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CLASSROOM MANAGEMENT

Trudie Hughes

Teachers Reflection

Could this problem be a result of inappropriate curriculum or teaching strategies? What do I demand and prohibit? Why do certain behaviors bother me?

Is this behavior developmentally appropriate? Do I focus on a behavioral excess or a deficiency? Will resolution of the problem solve anything else?

Kauffman, J. M. , Hallahan, D. P., Mostert, M.P., Trent, S.C., & Nuttycombe, D.G. (1993). Managing Classroom Behavior. Boston: Allyn & Bacon

Good Teaching

Instructional goals are clear Knowledgeable of content and strategies for teaching it Student expectations are clearly described Provide practice that enrich and clarify content Teach metacognitive strategies

Good Teaching

Knowledgeable about students abilities, adapt instruction according to their needs Monitor student progress Provide feedback Accept responsibility for student outcomes Are thoughtful and reflective about their practice

Teacher Behaviors

Provide frequent positive praise and reinforcement Ignore minor misbehaviors Reward positive behaviors Avoid power struggles with students Do students like being in the classroom? Students are achieving academic and social gain Provide clear expectations

Teacher Behaviors Cont.

Provide clear behavioral expectations rules should state what students should do Teacher expectations should be high for all students Signal control:audible or body language to cue student Blocking: teacher moves between two students to interfere

Selecting Rules

Allow students to give input Base rules on acceptable behavior State rules positively Select 5 or 6 rules Select rules for academic and social behaviors Change rules when necessary Relate rules to IEP goals Consider cultural differences

ABCs to Behavior Management

Antecedent Behavior Consequences

Defining Behavior

Describe behavior objectively and precisely (not: he irritates me) Can you observe the behavior when it begins and when it stops
can you count the number of occurrences each day can you measure the duration of the behavior

Can you observe what happens just before and just after it occurs

Identifying Antecedents

What are the events or conditions that immediately precede the problem behavior? Can you manipulate the antecedents to avoid the behavior? (e.g. providing choices for activities)

Reading Antecedents

Facial Expressions: tight thin lips, clenched teeth, widened eyes with nostrils flared Body Posture: head down, slumped shoulders, clenched hands, sucking or chewing Incidental Behavior: rapid shallow breathing, sighing, kicking, mumbling, tearing paper, breaking pencils

Identifying Consequences

What does the student get out of the behavior? Are students getting attention, avoiding work, receiving stimulus, or enjoy seeing adults upset?

Changing Behavior

Provide instruction with simple and clear directions Gain students full attention before giving instructions Provide one instruction at a time - do not provide too many different instructions Monitor compliance - provide time limits Provide appropriate consequences for compliance

Behavior Management Techniques

Positive Reinforcement Negative Reinforcement Extinction Response Cost Punishment Proximity Control Decontamination

Positive Reinforcement

The positive reinforcement must be rewarding to the student The reinforcers must be contingent on the behavior you want to increase The reinforcers should be delivered immediately Provide appropriate units of rewards for the expected unit of behavior

Negative Reinforcement

Definition: reinforcing a behavior by removing or preventing something unpleasant - allows the individual to escape or avoid a negative consequence Not recommended as a prominent part of classroom management
negative reinforcement relies on the presence or threat of negative consequences deliberate negative reinforcement sets the stage for coercion/intimidation

Extinction

To eliminate a behavior - you eliminate its reinforcement, the behavior no longer produces the desired effect (positive or negative) Disadvantages: slow process and when extinction procedures are first implemented, the behavior will likely become worse before better

Response Cost

The behavior costs something by withholding or withdrawing a positive reinforcer contingent on a specific misbehavior Example: students receive 10 tokens at the beginning of class, every time a problem behavior occurs, the teacher gets 1 token back. The tokens can be exchanged at the end of the day or class for free time.

Proximity Control

Visual - visually monitor student activity from any position in the classroom Physical - teacher positions her/himself close to each student to inhibit antecedent

Decontamination

Preventive action by inspecting classroom for two types of objects


Distractors: entice students to engage in off-task behaviors (e.g. toys, slide projectors, hazards: exposed wires, broken windows Potential Weapons: letter openers, knives, broom handle, hammer and yard stick

Informal Interventions

Attention for compliance - verbal praise


Use social praise consistently Provide praise only to students who earn it

Ignoring: only appropriate when:


the target behavior is temporarily tolerable the target behavior is under the influence of a reinforcer that you can control

Structured Interventions

Group Consequences Individual Consequences Individual Contracts Self Management

Group Consequences

Provide a set of behavior rules or expectations Determine the interval of time for the contingency - the longer the interval, the more valuable the reward Provide a menu of choices to avoid satiation Develop a record keeping system Determine criterion for reinforcement

Individual Consequences

Surprise Tokens: reinforcers are delivered at times that are not predictable by students Random Drawing: students place their name on a piece of paper and place into a jar when they comply to rules, at the end of the day, conduct a drawing for prizes

Individual Contracts

An agreement between the teacher and the student about a desirable change in behavior Parts of the contract
The parties to the contract The target behavior The goal for the target behavior The time period for the contract The reward available for meeting the terms The penalty for failing to honor the contract

Self Management

Behavioral Definition: help the student choose a behavior to monitor Teach the student to record behavior
Event recording Permanent Product recording

Teach the student how to plot the data Teach the student how to apply selfreinforcement Use contracts to provide structure

Identifying Coercive Interactions

Starts with an antecedent that is aversive and the student tries to escape or avoid the activity. Two parties are trying to control each other.
How do these interactions start? At what point could I avoid the process by disengaging from it? How could I start a different interaction that does not end in a power struggle? How could I try to replace coercive interactions with ones ending in positive consequences?

Teacher Stress

Burnout Symptoms
Feeling of boredom, overwork, emotional exhaustion, and fatigue Development of negative, cynical, or depersonalizing attitudes toward students Lack of sense of accomplishment from the job

Managing Teacher Stress

Time management Student behavior Interpersonal relationships Role expectations Personal concerns

Poor Time Management

Uncontrolled rushing Chronic vacillation between unpleasant alternatives Fatigue with many hours of unproductive activity Constantly missed deadlines Insufficient time for rest and personal relationships Sense of being overwhelmed

Time Management Techniques

Self-Management
Time analysis Goal setting Prioritization Delegation Action

Interpersonal Concerns

Poor staff relations Insufficient opportunities for professional growth Administrative ineffectiveness Lack of recognition

Role Expectations

Teachers often set expectations around being liked, helpful, and in control Role ambiguity: confusion of the scope and specific responsibilities of the job Role conflict: discrepancy between teachers perception of the job and the perceptions of significant others

Personal Solutions

Relaxation Compartmentalized Thinking: separation between work and personal life Detached Concern: do not dwell on things over which you have no control Personal Time Cognitive Restructuring: focus on strengths not weaknesses

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