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Tough Kid Classroom Management

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Tough Kid Classroom Management

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    1. “Tough Kid” Classroom Management Gary M. Leu, School Psychologist Andrea Paxman, School Psychologist

    2. The Texts The Tough Kid Book (Rhode, Jensen, and Reavis) The Tough Kid Tool Box (Jensen, Rhode, Reavis)

    3. Beginning the Class Introductions – Who we are. Who are you? What is this class about? What it is not. Course requirements: Attendance Homework Expectations Weekly Assignments. Final Assignment. Orientation (i.e., “Where are the Bathrooms?”) Class Expectations (Rules) “What If” (6-6:30pm)(6-6:30pm)

    4. What Does a “Tough Kid” Look Like?

    5. “Tough Kids” Behavioral Excesses (p. 3, TK) (Box 1-1, p.8, TK) Noncompliance and coercion (p. 3, TK) “Coercive Pain Control” (Box 1-1, p.5, TK) Behavioral Deficits (p. 4, TK) (Box 1-1, p.8, TK) Academic Deficits (p. 6, TK) Social Skills (p. 6, TK) Rule Following and Self-Management (p. 7, TK) (6:30-6:45) Excesses to Coercive Pain Control – Andrea Coercive Pain Control Example to start the session. Behavioral Deficits to Rule Following and Self-Management - Gary(6:30-6:45) Excesses to Coercive Pain Control – Andrea Coercive Pain Control Example to start the session. Behavioral Deficits to Rule Following and Self-Management - Gary

    6. Practical Assessment of Tough Kids (p. 9, TK) Normal Curve (Figure 1-2, p. 10, TK) Checklists (p. 11, TK) Teacher Compliance Probes (p. 12, TK; How-To Box 1-2, p.13, TK) Academic Assessment (p. 14, TK) Curriculum-based assessment Observational Systems (p. 15, TK & p. 191, Tool Box) More Advanced Assessment Systems (p. 17, TK) Target Behaviors (p. 18, TK; Box 1-2, p.18, TK) SKIP Whole slide – Gary Targeting behaviors for intervention is the main goal of assessment.SKIP Whole slide – Gary Targeting behaviors for intervention is the main goal of assessment.

    7. Proactive Interventions (p. 19, TK) Classroom Rules (p. 19, TK) Your Classroom Schedule – Down Time Causes Problems (p. 22, TK & p. 187, Tool Box) Structuring Your Classroom Space (p. 23, TK) Get Up and Move (p. 24, TK) (6:45-7:00) Whole slide – Andrea Structured Daily Schedule Video (7 min) (optional) Classroom Schedule - Note: More time can be spent on teaching behavior at the beginning of the year/term so that you may have more academic time in the future. Is the classroom conducive to behavior management?(6:45-7:00) Whole slide – Andrea Structured Daily Schedule Video (7 min) (optional) Classroom Schedule - Note: More time can be spent on teaching behavior at the beginning of the year/term so that you may have more academic time in the future. Is the classroom conducive to behavior management?

    8. Your Personal Biases (aka, “Your Own Crap”)

    9. Personal Bias What is our “personal crap”? What personal needs are we meeting by behaving the way we do with our students? We take behavior personally. How come? Self-fulfilling prophecies. Students fulfilling roles we define for them Relationship momentum. (7:00-7:15) Whole slide - Gary(7:00-7:15) Whole slide - Gary

    10. Unique Positive Reinforcement

    11. Positive Strategies (p. 28, TK) Positive Reinforcement (p. 28, TK) Positive Reinforcement, Negative Reinforcement, and Punishment (Box 2-1, p. 29, TK) Concerns with Positive Reinforcement (p. 29, TK) Positive Reinforcement vs. “Bribery” (7:15-7:30) Whole slide - Andrea Concerns: Positive Reinforcement vs. Bribery(7:15-7:30) Whole slide - Andrea Concerns: Positive Reinforcement vs. Bribery

    12. Variables that Make Reinforcement Effective (p. 40, TK) I-FEED-AV Rules (p. 41, How-to Box 2-2, TK) Immediately Frequently Enthusiasm Eye Contact Describe the Behavior Anticipation Variety Fading (p. 42, How-to Box 2-3, TK) (7:30-8:00) I-FEED-AV – Gary Describe what you see (2) Tell how it makes you feel. Fading - Andrea Fading: Better to have started with a social reinforcer. For most kids, social reinforcers are adequate to start. (7:30-8:00) I-FEED-AV – Gary Describe what you see (2) Tell how it makes you feel. Fading - Andrea Fading: Better to have started with a social reinforcer. For most kids, social reinforcers are adequate to start.

    13. Session 1 - Homework Generate appropriate Classroom Rules Use I-FEED-AV Rules with your students and notice the difference. Tell us what you noticed at the next class.

