Building Relationships through Classroom Management Strategies

1. Building Relationships throughClassroom Management Strategies

2. www.behaviordoctor.org

3. 32 pages of free or inexpensive

4. Most Important Factor • If you want a student to change their behavior, you have to make it more fun to do the right behavior than it is to do the incorrect behavior. (Riffel, 2013)

5. My doctor

6. www.fitbit.com – More Fun Dot Trot (Thanksgiving) Fourth of July Disney Marathon Weekend Mother’s Day- Breast Cancer

7. Ten Things You Should Know 1. Behavior is learned and serves a specific purpose.

8. We have to set the tone from day one. • Instead of telling students “what not to do” • Tell them “what to do” • “Don’t dress like that” vs • “Dress for Success”

9. They can’t drive you crazy- if you don’t give them the keys.

10. The LOOK Proximity Walk toward student Secret signal Environmental changes Whisper in the right ear and offer equal choices TUMS- Video modeling Student/teacher rating sheet Unable to earn reinforcement Touch-Use Name Positively-Make eye contact- Smile Video self-modeling Page 1 Token economy Blank on Page 2

11. Ten Things You Should Know 2. Behavior is related to the context within which it occurs. Different context= Different behavior

12. Parent/Teacher Conference • Sandwich- good- issue- good • “I know they probably don’t do this at home” • “…but, we are having this one tiny issue.” • “don’t want it to cause your child any problems.” • “Here’s how you can help”

13. What is the goal behavior? What adult or peer behaviors will reinforce this behavior in the long term? What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) Page 3: Competing Pathway Chart What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) 7 8 3 2 How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What new behaviors might you teach to the student to replace the current target behaviors? What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? 1 1 Adapted from O’Neill and Horner, 2005 4 6 5

14. Reasonable volume in the lunchroom Positive Reinforcement Peer and Adult Attention Page 3: Competing Pathway Chart Lunch time Rambunctious Cafeteria 7 8 3 2 Teach Appropriate Behaviors through video modeling Students vs. Adults Contingency Table with the most sticks on Thursday gets to choose what 4 adults and what song they have to lip-sync. Give out individual tickets for good behavior that are good for free entrance to games, dances, etc. Good for a free soda at a game- free popcorn. Label Tables and Assign Seats-Put popsicle sticks in tables that earn appropriate behavior. Each day- the table that earns the most sticks that day- gets to listen to music the next day. 1 1 Adapted from O’Neill and Horner, 2005 4 6 5

15. Cafeteria staff put popsicle sticks in the pockets as they catch students being good. Different colors of sticks for different days of the week.

16. Ten Things You Should Know 3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

17. Parent report to school Earned reward Graph points Review points Home check-in Check in-Check out Graph points Adapted from Hawken 2008

18. 3 3 3 2 3 3 3 3 9 PAGE 8

19. Stick with it

20. You need three things:

21. You need three things:

22. Ten Things You Should Know 4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

23. Daily- Page4 • Each teacher should have three levels of contingencies and rewards- • Daily • Weekly • Monthly

24. Put Mr. Potato Head Together Have students add pieces to his body till he’s all together.

25. Brownie Points

26. Compliment Board 1111 1111 1111 1111 1111 1111

27. Make your own scratch-off prizes Two parts model paint to one part dishwashing detergent. Here’s my suggestion- On tag board make your bubble letters and then write a prize in each bubble letter. Laminate the tag board. Then paint over the laminated letters. This way you can reuse it year after year. Otherwise, the student will scratch too hard and you won’t be able to use it again.

28. Write prizes on a CD- choose student to spin. • Spin the wheel

29. Three Levels of Notification • Individual • Small Groups • Whole Class

30. High School- 6 a day in each class Pass them all out on Friday- don’t read them out loud- I promise you if you start noticing the good- every single day- every single student does one thing well that you can compliment them on.

31. Other ideas from a Nebraska High School • GPA above 3.0, no missing assignments, no majors, and 1 minor- get early lunch pass, extra time in the lounge, card to go to library, leave class 3 minutes early, ipad or iphone during study time to listen to music. • Principal asks parents and community to donate $5 gift cards to various places students like- principal draws 1 student a day to get a gift card- from students who were caught being good.

32. Group vs. Group 9th grade classroom in Kansas City Students are seated in groups of 3- the group that gets the highest score on each assignment- gets to sit in the special seating area the next day for that hour. Students average their own grades – teacher checks and assigns- you could do by the week if you wanted to keep it simple.

33. Whole Class • If we have zero tardies for one week- I will: • Give you10 minutes at the end of class to talk to friends • Friday will be 10 free answers day • Bring I-pods to class on Friday and listen to music • Give you a homework free night • Show you an embarrassing high school photo of myself.

34. Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

35. 4 Positives for Every Negative • Lanyard • 20 beads • Start in the morning with all 20 beads on your left side • Every time you compliment a student on their appropriate behavior move a bead to the right side. • Every time you reprimand a student move 4 beads back to the left side.

36. Beads on a string Move down when you use a behavior specific praise.

37. Make Your Own Goal: Get to the red bead Start bead

38. Paper clips • Put 30 paper clips in your left pocket or a cup on the bus. • Every time you compliment a student, move a paper clip into the other pocket or cup. • Every time you “get after” a student, move 4 paper clips back to where they started.

39. 3x5 index card Tears for positives 11 to 5 Tears for negatives

40. Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=vibralite+3 http://www.eseasongear.com/viviwa.html

41. Energy Flows Where Attention Goes

42. Ten Things You Should Know 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

43. TUMS at the Door • Touch them • Use their name in a positive way • Make eye contact • Smile A study found if teachers greeted their students at the door, it increased on-task behavior from 45-72% (Allday & Pakurar, 2007).

44. Ten Things You Should Know 7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.

45. What is Behavior? What we see as a failure to BEHAVE properly, is actually a failure to READ communication properly.

46. Ten Things You Should Know 8. Things kids are trying to get: • Attention- (adults or siblings) • Access (preferred items) • Sensory input (proprioceptive input)

47. Competing Pathway Chart Attention Other students Laugh- Teacher comes Over to desk Child shows Flying Fickled Finger Of Fate Direction Given Controlled Random Drawing of New Class Job “Vanna White of the Daily Schedule” (Gets attention from teacher on front side and attention from students on back side) Teach student Secret signal if they Have a question Be sure to Give tons of appropriate Attention for appropriate behavior

48. Ten Things You Should Know 9. Kids are trying to escape these things: • Work or Tasks • Attention from Adults or Peers • Pain (emotional or physical) • Sensory overload (too much coming in)

49. Competing Pathway Chart Escape Teacher sends student To the office Child shows Flying Fickled Finger Of Fate Direction Given Meet with student in CICO And pre-teach the Hardest part of the lesson. They Will already know how to accomplish. Teacher gives double the work he/she Wants student to do- Here are 50 Math problems You can only do half. Doesn’t matter to me which half you do. In right ear, teacher says this- and then uses expected compliance. Tell student if they start To work in 3 minutes, you Will let them choose 5 answers You give to the whole class.

50. Ten Things You Should Know 10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.