaviors that can be taught include: character development, communication skills, social skills, anger management, decision-making skills etc. Kyle and Rogien (2004) also suggest that teachers establish classroom harmony. Students should feel valued and an important part of the classroom community. Teachers should also empower students by giving them additional duties within the classroom (i.e. peer tutors, peer mediators, student-led conferences, study buddies, etc.).

Positive Based Intervention Supports (PBIS) : An Overview Positive Behavior Supports (PBS) is a set of research-based strategies used to increase one’s quality of life and decrease problem behavior by teaching new skills and making changes in a person’s environments. Its practice emphasizes the creation of new experiences, relationships, and skills for the student, rather than focusing on the elimination of inappropriate behaviors (Shea and Bauer, 2012). PBIS aims at allowing a shift to occur from responding to negative behavior to supporting positive behavior; furthermore, its notions are preferred by educators due to its many advantages. These include: being widely applicable to students with disabilities, contributing to the knowledge of how to use assessment as a basis for intervention and correct problems in the education setting, and being effective in reducing behavior problems (Shea and Bauer, 2012). To better assist students in school setting, PBIS is implemented school-wide through what is known as Effective behavioral supports (EBS). After receiving professional training, team members work to secure a commitment to the EBS model, review the behavioral supports and practices in the school, and help develop plans to respond to the unique needs of the staff and students (Shea and Bauer, 2012). This is accomplished through the implementation of support at three levels; school-wide supports, classroom supports, and non-classroom supports. For students who may need individual supports due to significant behavior problems, , this should only be needed for a very small number of students (3-6%) and requires that a functional behavioral assessment is conducted so that a behavior intervention plan can be put in place (2012). individual support systems can be used to offer immediate, relevant, effective, and efficient responses.

INED 7720Rhushanda Burke Sonya Cordova Kierra Gambrell

RESPONSE TO INTERVENTION(RTI)

Corrective Strategies Corrective strategies refer to practical strategies that deal with misbehavior the moment that they occur (Kyle & Rogien, 2004). According to Kyle and Rogien (2004) educators must recognize the type of misbehavior that the student is choosing in order to apply the most appropriate corrective strategy. Below details the different levels of misbehavior as well as the corresponding corrective strategies that can be implemented. A level behaviors include “distracting” behaviors. These are behaviors that “sidetrack the teacher from the lesson and/or divert the attention of the students from learning” (Kyle & Rogien, 2004).Some attention focusing strategies are: Nonverbal signals, Re-focus notes, Distract the Distractor, Proximity, Teaching PauseB level behaviors include “controlling” behaviors. According to Kyle and Rogien (2004) students who exhibit controlling behaviors try to “push the teacher’s buttons” and they seem to know how to “get a rise out of the teacher.” Some strategies to deal with this type of misbehavior include: acknowledging the student’s power, using I statements to address problem behavior, allowing student choice, and scheduling one-on-one on student conferences/chats. C level behaviors refer to “angry or violent” behaviors. This type of behavior “provokes a reaction at a sizzling level” (Kyle & Rogien). Some corrective strategies that can be implemented include: chill out time, restitution, and chat time with students.

Explore the following1) RTI behavior chart: http://www.pent.ca.gov/pos/rti/threetieredrti.pdf2) Behavior Interventionshttp://www.interventioncentral.org/behavioral-intervention-modification3) Academic Interventions http://www.interventioncentral.org/response-to-intervention4) RTI Action Network http://www.rtinetwork.org/learn/behavior-supports5) Iris Classroom Management Module Part 1http://iris.peabody.vanderbilt.edu/module/beh1/6) Iris Classroom Management Module Part 2http://iris.peabody.vanderbilt.edu/module/beh2/7) PBIS Implementation at an Elemenatary School http://www.fulton.cnyric.org/schools/lanigan/documents/STAIR-PBISBrochure_000.pdf8) Resource for PBIS Implementation at the Secondary Level https://www.pbis.org/school/high-school-pbis

