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Managing Student Behavior OR…

Managing Student Behavior OR…. A Good Offense is the Best Defense! Lisa P. Hammel. Behavioral Issues …. - Skill Deficit - Motivation Deficit - Skewed Perceptions. Behavior. Behaviors serve a need: Reduce anxiety Increase self-worth Reduce frustration

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Managing Student Behavior OR…

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  1. Managing Student BehaviorOR… A Good Offense is the Best Defense! Lisa P. Hammel

  2. Behavioral Issues … - Skill Deficit - Motivation Deficit - Skewed Perceptions

  3. Behavior • Behaviors serve a need: • Reduce anxiety • Increase self-worth • Reduce frustration • Return person to homeostatic state

  4. Academics and Behavior • Treat behavior as you would any other subject: - Explicitly teach - Practice, review and reinforce - Re-teach to students who need it - Give intensive training to those who continue to struggle

  5. I. The Engaging Lesson • The first step in managing behavior. • Your mood sets the tone. • Your confidence creates safety • FUN - If you love teaching it…your students will love learning it! • Teaching as the transfer of passion

  6. THINKING CREATIVELY • Solution-based problem solving • The Norwegian Garbage Problem • The Creative Problem-solving Process: • Identify The Problem • “Sky’s the Limit” Brainstorming • Bring it back to Earth

  7. Challenge Activity Choose a “dry lesson” you hate to teach and students hate to learn • Apply the creative process to the teaching method • Invent a new enjoyable way to teach the lesson that’s fun for you.

  8. II. NOTICE THE POSITIVE “PROs” • Actively seek to notice behaviors that are: • Pro-social • Pro-active • Pro-ductive • Pro-fessional • Pro-ficient • Pro-found • Pro-gressive

  9. Acknowledge! • Acknowledge! • Acknowledge!

  10. Incentives • No Salt • No Sugar • No Money • Yes, Accolades • Yes, Privileges

  11. Classroom Expectations • Defined • Concise • Consistent • Operationalized • Developed by the teacher

  12. ACTIVITY • Develop your own behavioral expectations for your… • Measurable, observable, positively stated

  13. III. Punishment, Revenge or Discipline? • What’s your goal?

  14. PUNISHMENT • …To cause to undergo pain, loss, as for a crime. • Should reduce negative behaviors.

  15. REVENGE • …the desire to inflict harm in return for previous harm. • “Even the score”

  16. DISCIPLINE • …Training that develops self-control. • Teaching

  17. Reinforcement • Increases behavior • Hypothesis • Implementation • Data evaluation • Change

  18. THE CONFLICT CYCLE • De-escalating conflict • The role of the audience • The Finesse of teaching • Preparation is key • Attitude is everything!

  19. Confrontation/Consequences • Should be connected to the “crime” in tenor and time. • Should be delivered… • Respectfully • Privately • Unemotionally • Consistently

  20. TIPS For Effective Behavior management • 1. 2C-1C = SR • 2. The “Inside Track” • 3. “Step Into My Office” • 4. The “Bargaining Table” • 5. Assume the Best • 6. Alternative Communication • 7. Hiding Your Smile • 8. Thank You for Coming • 9. Can You Believe It? • 10. Help!

  21. ACTIVITY • “The Late Student” • Proactive Solutions • In-the-moment solutions • Consequences

  22. WHEN IT’S NOT ENOUGH • Targeted interventions in the classroom and building – continuum of interventions, triggered by data, least to most intensive • When to refer • Where to refer • The consequences of your referral • Wrap-around services

  23. Speaking to Parents • Forming a partnership • Taking the student’s view • Taking the long view

  24. IT REALLY DOES TAKE A VILLAGE! • Kids and rules – finding the loop-hole • Keeping your buoys close • Have a sense of humor • Stay calm • Be a Team!

  25. QUESTIONS? Lisa P. Hammel Effective Educational Practices, LLC lhammel@successfulschools.org

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