Tools For The Classroom

1. Tools For The Classroom Jim Meskimen MH&A Support Specialist

2. PBS is the WATER! Data (air) Practices (plants) Outcomes (fish) Systems (Rocks)

3. Supporting Social Competence & Academic Achievement Cultural Equity OUTCOMES Cultural knowledge & self-awareness Supporting Staff Behavior DATA SYSTEMS Cultural Validity Supporting Decision Making PRACTICES Cultural relevance and validation Supporting Student Behavior

4. KIDS in the GREEN ZONE • Most kids • Rule followers • Bystanders • Herding cats

5. Kids in the Yellow Zone …….. • Some of your kids, some of the times • Seasonal rule followers • Bystanders, bullies and victims • Whack-a-mole • But if your only tool is a hammer, all your problems look like nails!

6. kids in the Red zone…… • A few kids • Attending school is harder then…….. • “It isn’t that I have failed, it’s that I have found 10,000 ways that don’t work!!!

7. Today’s mighty oak, Was yesterdays little nut!

8. Research indicates that you can improve behavior by 80% just by pointing out what someone is doing correctly. The quickest way to change behavior….in anyone. Point out what they are doing right..........

10. Finding Common Senseon Common Ground! Definition common sense n. Sound judgment not based on specialized knowledge; native good judgment

11. 3 to 5 clearly stated rules

12. Miss Mutner Liked to Go Over a Few of her rules... No talking No running No sneezing No betting No looking out the window No dorky hairstyles No coughing No laughing No fighting No swearing No sleeping No being a dork No making fun of teacher No flipping of fingers No drugs No weapons No bringing animals to school No looking at the clock No looking out the window No stupid remarks No coming in late No coming in early No humming No gum chewing No gum popping No sneering No spitting No farting No whistling No rolling your eyes No clicking of teeth No moving of feet under desk No fainting No sickness No going to the bathroom off schedule No crying No snot sucking No talking No running No sneezing No betting No looking out the window No dorky hairstyles No coughing No laughing No fighting No swearing No sleeping No being a dork No making fun of teacher No flipping of fingers No drugs No weapons No bringing animals to school No looking at the clock No looking out the window No stupid remarks

13. Choose 3-5 Behavioral Expectations for your class • These need to be stated positively • Easy to remember • Have a symbol to remind them

14. sUrf! • Safety • YOU! • Respect • Fun

15. Ways to point out that things are going well….

16. Classroom Interventions • Compliments: • Marbles • Links • Tree

17. Getting Homework Done • Spell homework • An effortless group motivation technique can be advantageous in encouraging students to complete their homework. • Every day in which all students in the class complete their homework assignments, write one letter of the word homework on the chalkboard. When the word is completed, treat the entire class to a special reward.

18. Dress Code Violations • Function= peer attention • Have the teachers stand in the hallway on Monday passing out “Thanks for dressing for success cards.” Tell the students to hang on to them. • On Friday announce that everyone who has 20 tickets gets free admission to the school dance that night. • Tell the kids that you are going to keep doing this- • Make sure the kids are getting plenty of positive strokes for dressing for success. • Each month change it up on what the payoff is for the students.. • This is working in three different states.

19. Absenteeism • Perfect attendance in high school means an exemption from final exams. • Kansas City Kansas Public Schools started this in the 1970’s and effected a huge decrease in absenteeism with high school students.

20. Tardies • Have a reward every six weeks for students who have no tardies. • Free dance only for those students who are on the “Tardy Free” list • Faculty vs. Seniors basketball game and only “Tardy Free” listers get to come to the game and it’s during school hours. • Get out of free homework pass for students who have zero tardies. • Ice cream social during last hour of the day. • Drawing to be principal apprentice for the day. • Lunch on the school grounds at picnic tables- Principal grills hot dogs for student body. Cafeteria supplies chips, apples, cookie for students in a sack lunch. • Principal agrees to kiss a pig if 80% or higher of the students have no tardies in a six week period. attenDANCES

21. Class Meetings • Put a sign on the door announcing meeting • Weekly Agenda • Use Microphone or Koosh Ball • Begin with Compliments • Review lessons learned the past week • Problem Box – Discussed generically • Everyone agree on future solutions for this problem. • Give booster shots throughout the week. • End on a thought for the weekend….Famous Quotes etc.

22. One Sentence Intervention • Twice a Week • Three Weeks • “I noticed…(something that has no value)..I noticed that.”

23. Give It Back!!!!!!!! 5 ways to give problems back to kids so they aren’t yours… 1.. Show Empathy for the problem 2. Lay the problem back on them 3. Ask them if they’d like to hear how other kids would handle that problem. 4. Give the worst case scenario first…because they will always say “I can’t do that.” Always ask “How would that work out?” 5. Wish them luck and get away.

24. Token Economies • Catching kids being good will change behavior by 80% • This can be verbal or tangible- depending on the age and emotional level of the child. Tangibles need to be faded.

25. Token Economies • The payoff for the token economy has to match the function of the behavior: • Attention from preferred adult • Time away from class playing game with preferred adult • Choosing what subject the class does next attention escape control

26. Token Economy Planning • Will you use a whole class token economy or just on a few students? • Which children need a token economy? • What will you use for tokens? • What is the function of the behavior? • What will the reward be?