Additional Resources

PBIS CLIP

Barriers in PBIS- Failure to establish or loss of staff buy- in- Lack of administrative support- Insufficent family buy-in- Funding- Lack of Communication - Break downs in team process and function- Lack of Integration of PBIS into school culture

PBIS Characteristics & BarriersPBIS seeks to find patterns that exist in the systems and environments surrounding a student throughout the day. •Focus is on creation of new behaviors through positive experiences and the development of skills versus the elimination of inappropriate behaviors. •There is no quick fix with PBIS instead the emphasis is on long-term effectives that make changes in the environment while developing skills and behavioral consequences. •The planning and implementation of PBIS requires a community of stakeholders who not only look at what’s happening at school but also the family’s desired lifestyle. •Positive behavior supports should be implementable and scalable to fit as many environments as possible.•The goal is for the student to be as Shea and Bauer (2012) state, “independent, product, and included” (p.86)Barriers - Failure to establish or loss of staff buy- in- Lack of administrative support- Insufficent family buy-in- Funding- Lack of Communication - Break downs in team process and function- Lack of Integration of PBIS into school culture

Behavior Intervention Plan's and Challenging Classroom Behavior

Acting Out Cycle

ReferencesLanier Elementary. (n.d.). Successful Implementation of PBIS: A Transforming Experience. Retrieved April 16, 2015, from http://www.fulton.cnyric.org/schools/lanigandocuments/STAIR PBISBrochure_000.pdfKyle, P., & Rogien, L. (2004). Classroom Management Strategies: Corrective Strategies. Helping Children at Home and School II: Handouts for Families and Educators. Kyle, P., & Rogien, L. (2004). Classroom Management Strategies: Supportive Strategies. Helping Children at Home and School II: Handouts for Families and Educators. Kyle, P., & Rogien, L. (2004). Classroom Management Strategies: Preventative Strategies. Helping Children at Home and School II: Handouts for Families and Educators. Shea, T.M., & Bauer, A. M. (2012). Behavior management: A practical approach for educators, 10th Ed. Upper Saddle River, NJ: Pearson.Skills Live. (2012, April 6). BIP's and Challenging Classroom Behavior [Video file]. Retrieved from https://www.youtube.com/watch?v=aGWpfanfhdsThe IRIS Center for Training Enhancements. (2012). Classroom management (Part 1): Learning the components of a comprehensive behavior management plan. Retrieved on April 14, 2015 from http://iris.peabody.vanderbilt.edu/module/beh1/

The Acting Out CycleIn order for teachers to effectively plan for instruction and classroom management it is critical that they understand the Acting Out Cycle...Calm Phase: The best way to keep students in this phase is to have a consistent and structured classroom structure. Trigger Phase: It is important to understand the triggers for student misbehavior whether it is School-based or non-school basedAgitation Phase: Identifying and interrupting the acting out cycle before the student enters the agitation phase is important. Acceleration Phase: At this point, the student is focused on engaging the teacher with many different behaviors to disrupt instruction. Peak Phase – The student’s behavior is out of control. This phase is quick and volatile. It is important to prevent this phase from occurring because once it begins it is impossible to interrupt it.De-escalation and Recovery Phases: Once the student has peaked, they emerge confused and withdrawn. During the recovery phase It is a great time to debrief with the student about what happened without fear of the triggering the behavior.

Necessary Components of a Teacher's Classroom Management Plan A statement of purpose: A brief, positive statement that conveys to educational professionals, parents, and students the reasons why various aspects of the management plan are necessaryRules: Explicit statements of how the teacher expects students to behave in her classroomProcedures: A description of the steps required for students to successfully or correctly complete daily routines (e.g., going to the restroom, turning in homework) and less-frequent activities (e.g., responding to fire drills)Consequences: Actions teachers take to respond to both appropriate and inappropriate student behaviorAction plan: A method to support the implementation of a comprehensive behavior management plan(The Iris Center for Training Enhancements, 2012)

VIDEO EXAMPLEThe Good Behavior Game

Classroom Layout


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