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Improving Classroom Behavior and Social Skills

REMINDER. Plan to interact at least three times more often with each student when he or she is behaving appropriately than when he or she is misbehaving (I.e., at least a 3:1 ratio)" (Sprick et al., 1998, 224).Students behave better and like school more when teachers use more positive statements

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Improving Classroom Behavior and Social Skills

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    1. Improving Classroom Behavior and Social Skills ~Amy Gierman~ Behavior Management Specialist CEP 840

    2. REMINDER “Plan to interact at least three times more often with each student when he or she is behaving appropriately than when he or she is misbehaving (I.e., at least a 3:1 ratio)” (Sprick et al., 1998, 224). Students behave better and like school more when teachers use more positive statements than negative (Jones and Jones, 2004).

    3. (Ideas from CHAMPs: A Proactive and Positive Approach to Classroom Management,1998, p 29) Structure class to promote responsible student behavior Effectively acknowledge responsible student behavior Effectively respond to irresponsible student behavior *See the next slide for ways to implement these ideas* Basic Principles of Classroom Management

    4. Basic Principles of Classroom Management Establish a Few Clear Rules and Consequences Look for the Positive Use Reinforcers to Encourage Positive Behavior Recognize Students’ Behavior Goals Help students Change Inappropriate Behavior

    5. Why the Misbehavior? Attention Power/Control Revenge/Getting Even Display of Inadequacy

    6. Decreasing Inappropriate Behavior Although the text lists other ideas, these are more positive strategies I find useful to decrease unwanted behavior. Ignoring on Purpose Arrange the physical space so it promotes responsible behavior Be generous with praise Use and teach active listening Vary Reinforcers (social, activity, and tangible) Model organization and respect in interactions with students Use peer helpers and models in the classroom Redirect rather than reprimand students

    7. Positive Classroom Climate Creating a Learning Community Recognize Students Similarities Focus on abilities of all students Celebrate Diversity Treat all students like they are important Use mixed-ability Groups Use Class Meetings Increase Social Acceptance of all Students Treat all students with R-E-S-P-E-C-T Teach Concern for Others

    8. Effective Behavior Management Program Positive Behavior Support as Prevention: A Problem Solving Approach Looks at when, where, and why the student misbehaves Choose Appropriate Interventions that lead toward success A team approach to problem solving and intervention planning Functional Behavioral Assessments (FBA) Allows the team to gather data to create an effective and positive plan and monitor its success

    10. Social Skills vs. Behavioral Skills Social Skills: “allow one to adapt and respond to the expectations of society” (Vaughn, et al., 2003).

    11. Social Skills Intervention Programs Interpersonal Problem Solving FAST SLAM STP

    12. Interpersonal Problem Solving Identify the Problem Alternative Solutions Identify and Evaluate Consequences Solution Implementation

    13. FAST Freeze and Think Alternatives Solution Evaluation Try it

    14. SLAM STOP what you are doing LOOK at the person ASK the person to clarify MAKE a Decision

    15. STP STOP THINK PLAN

    16. Self-Management Skills These skills “enable [students] to be more aware of their own behaviors and to govern the reinforcers for their behaviors” (Vaughn et al., 2003, 235). Teaching these skills allow students to depend less on the teacher.

    17. Steps to Teaching Self-Monitoring Skills 1. Teacher and student identify and agree on the behavior that will be changed 2. Figure out when and where the behavior tends to occur 3. Establish realistic goals 4. Establish a time line for the behavior-change plan. 5. Choose reinforcers and consequences 6. Self-evaluate the success

    18. References Jenson, W., G. Rhode, & H. Reavis. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West. Jones, V., & L. Jones. (2004). Comprehensive Classroom Management, 7th Ed. Boston, MA: Pearson, Allyn and Bacon. Sprick, R., M. Garrison, & L. Howard. (1998). CHAMPs: A Proactive and Positive Approach to Classroom Management. Longmont, CO: Sopris West. Vaughn, S., C. Bos, & J. Schumm. (2003). Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom. Boston, MA: Allyn and Bacon. www.drjean.org (excellent source for early childhood teachers) www.pbis.org (excellent source for learning more about Positive Behavior Support)

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