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K- Grade 3 Classroom Management Fall 2017 NOVA RE teacher training Kelly Henderson, hendersonhagen@verizon.net. Early middle childhood Managing the classroom Understanding problem behavior Who can help. UU Teachers – always teaching important lessons!. Early “Middle” Childhood ages 6-8.
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K- Grade 3Classroom Management Fall 2017 NOVA RE teacher trainingKelly Henderson, hendersonhagen@verizon.net • Early middle childhood • Managing the classroom • Understanding problem behavior • Who can help
Early “Middle” Childhood ages 6-8 • Slower but steady physical growth (pre-adolescence); little difference between the size of boys and girls • Show more independence from parents and family. • Rapid development of mental skills, but also a time when cognitive and learning differences begin to surface, particularly with reading. • Start to think about the future. • Understand more about his or her place in the world.
Pay more attention to friendships and teamwork. • Want to be liked and accepted by friends. • Learn better ways to describe experiences and talk about thoughts and feelings. • Have less focus on one’s self and more concern for others.
Managing the RE classroom • Routine • Alternatives • Praise • Prevent • Swift and deliberate intervention when needed
Routine • Common routine across teachers and days (ex. Circle time, craft, movement, snack, story)- see examples of activities • Quieting activities • Make both the schedule and expectations CLEAR – ex. what does being respectful LOOK like? • Lesson plans help • But be flexible
Alternatives • Alternative activities for: • Whole class • Individual students • Have a back up plan if your lesson goes south • Use your assistant/greeter • Consider alternating movement and seated activities • Consider sensory needs
Choice Making • Give children limited choices • Integrate choices into curriculum activities • Teach choice making and problem solving skills • Identify the problem • Examine options • Evaluate options • Choose option and do it • Reflect on and learn from choice
Sensory approaches • Consider physical, auditory, visual, and organizational approaches. Some examples are carpet squares, ear plugs or headphones, posting schedules, lighting changes. • Also consider sensory accommodations. For some youth: when hands and mouths are busy, the brain more easily focuses on the content of instruction.
Praise • Shoot for ratio of three positives to every one correction. • Praise can be words, gestures, touch. • Acknowledge the child’s specific contribution to the class. • Use behavioral momentum, ex. high probability requests.
Prevent • Set the tone so the child does not have the opportunity or need to engage in an inappropriate behavior. Think about what typically happens before or with the problem behavior and change it next time! • Good teaching provides a foundation for good learning. • Covenant- the common and positively-phrased expectations
Powers of ignoring & engagement! Engage all learners to extent possible, in group and independent work. Ex. Opportunity to respond: thumbs up/down, cards, standing/sitting, continuum line ups Selective ignoring- turn the other way! Sometimes the best move is the move away!
Swift and Deliberate Intervention • When behaviors become a problem for the class… • Intervene thoughtfully, not reflexively • Persistent little problems can grow into big problems, especially if the child is reinforced for the problem behavior. • Have a realistic plan that all adults agree to. • Involve staff, in-house experts and parents!
Foundations of Behavior • Most behavior is learned • Behavior is changeable • We exhibit behaviors for a reason • Changing inappropriate student behaviors requires changing teacher behaviors
Problem Behaviors Serve a Function • Problem behaviors, like most behaviors, do not keep occurring unless there is a pay off. • A child may be escaping or avoiding encounters with a particular person or activity like school or work. They may be seeking someone’s attention or approval or reward; they may be trying to control something. If the consequences for problem behaviors are not based on the function, a child may be getting to do what they want by performing the problem behavior. • Very different behaviors often serve the same function. Ex.- Giving the right response and making fart sounds are behaviors that get adult attention. • The outcomes of these behaviors are very different for the child.
Resources • Exhaust the curriculum! Check with previous teachers. • Parents • DRE; RE Committee • Kelly Henderson, hendersonhagen@verizon.net • Many others with professional expertise in behavior, teaching, disability, etc.
