Let’s Take a Look at Behavior

1. Let’s Take a Look at Behavior

2. High Quality Instruction Remains the Same While the topic changes, (from literacy to behavior), the process doesn’t. The process you learned this morning in reference to high quality instruction and literacy remains the same for behavior or, for that matter, any other academic area.

3. Capacity for Instruction Student Achievement Capacity for Leadership Capacity for Data Use SAF: Capacity for Instruction High Quality Behavior Instruction High Quality Academic Instruction

4. High Quality Behavior Instruction Asks: How can we improve student behavior at the school and classroom level? Does what we are doing, make sense? Are we doing anything?

5. ? ? ? Question ? ? ? Who needs behavior help? Our schools? Our classrooms? Our teachers?

6. What is quality instruction in the behavioral realm? • In general we tend not to teach behavior the way we teach academics. • If students are struggling with reading, we teach them. • If students are struggling with behavior, we say, “they should know better.” • As we thought about what high quality instruction looks like in the behavioral area, we turned to the word STOIC.

7. High Quality Instruction:the BIG IDEAS in Behavior S- Structure for Success T- Teach Expectations O- Observe and Monitor I- Interact Positively C- Correct Misbehavior Fluently

8. Structure: organize all classroom settings for success. • Physical arrangements • Scheduling issues • Routines and procedures • Expectations for students • Classroom rules

9. Physical Arrangements

10. Scheduling Issues Our choice vs. pre-planned.

11. Routines and Procedures Some dictated by school routines Some are your choices

12. Expectations for Students

13. Classroom Expectations example: Be Respectful Be Responsible Be Safe Be sure that each of these is clearly explained to your students.

14. Classroom Rules • Four to five at most. • Should be connected to school-wide expectations. • Clearly explained by using positive and negative examples. • Practiced and reviewed often.

15. Sometimes, we have too many rules to remember.

18. Kids need clear expectations…

19. Kids Need to Know What the Target Looks Like In Order to Score a Bulls Eye

23. CHAMPs

24. Teach students how to behave responsibly during each activity and transition. • Teach expectations, routines and policies for all activities and transitions. • Don’t assume they know.

25. What do these words mean to you? • Think of the percentage each of these represents to you. • Always • Sometimes • Seldom • Never

26. Observe student behavior (supervise). • Without monitoring, even responsible adults will push the limits. • In the classroom, this involves circulating and scanning as well as proximity.

27. Interact positively with students. This involves three different skills. A. Non Contingent Interaction: • Say hello, use students’ names • Show an interest in students—listen, converse. B. Contingent Interaction: - Provide age appropriate, non- embarrassing positive feedback. C. Ratio of interactions: - Strive to interact more frequently with all students when they are engaged in positive behavior than when they are engaged in negative behavior. • Some students are starved for attention. • What you pay the most attention to is what will occur more frequently in the future. • Strive for 5:1 positive to negative ratios. (ideas for data collection)

28. Positive or Negative? • Rachael gets up to sharpen her pencil although you had stated that no movement was permitted during a certain class activity. • You walk over to Rachael and remind her gently that she needs to return to her seat.

29. P or N ? • Jose finishes his independent work early, gets out a novel and reads to himself. • You give Jose a homework pass for finishing his work and staying quiet while other students work.

30. P or N ? • Jahmal arrives at your classroom door. • You compliment him on his touchdown the night before in a big rivalry game and ask him to please stop running in the hallways.

31. P or N ? • Hannah steps out of line and jostles the students around her four times in the cafeteria. • You move Hannah to the front of the line where you can watch her more closely.

32. P or N ? • Your entire class earned a B or better on a retest in your class. • You call for the ceremonial “golf clap” and give them the night off from homework.

33. P or N ? • Hannah maintains her place in line including appropriate spacing behind the student in front of her. • You allow Hannah to go to the front of the line next week.

34. P or N? • Jahmal arrives at your classroom door. • You compliment him on his touchdown the night before in a big rivalry game.

35. Listen carefully to the words and think about the behaviors • Sometimes words softly spoken are negative and words harshly presented are positive.

36. Teen Perceptions of Self In an interesting piece of research looking at the importance of interacting with your students, the following results drive home the message. Research by: Mike Hock KU-CRL 36

37. Teens and Self-Image: Survey Results How much influence does each of the following have on your life? A Lot or Some None Parents 96% 4% Teacher80%20% Other kids 78% 22% Religion 70% 30% Girl/Boyfriend 63% 37% Celebrities 63% 37% TV Shows 44% 56% Advertising 36% 64% 37 University of Kansas Center for Research on Learning 2006 37 37

38. Teens and Self-Image:Survey Results • Who understands you the most? • Friend 42% • Parent 28% • Girl/Boyfriend 10% • No one 8% • Sibling 5% • Religious Leader 1% • Teacher1% • Other 5% 38 University of Kansas Center for Research on Learning 2006 38 38

39. Middle School Principal Survey 50 students were randomly selected and asked to respond to this question: What 3 things would you like your teachers to know about you? Responded with some very serious issues and concerns: divorce, separations, physical moves, medical concerns and so on. Had been in school a few months. 39

40. Faculty Response The principal typed up the 50 sets of responses without names. Brought pictures and names to faculty meeting Asked staff to read the responses and place a name next to each set of responses How many did each staff member identify correctly? 40

41. TheResults Most got 1 to 3 correct. One person got 4. One staff member could identify 47 of the 50. Who was that? 8th grade teacher Counselor Assistant Principal In School Suspension Aide School Social Worker Cafeteria Manager Jan-20 41

42. Correct irresponsible behavior calmly, consistently and immediately. Plan ahead for responding to misbehavior.

43. Remember It’s not the SEVERITYof your consequences that will make them effective…it’s the CERTAINTY.

44. Many teachers depend too much on punitive consequences • Punitive consequences have inherent and inescapable drawbacks including, but not limited to: • escape/avoidance behavior • fear • becoming neutral • becoming reinforcing • setting a negative climate

47. Three Tiered System

48. The First Question To Ask Can the child do what we are asking him or her to do? Your data should give you the answer.

49. Which came first?

50. Take a look at all data both academic and behavioral. • Does the student’s inability to do the work requested result in the behavioral response? • Are the student’s behavioral problems preventing academic success? • Are we creating the problems by not differentiating instruction?