Building Positive Behaviors in the Classroom as Co-Teachers

1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Educational Programs and Services Building Positive Behaviors in the Classroom as Co-Teachers

2. Classroom Procedures • Place your homework in the basket. • Lavs are located outside the room. • You may use lavs when needed. • Keep on your name tag. • We start and end on time. • Breaks and lunches

3. Today’s Framework • Quiet signal • Square = table group • Pair = co-teaching partner

4. Classroom Expectations • We respect others. • We do our best. • We come here to learn.

5. Classroom Expectations for Teacher Directed Lessons • We respect others. • One person speaks at a time. • We do our best. • We listen and participate. • We come here to learn. • We ask questions if we do not understand.

6. Classroom Expectations for Group Work • We respect others. • We support one another’s ideas. • We do our best. • We actively contribute as a team member. • We come here to learn. • We come with an open mind.

7. Classroom Expectations for Working as Co-Teachers • We respect others. • We value parity. • We do our best. • We support the learning of all students as a team. • We come here to learn. • We reflect on our instruction.

8. Key Components to Building Positive Behaviors in the Classroom • Proactive vs. Reactive • Managing vs. Changing

9. General Ideas About Building Positive Behaviors

10. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?…punish?” Teaching…. Tom Herner (NASDE President) Counterpoint, 1998

11. Continuum Of Behavior Support Tertiary Prevention Students with Chronic/ Intense Problem Behavior (1-7%) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80-90%) Specialized Individual Interventions (Individual Student System) Secondary Prevention Specialized Group Interventions (At-Risk System) Special Education Primary Prevention Universal Interventions (School-Wide System and Classroom System) All Students in School (Horner, 1998)

12. Systems of Behavior Support District School policies school rules Classroom guidelines instruction Student classroom management supports for teachers professional development Intervention IEP/PPT Tim Knoster, 2000

13. Proactive or Reactive? Reactive Preventative Proactive • Fore planning & thinking • Driven by values • Act as a result • Driven by circumstances • Stop something from occurring

14. Managing Behaviors Reactive “Controlling” a behavior for the moment Has consequences Has clearly defined expectations Direct and concise language Changing Behaviors Proactive Has long term effects, not just for the moment Consider the function of behavior Teaching behaviors Discipline “Disciplina” = Teaching Reinforcing behaviors Changing vs. Managing Behaviors Mezzocchi, Michael. (2001)Managing Behavior. Pathway Staff Development

15. A Moment to Reflect… • Rally Robin • Each person states one idea at a time • Take turns until time is called • Reflecting on this information presented, how does it influence your current thinking about classroom management?

16. Proactive Ways to Change Behavior

17. Tips for Changing Behaviors After You Determined the Function of Behavior… • Environment • Creating a supportive and caring environment that includes an understanding and respect of cultural differences • Building rapport with students • Use appropriate instructional levels • Teaching • Establish clear expectations • Teach and model expectations • Reinforce and Support

18. Remember to Consider… • Looking at behavior in context • Settings • Relationships • Environment conditions • Developmental level • Determining the motivation for the behavior • Avoidance (What is avoided by the behavior?) • Gains (What is gained or achieved by the behavior?)

19. Environment • Creating a supportive and caring environment that includes an understanding and respect of cultural differences • Building rapport with students • Use appropriate instructional levels

20. Creating a Supportive and Caring Environment that Includes an Understanding and Respect of Cultural Differences

21. Caring Encouraging Non-Threatening Secure Challenging Accepting Supportive Trusting Inviting Positive Environments That Promote Positive Learning Are:

22. Cultural Influence on Student Behavior • Eye Contact • Proximity • Respect/Trust for Authority • Manners of Expression • Competitive vs. Cooperative • Values • Child-Rearing Practices

23. Building Rapport with Students

24. Trust between the child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together…-Nicholas Hobbs, 1982 The Troubled and Troubling Child

25. Building Rapport with Students • Fairness • Modeling • Humor • Courtesy • Respect • Realness • Reestablishing Contact • Active Listening

26. Use Appropriate Instructional Levels

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28. Teaching • Establish Clear Expectations • Teach and Model Expectations • Reinforce and Support

29. Define and Teach Behavior • Step One: Define Expectations • Set 3-5 overarching rules for all settings • Develop a plan for behavioral expectations • Set high, yet reasonable expectations • State positively and succinctly • Step Two: Teach Expectations • Make rules public • Articulate and model to students what is expected • Practice, Practice, Practice • Step Three: Reinforce Expectations • Catch students being good • Correct for non-compliance • Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

30. Building Positive Behaviors in the Classroom Discuss your ideas about classroom expectations. Use the checklists to guide your conversation. Consider… • Parity • Routines/Transitions • Pet Peeves

31. Building Positive Behaviors in the Classroom Brainstorm a list of the expectations for your classroom with your co-teacher partner. List 3-5 expectations for your classroom. Be ready to share them with the group.

32. Reactive Ways to Manage Behavior

33. Tips for Situational Managing of Behaviors • Survey the scene and determine the severity and safety • Be direct-avoid conversation • Determine the level of an appropriate prompt • Active listening • Environment Change • Crisis intervention Mezzocchi, Michael. (2001)Managing Behavior. Pathway Staff Development Gary LaVigna. (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming

34. Levels of Prompts for Situational Managing of Behaviors • Instructional Prompt • Offer a replacement behavior • Model or teach behavior • Nondirective Cue • Use a question to prompt • Directive Cue • State your request • State the time frame for compliance • State consequence Mezzocchi, Michael. (2001)Managing Behavior. Pathway Staff Development

35. Active Listening • Paraphrase • Clarify • Summarize • Ask questions • Use non-verbal cues • Validate • Keep focused • Silence

36. Environment Change “for the Moment” • Rearranging the environment to fit the student’s needs • Separate students • Place pencil sharpener on desk • Adjust time frames for activities • Provide a different task • Create a diversion

37. Crisis Intervention • De-escalating vs. escalating • What are the indicators/signs before the crisis behavior? • When, where, with whom is the behavior most likely to occur? • Managing = Stopping (short term effects) • (Long term effects =Changing)

38. Proactive Ways to De-Escalate • Before the fact • Positive Time Out • Not to punish • Provide space and cool down time • Active Listening • Change the environment • After the fact • Reconnect • Teach coping strategies • Teach relaxation techniques

39. Behavior Plan Gary LaVigna (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming Tim Knoster, 2000

40. Enhancing Suzanne’s Plan • Use this afternoon’s information to further enhance the proactive plan for Suzanne. • Develop a reactive strategy for Suzanne.

41. Opportunities for Success… • Remember you are team. • Discuss, discuss, discuss. • Establish your expectations. • Develop a plan to teach the expectations throughout the year. • Develop a plan to reinforce positive behaviors. • Work together to collect data, analyze data, and develop behavior plans.