27. What is discipline? From same Latin root as disciple: discipere “to teach or comprehend”

28. Give kids attention for • Being good…………………..

29. A Tree Bends to its Surroundings

30. You will see what you focus on… See the baby? Did you see it before?

31. Energy Flows Where Attention Goes

32. Thoughts on the use of “Choices” for children • Choices create situations in which children are forced to think. • Choices provide opportunities for children to make mistakes and learn from the consequences. • Choices help us avoid getting into control battles with youngsters. • Choices provide opportunities for children to hear that we trust their thinking abilities: • Builds self-confidence • Build relationships between adults and children

33. Examples: • Would you rather listen without interrupting or choose another place to be right now? • You’re welcome to wear your coat or carry it with you. • Do you want to sit in the red chair or the blue chair? • Do you want to read with me or Mrs. Green? • I argue at 12:00 and 4:00 which do you prefer?

34. CAUTION • It is very easy to turn your choices into threats: • Choose my way or the highway. • Knock that off or I’m going to send you to the principal’s office. • Consider if your boss said: • Would you rather do your report today or get fired? Okay- don’t answer

35. Rules for Giving Choices: • Always be sure to select choices that you like. Never provide one you like and one you don’t, because the child will usually select the one you don’t like. • Never give a choice unless you are willing to allow the child to experience the consequence of that choice. • Never give choices when the child is in danger. • Never give choices unless you are willing to make the choice for the child in the event he/she does not choose. • Your delivery is important. Try to start your sentence with:

36. A. You’re welcome to ___________ or _________________. • B. Feel free to ______________ or ____________________. • C. Would you rather ______________ or ________________? • What would be best for you _______________ or ___________?

37. This is not a choice: • Do your Math lesson …. • …or lose your recess.

38. Rules for Choices: • Be ready to make a decision for them in ten seconds • They will learn it’s better to make the choice quickly. • Be ready to stand your ground. • Use a firm, low tone voice and repeat • Say, “I see you didn’t make a choice so I’ll choose for you.”

39. Choices at the Class Level • If we say to children, I want you to do these 20 problems there are some children who will argue with you that they want to do less. A fun L&L technique is to say to the class, “Here’s 40 math problems. You can only do 20. You can do all the odd or all the even, or pick the 20 that you want to do. I couldn’t care less which 20 you do.”

40. Choices for the class Here’s 20 math problems: • You can only do 10. • You can do the odd or the even, doesn’t matter. • I’ll give you the answer to the hardest one if you can all agree which one that is.

41. Conference (3 Bs) Signal control Ignoring Proximity Differential Reinforcement Contracts Bx Reduction: EXT, RC, OC, TO Aversives Hierarchy of Responsive Options

42. Visit with …or discussion with…

43. Super Nanny One minute for every year old

45. If a child is pushing your buttons… • You are delivering goods.

46. CHAMPs Routines Procedures A Proactive and Positive Approach to Classroom Management Randy Spricketal. Conversation(Can students talk to each other during this activity/transition?) Help(How can students get questions answered during this activity/ transition? How do they get the teacher’s attention?) Activity (What is the task/objective of this activity/transition? What is the expected end product?) Movement (Can students move about during this activity/transition? If so, for what reasons?) Participation (what does active and responsible participation for this activity/ transition look and sound like?)

47. CHAMPs A Proactive and Positive Approach to Classroom Management Randy Spricketal. C Conversation H Help A Activity M Movement P Participation • 3 Tasks • CHAMPS Expectations for Classroom Activities; • Opening/ Attendance Activities • Teacher-directed instruction • Small group instruction. • Independent work • Etc.. • CHAMPS Expectations for Transitions; • Before bell rings • After bell rings • Getting out paper, pencil, and heading paper. • Getting out a book and opening to a particular page. • Etc.. • Prepare Lessons on CHAMPs Expectations; • How will you teach those? • What do they look like? • What do they Sound like?

48. Transition/ Classroom Activity:_______________________________ C Conversation (Can students talk to each other during this activity/transition?) H Help (How can students get questions answered during this activity/ transition? How do they get the teacher’s attention?) A Activity (What is the task/objective of this activity/transition? What is the expected end product?) M Movement (Can students move about during this activity/transition? If so, for what reasons?) P Participation (what does active and responsible participation for this activity/ transition look and sound like?) CHAMPs Worksheet Model

49. Heaps of State Changes

50. Find a new seat, Meet three people who…Do the “pen twist”. • Touch two walls.Exchange some high 5’s.Play with zeebees, • hacky sack, & kooshes.Everyone put their pens in the air.Mime out a concept.Stand on a chair or table. Take a stretch break.Have everyone drink water.Toss out pens, papers or candy.Use a vocal variety – make high pitched sounds or talk in low, slow voices.Have them stand while you show a brief overhead.Tell or read a joke.Change the lighting in the room.Do a simple magic trick, perhaps one that illustrates a certain point.Ask a student to turn to partner and discuss.Change where you stand in the room.Wear special hat or clothes.Ask a question.Have one person reteach the idea to someone nearbyGive directions using only sign language.Use live sound effects or a sound effect CD.Have everyone take a deep breath.Take the class outside to discuss a concept.