Effective Management of Problem
Behaviors Inside the Classroom:
Evidence Based Tools Teachers Can Use
Patti Hershfeldt, Ed.D.
Sheppard Pratt Health System/Johns Hopkins University
Baltimore, MD
[email protected]
• Evidence based approaches, strategies and tools to support
improved classroom management
• Implementation in your classrooms and school-wide
• Discussion and problem solving
Core
Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g. entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to
classroom rules and routines occurs more frequently than
acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for
problem behavior that are documented an consistently delivered.
What are Proactive and Preventative
Approaches?
• Views systems, settings and lack of skills as part of the
“problem”
• Focus on why the challenging behavior is occurring—its
function or purpose
• Proactive techniques implemented successfully decrease
the likelihood of problem behaviors and promote
positive behavioral choices
• Includes anything a teacher does to prevent undesirable
behaviors
Resources on Classroom
Management
• Coaching Classroom
Management: Strategies and Tolls
for Administrators and Coaches
• Sprick, R., Knight, J., Reinke, W.M., & McKale, T.
(2006). Pacific Northwest Publishing.
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Divide the number of on-task (+) marks by the total number of marks (60).
Time on task (academic engagement) =__________ percent.
44 /60 = 73%
Sample
CCU Feedback Form
• Calculate your data/tallies
• Fill into the feedback columns (by looking at
the benchmarks)
• Choose ONE goal!
• Watch your students succeed!
• A few notes
• These are determined by ideal research conditions
• Special education considerations
What are EB Classroom Practices?
More Basics
1. Expectations & Rules : Teamwork, Respect,
Responsibility
2. Procedures & Routines
3. Continuum of Strategies to Acknowledge Appropriate Behavior
4. Continuum of Strategies to Respond to Inappropriate Behavior
5. Maximize Student Engagement
6. Academic Success & Task Difficulty
7. Activity Sequence & Offering Choice
Expectations and Rules
Example…
• Expectation is: Students will be Responsible
• Rules are…
• Keep hands and feet to self
• Use materials correctly
Expectations and Rules:
Guidelines for Writing Classroom Rules
Consistent with school-wide expectations/rules
1. Observable
2. Measureable
3. Positively stated
4. Understandable
5. Always applicable – Something the teacher will consistently
enforce
Expectations and Rules:
Which of These Follow the Guidelines?
1.
2.
3.
4.
5.
Keep hands and feet to yourself
Respect others
Walk in the hallways
Don’t run
Turn in completed assignment
Cheat Sheet
•
Observable
•
Measureable
•
Positively stated
•
Understandable
•
Always applicable – Something the teacher will consistently enforce
What are EB Classroom Practices?
The Basics
1. Expectations & Rules : Teamwork, Respect, Responsibility
2. Procedures & Routines
3.
4.
5.
6.
7.
Continuum of Strategies to Acknowledge Appropriate Behavior
Continuum of Strategies to Respond to Inappropriate Behavior
Maximize Student Engagement
Academic Success & Task Difficulty
Activity Sequence & Offering Choice
Procedures & Routines:
Teach them
Procedures & Routines:
Replacement behavior….APPLE PIE
CHOCOLATE CAKE
What are EB Classroom Practices?
The Basics
1.
2.
3.
4.
Expectations & Rules : Teamwork, Respect, Responsibility
Procedures & Routines
Continuum of Strategies to Acknowledge Appropriate Behavior
Continuum of Strategies to Respond to Inappropriate Behavior
5. Maximize Student Engagement
6. Academic Success & Task Difficulty
7. Activity Sequence & Offering Choice
Maximize Student Engagement:
during instruction
• Provide ample opportunities to respond
• How?
•
•
•
•
•
•
Two minute pause
Think-write or draw
Outcome starter sentence
Compare/contrast diagram
Repackage it!
Toss-a-question
Maximize Student Engagement:
more broadly speaking
• How do you define it? ACTIVITY
• Common themes?
• Student engagement linked directly to
• Attendance
• Relationships with an adult
Maximize Student Engagement:
more broadly speaking
• Poor attendance
• Low educational expectations
• Lack of effort
• Low commitment to school
• No extracurricular participation
© 2007 National Dropout Prevention Center at Clemson University and Communities In Schools, Inc.
All rights reserved.
Teresa Cogar
&
John McNaught
Virginia Department
of Education
Imdetermined.or
g
Self-Determination and PBIS:
Keeping Kids in School
1 pagers
Name: Nicholas Wayne Silvey
Address: Glade Hill, VA
•
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My Strengths
English
Social Studies
Learning
Writing Poetry
My Preferences
• A good foundation to
grow from
• A lack of disturbance
• A constant and perfect
schedule
Date: November, 2012
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My Interests
Writing poetry on the
spot
Dreaming of a better
world
Making a better world
Music
My Needs
Printed notes
Visual/Audible Learning
A structured environment
Predictability-knowing
what is coming next
Name: Erica Rachael Fiel
•
My Strengths
Talking & Communication
Prepare & Organize
The professional way I can
present myself.
Creativity
•
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•
My Preferences
Study Guides
Things in Outlined Form
Color Coded
Computer Form
•
•
•
Date: November, 2012
My Interests
• ASL
• Style
• Bible
•
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•
My Needs
Support
Visual and Oral
Understanding
Extra Time
Organized Notes…etc.
Hey I’m Robert. I’m 14 no I’m
just joking. I’m really 12. Have
great time reading this.
I have an IEP because … I have anger issues I need
to control it and not get angry over little things and
not get frustrated.
My Interests:
I like to play star wars
games and draw
Ways to learn best:
Skip some problems and go
to next one until I can get
it.