    14. CLASS TWO Today we are reinforcing the class participants with methods in the lesson. Mystery Motivator Raffle Tickets Yes/No – classwide reinforcementToday we are reinforcing the class participants with methods in the lesson. Mystery Motivator Raffle Tickets Yes/No – classwide reinforcement

    15. Homework How did it go? Classroom Rules Implementing I-FEED-AV Rules (6-6:15) Andrea(6-6:15) Andrea

    16. Antecedent Strategies (p. 30, TK) Positive Antecedent Strategies (Box 2-2, p. 31, TK) Motivation and Encouragement (p. 31, TK) (6:15-6:30) Whole slide - Gary(6:15-6:30) Whole slide - Gary

    17. Effective Use of Positive Reinforcement (p. 32, TK) Natural Positive Reinforcement (p. 32, TK) Edible Reinforcement (p. 34, TK) Material Reinforcement (p. 35, TK) Social Reinforcement (p. 35, TK) Assessing and Selecting Reinforcement (p. 36, TK) Reinforcer Menu (p. 119. Tool Box) “But, nothing reinforces my student!” (p. 39, TK) The Golden Rule (Box 2-5, p.40, TK) (6:30-7:00) Natural Positive Reinforcement to Social Reinforcement – Gary Natural Reinforcers: needs better explanation than the book. Assessing & Selecting Reinforcement to the Golden Rule Assessing & Selecting: Grandma’s Law / Premack Principle – a rule about reinforcement. Ask about what we have been reinforcing? What is the exact behavior Andrea & I are looking for? Now that you know, will this change anything?(6:30-7:00) Natural Positive Reinforcement to Social Reinforcement – Gary Natural Reinforcers: needs better explanation than the book. Assessing & Selecting Reinforcement to the Golden Rule Assessing & Selecting: Grandma’s Law / Premack Principle – a rule about reinforcement. Ask about what we have been reinforcing? What is the exact behavior Andrea & I are looking for? Now that you know, will this change anything?

    18. Unique Delivery Systems for Positive Reinforcement (p. 43, TK) Reinforcer Menus (p. 119, Tool Box) The Wandering Social Reinforcer (p. 43, TK) Chart Moves (p. 44, TK & p. 121, Tool Box) Magic Pens (p. 45, TK) – “Utah Idaho Supply – Map World” has them. Spinners (p. 45, TK & p. 120, Tool Box) Mystery Motivators (p. 45, TK & p. 3, Tool Box) Grab Bags (p. 46, TK) Lottery / Raffle Tickets (p. 46, TK & p. 122, Tool Box) Yes / No Program (p. 124, Tool Box) Point Systems (p. 125, Tool Box) (7:00-7:45) Reinforcer Menus—Mystery motivators: Andrea Grab Bags—Point Systems: Andrea(7:00-7:45) Reinforcer Menus—Mystery motivators: Andrea Grab Bags—Point Systems: Andrea

    19. Quick Rules Determine the specific, targeted behavior that you would like to increase. Before using any delivery system remember to teach the students the specific behavior that will be reinforced. Explain in detail the system you are using. Provide examples and role-play. Keep track of whether the targeted behavior is really increasing. If it isn’t brainstorm why the system isn’t working. Once the target behavior is occurring regularly at acceptable levels, gradually fade the use of the program.

    20. Reinforcer Menus (Tool Box, p. 119) List words or pictures of reinforcers on menu Child points to the item of choice for reward Change regularly so it remains novel and desirable Can add “wild card” or “mystery” to increase anticipation Reinforcer survey found on Tool Box p. 119-142 Tool Box p. 131-133

    21. Wandering Social Reinforcer (p. 43, TK) Wander randomly Provide positive social reinforcer for positive behavior Proximity serves to prevent problems before occurring Students required to come to the teacher increase likelihood of behavioral problems.

    22. Chart Moves (p. 44, TK ) Dot-to-dot picture Student can track his/her own progress, which determines when the reinforcer will be delivered. Child earns pre-specified reward when he/she has earned enough chart moves to reach the special dot or location on tower. Distance between dots depends on needed frequency of behavior to be reinforced. The child’s last chart move of the day can be dated so that daily process is automatcially recorded.

    23. Chart Moves Examples (Tool box, p. 149-159)

    24. Magic Pens (p. 45, TK) Use the clear pen to mark when the reward would be given. The child uses the “decoder” pen when they have done the behavior. If the invisible ink marker shines through child gets reward. The reinforcer is unpredictable and results in high performance rates. Can be combined with Chart Move, Mystery Motivator Daily Chart, etc.

    25. Spinners (p. 45, TK & p. 120, Tool Box) Each section of the spinner represents a positive reinforcer Positive reinforcers of “higher” value are given a smaller slice of the spinner. Periodically change reinforcement to retain original effectiveness. Can be combined with Chart move, mystery motivator, reinforcer menu, etc. Kids LOVE to spin!

