Helping Children Who Have Behavioral and Attention Issues in the Classroom

1. Helping Children Who Have Behavioral and Attention Issues in the Classroom Dr. David B. Ross Nova Southeastern University

2. Agenda and Disclaimer • Cover important issues with today’s classroom • first days • prevention, intervention & strategies • power • principles of behavior management • five rules • time and space • four-to-one • beginning • Open discussion format • share thoughts and experiences • Session topics based on research and application • success rate can vary

3. The “First Days” Are Critical • How you plan your “first days” of school will determine your success or failure as you proceed through the school year. • You will either win or lose your class on the first days of school: - An effective teacher establishes power of influence rather than control (100% rule) - Condition the students - Manage your class effectively: (a) how you plan, (b) design your classroom procedures, and (c) apply your professional responsibilities.

4. Prevention (proactive approach) • Present interesting and lively lessons • Make class rules and procedures clear • Keep students busy on meaningful tasks • Use various materials and approaches in your lesson (MI, learning styles, brain dominance) • Display humor and enthusiasm • Use cooperative learning • Break long assignments into smaller steps • Efficient use of class time (allow short breaks)

5. Interventions and Strategies • Promote positive interaction with others • Teach problem solving skills • Provide social skills training – teach “please” • Teach positive self talk – thoughts influence one’s feelings • Praise and approve positive behavior such as self-confidence or humor and try to ignore depressed behavior as much as possible • Have the child help others - Often doing something special for others, helps them feel better about themselves

6. Interventions and Strategies • Conflict resolution • Positive Reinforcement: Reward positive behaviors • Replacement: Teach appropriate behaviors to substitute for inappropriate ones • Ignoring: Not recognizing disruptive behaviors in an attempt to avoid reinforcing them…as long as you can control your classroom • Time-Out: Elementary only…starting at 3 years old (minute a year)…concepts of time and space • Overcorrecting: Requiring restitution beyond the damaging effects of the immediate behavior…keep it within the realm

7. Power of Influence versus Power of Control • Powers • legitimate • coercive • reward • referent • charismatic • expertise • situational • informational • When students feel empowered – you both win • Gain or Lose Control • Yourself • Students • When you allow conflict… you lose • Do not try to be one of the students • If you want to be 8 years old again, argue with an 8 year old…

8. Let the Children Have Input • Research: organizations that promote input, recognition, achievement, and growth are productive • They feel part of the class environment • Include students in the design and implementation of set rules • “I am not doing anything to you, you are breaking your own rules” • student to student – they will control each other • not the bad teacher coming after them, they did it themselves • OUR class - not mine, not yours • The more they think they are empowered of the structure of the class, the more compliance you will have • Chrysler and Lee Iacocca • company owed the company…he told the employees “our company” • major compliance because employees would turn in others if they went against policies • Southwest Airlines • Home Depot at one time

9. The Principles of Behavior Management (negotiating jiu-jitsu / verbal judo) • Consequences • positive or negative • give options - nothing is 100 percent • Must be swift • avoid unnecessary disruption of the lesson • must deliver the consequences [positive or negative] immediately after the behavior • ex: wait till your father gets home [hours later, the kid forgot the behavior] • Referrals (when to write or not)

10. The Principles of Behavior Management (negotiating jiu-jitsu / verbal judo) • Appropriate • teachers should focus on the behavior, not on the student • match the level of intervention with the severity of the infraction • use the simplest intervention that will work • “I am taking away your ___ forever” “you will never go in the playground again” • must be enough to aggravate the child • gain compliance...time frame should be enough to get their attention

11. The Principles of Behavior Management (negotiating jiu-jitsu / verbal judo) • Doable • must be able to deliver the positive and negative consequence every time the behavior is demonstrated • or, do not do it at all…must be consistent (referent power) • Learning Experience • must be able to sit with the student [at a later time] to explore ways to maintain good behavior and extinguish bad behavior • After applying a consequence, the teacher should not mention the incident • Give the student a fresh start

12. Maximum of Five* Rules in the Classroom • Neither Negative or Positive: prepare for real-world • research : 70% are not socialized [latchkey, home life] • half the children are raising themselves • most teachers come from middle class with middle class values while a great majority of students come to class without middle class values…they do not comprehend the word “please” • values should be taught at home, community or church...so we have to teach them • goal to have them internalize middle class values...they do not have them, so start them off with simple rules • but we can work towards a “please” mentality

13. Maximum of Five* Rules in the Classroom • Just make a statement (what is appropriate for your class) • stay on task • stay in your seat • raise your hand • ask permission • place assignments in the class folder • sharpen your pencil • Example: • please share your crayons with Harry…the non-socialized child says, “no, I don’t want to.” • you should ask, “I need you to share your crayons” • once they do it, then show a great amount of emotions and enthusiasm when the comply • emotions will help them internalize, so next time you can begin with the word “please”

14. Setting Class Rules • Class rules should be few in number • They should make sense and be seen as fair by the students • They should be clearly explained and deliberately taught to students • Be courteous to others • Respect others property • Be on-task. • Raise hands to be recognized

15. How many times should you go over your classroom rules? • As many times as you have to depending on their ages • Review rules like you review assignments and new lessons • Ex: most teachers say “how many times do I have to tell you?” • Ex: when you change assignments, review new rules…what are the rules for reading, what are the rules for vocabulary… • “What are the rules that YOU helped us [class and teacher] develop”

16. Concepts of Time and Space • Never say “we will see” • Never say “I will decide when you will stop the punishment” • Never say “never” or “always” …be concise because they know their rights to get back in the game/class. • Different between adults and children • Children have no patience, that is why you should not lose yours

17. Four to One and Make it Fun: Vicarious reinforcement • Four positives to one negative • reinforce four other students who are exhibiting good behavior • catch students doing something right to encourage the correct behavior • let the child vicariously see the point that is being made to others • applies to elementary, middle or high school • Try to ignore bad behavior when you can

18. The Beginning • You are always going to learn new things • Have your concept in your mind of how you want to structure your classroom [over summer] • The next year is a new beginning • When behavior is controlled/influenced, you have their attention • You cannot teach unless behavior is under control/influence

19. Thank you for sharing your thoughts and experience