Read the question first then
read the story.
My favorite classes:
L.A because I love The word ladder
P.E because I like to play games
My plans for the future:
Go to Virginia Tech college.
Be a game designer .
Buy my own house.
Start a basic job before I be a game designer.
My hardest classes:
Math because division
and multiplication
have a lot of thinking
Social studies because
all the writing and
highlighting.
Name: Noah
Address:
DOB:
My Strengths
• Video games
• Doing math
(sometimes)
My Preferences
• Putting teeth together
to say /s/ sounds and
/z/ sounds
• It helps when my dad
does my homework
with me
Date: 03/2011
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My Interests
Wrestling
Playing toys
Playing outside
Playing Wii
My Needs
• Thinking hard about
my work
• Speech class
• Learning new sounds
and words
Good Day Plan
Uh oh, the basics don’t seem to be
working: guiding questions to ask
yourself
 What are my classroom rules?
 Are there other problems occurring in your room? Consider:
 Are your rules linked to the SW expectations?
 Do your rules reflect common discipline problems?
 Do all students know and understand your rules and
consequences?
 Are your rules clearly stated, positively worded, and few in
numbers?
 What’s my role?
Managing Personal
Stress: Thought Control
Upsetting Thoughts
“That child is a monster.
This is getting ridiculous.
He’ll never change.”
“I’m sick of putting out fires!”
Calming Thoughts
“This child is testing to see
where the limits are.
My job is to stay calm and help
him learn better ways to behave.”
“I can handle this. I am in control.
They have just learned some powerful
ways to get control. I will
teach them more appropriate
ways to behave.”
Managing Personal
Stress: Thought Control
Upsetting Thought
“I wonder if the corner grocery
is hiring?”
“He ruins everything!
This is going to be the worst
year of my career.”
Calming Thoughts
“I feel undervalued right now –
I need to seek support from
my peers and supervisor.”
“Having her in my class is going to
be a wonderful Professional
Development experience.”
Reframing Activity
In pairs or in small groups:
• Read the four examples listed and
generate two to three other
challenging behaviors and how you
might reframe each one.
• In reframing the challenging
behaviors, do not come up with
solutions but rather restate the
behaviors to make them more
manageable.
• Be prepared to share your ideas
with the large group.
Rephrasing our Comments
• Delete four things from our commentary
• Why questions like “Why are you doing that?”—means
“Gotcha” to the students
• Why questions should only be used when there is true concern
• The word “You”—attacks and hurts, is condescending and
controlling
• Compare: “You weren’t listening” to “I want my students to
listen so that they can learn”
Rephrasing our Comments
• Avoid saying “No” or “Don’t”
• Kids hear the action word in the statement—”No running” will
result in running
• Doesn’t tell the student what behavior you WANT to see—if you
want a student to display a certain behavior teach it (chocolate
cake)
Rephrasing our Comments
• Avoid lecturing or nagging about the behavior
•
•
•
•
Did you like this as a student?
Viewed as condescending and often ignored
Can create/contribute to low self esteem
Keep your corrective messages short and simple
Activity : Staff Response Form
What did the
student do ?
(Be specific
Measurable
/observable
What, when,
who, )
How do I feel? What do I
usually do?
What do I
say?
What do I
look
like/sound
like?
Student shoved his I feel startled at
book on the floor
first and then I get
in the direction of anxious
his neighbors feet
when I asked the
class to begin
working
independently on
their math
assignments
I usually send him
to the office to
conference w/the
principal. I tell him,
“Go straight there
– do not pass go…”
As a result,
what does the
student do?
What is
maintaining the
behavior?
Why is it
happening?
He spends the
remainder of math
class waiting for the
principal to see him.
AvT
I believe he escaping to
the office to avoid
independent work in
math.
Adapted from Cooperative Discipline- Linda Albert-
AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI
=Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid
task
The 10 Demandments of Classroom
Mangement
1. Always treat youngsters with respect and
preserve their dignity.
2. Always do what is in the students' best interests.
3. Seek solutions, not blame.
4. Model tolerant, patient, dignified, and
respectful behavior.
5. Use the least intrusive intervention possible.
The 10 Demandments of
ClassroomManagement
6.
Connect with your students and build strong personal bonds
with them.
7. Instill hope for success (otherwise there is no reason for kids
to behave in your class).
8. NEVER do anything disrespectful, illegal, immoral,
ineffective, bad for health/safety,
or you wouldn't want done to you.
9. NEVER give up on a student. Be perturbed with the actions
of a student, but keep believing in his/her ability to change
for the better.
10. CATCH KIDS BEING GOOD . . . A LOT!!
Supporting Implementation
• Self assessments
• Is coaching/support available
• Diads or triads
• Performance feedback
• Does the school culture support this type of system of support?
• In what ways could you map this onto an existing
infrastructure of support (e.g., professional learning
communities, grade level/core/department team meetings)?
• Sharing successes
How might you begin something like
this in your school?
• Start with volunteers- may need uncommon planning time
• As a coach, facilitate learning for the ways in which we conduct
observation, collect data, and provide feedback
• Arrange a time to observe peer teacher in the classroom
Making Co-Worker Deposits
•
•
•
•
•
•
•
•
•
•
Encourage teamwork
Provide support
Build trust among colleagues
Be honest and kind to one another
Respect co-workers’ talents and
abilities
Acknowledge accomplishments
Understand and respect each
other’s backgrounds
Develop a shared vision, goals,
and mission
Have a sense of humor
Build cooperation
Remember … Classroom
Management is a
School-wide Consideration
Steps to planning:
What would I like to
begin/accomplish/master?
• Now? (or in a week)
• Before 2014-2015
• During 2014-2015