    26. Mystery Motivators (p. 45, TK & p. 3, Tool Box) 1st part: Name of reinforcer is placed inside envelope and displayed in a prominent position. 2nd part: monthly or weekly chart where teacher randomly marks reinforcement days. Use invisible marker or cover X with paper. When student does the desired behavior, they can mark or tear off paper for the day. If there is an X on that date they get the prize. 3rd part: HYPE IT UP!!

    27. Grab Bag (p. 46, TK) Similar to Mystery Motivator except that reinforcer itself is placed in the bag is earned when the student uncovers an ‘X’ on his/her randomly marked chart Variations Write “grab bag” on spinner. Bag can contain a number of wrapped items. Student chooses one item and unwaps it. Bag (or jar) could contain slips of papers that have reinforcers written. Student chooses slip of paper and gets that reinforcer. Grab bag can be used as reductive technique…we will talk about that next week

    28. Lottery / Raffle Tickets (p. 46, TK & p. 122, Tool Box) Reinforce desired performance on a daily basis by using raffle tickets. When and how often drawings are held depends upon how frequently the teacher needs to reinforce the class. Make sure to implement a “fine” or “cost” system so that inappropriate behaviors are not rewarded through this program. Guidelines for Raffle on p. 48, TK

    29. Yes / No Program (p. 124, Tool Box) Specific appropriate behaviors earn the student/class a “yes” ticket. Specific inappropriate behaviors earn the student/class a “no” ticket. Deposit tickets into container. Make sure to provide at least 3 “yes” tickets for each “no” ticket! Provide drawing. Those with “Yes” get reinforcer. Those with “No” don’t. For group, if “yes” is drawn then there is a group reward.

    30. Point Systems (p. 125, Tool Box) Target behaviors are reinforced as soon as possible after occurrence by teacher awarding points to the student Points are recorded on sheet. Points can later be exchanged for reinforcing objects or activities. Have large and small rewards Publicly post point amounts to foster competition to earn more points.

    31. Homework Assignment Choose a delivery system we’ve talked about, and try it out.

    32. DAY THREE

    33. Homework Follow-Up Which positive strategy did you use to reinforce your students? (6-6:15) Andrea(6-6:15) Andrea

    34. Practical Reductive Techniques for the Classroom

    35. What are Reductive Techniques? (p. 54, TK) Effective Use of Reductive Techniques (p. 55, TK) Principles that Influence… (Box 3-1, p. 55, TK) Oh No! Not from Someone I Like (p. 55, TK) You Can’t Misbehave and Do That Too – It’s Impossible! (p. 56, TK) Swimming Pool Effect – Don’t Let Them Get Used to the Water (p. 56, TK) Use it Early – Don’t Wait for the Explosion (p. 57, TK) Peer Attention – Use It to Your Own Advantage (p. 57, TK) (6:15-6:30) Gary - whole slide Box 3-1 Summarizes(6:15-6:30) Gary - whole slide Box 3-1 Summarizes

    36. The Reductive Techniques (p. 58, TK) Request and Reprimand Antecedents – The First Line of Defense (p. 58, TK) Do Not Use a Question Format (p. 58, TK) Get Up Close (p. 58, TK) Use a Quiet Voice (p. 59, TK) Look ‘Em in the Eyes (p. 59, TK) Give Them Time (p. 59, TK) (6:30-6:45, for this and the next slide) Andrea - whole slide Box 3-2 summarizes this and the next slide.(6:30-6:45, for this and the next slide) Andrea - whole slide Box 3-2 summarizes this and the next slide.

    37. The Reductive Techniques (cont.) Ask Only Twice – The Nagging Effect (p. 59, TK) Don’t Give Multiple Requests (p. 59, TK) Describe the Request (p. 60, TK) Be Nonemotional (p. 60, TK) Make More Start (“Do”) Requests Than Stop (“Don’t”) Requests (p. 60, TK) Verbally Reinforce Compliance (p. 60, TK) Andrea (cont.) – whole slideAndrea (cont.) – whole slide

    38. Precision Requests (p. 62, TK) (6:45-7:15) Gary whole slide (Andrea as model) See USOE Handout Video - Available(6:45-7:15) Gary whole slide (Andrea as model) See USOE Handout Video - Available

    39. Designing a Hierarchy of Consequences (p. 63, TK) “What If” Chart (Fig. 3-4, p. 64, TK & p. 181, Tool Box) Examples of Reductive Consequences (Box 3-3, p.65, TK) Serious Behavior Clauses (Box 3-4, p.66, TK) Positive Consequence Examples (for the Whole Class) (Box 3-5, p.67, TK) (7:15-7:30) Andrea – whole slide(7:15-7:30) Andrea – whole slide

    40. Homework Assignment Practice reprimand skills. Consider pre-planned consequences. Attempt precision requests with a student.

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