The Essentials of Classroom Behavior Management. Presented by Jessica Sprick, M.S. Safe and Civil Schools. Why are we here?. Misbehavior makes us crazy !. Core Understanding:. Behavior CAN be changed!. W ith any behavior you don’t like, manipulate something .
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Presented by Jessica Sprick, M.S.
Safe and Civil Schools
Classroom management is a lifelong learning process.
STOIC: “Someone respected and admired for patience and endurance in the face of adversity.”
Behavior management has typically consisted of trying to “make” students behave.
Many schools depend too much on punitive consequences
1. Creates a negative relationship/climate
An Increase in Emotional Intensity
2. “Consequences” may become neutral or reinforcing
Note: Whether something is punitive or reinforcing can only be
known by the student’s response.
Dependence on Role-Bound Authority
What do good teachers use when a student demonstrates academic failure?
If consequences are not consistent, students may respond with:
• A sense of satisfaction for “gaming the system”
• A feeling of unfairness: “Why me and not him?”
• Not knowing the line between acceptable and
**Rule of One: One time a year, you can react emotionally.
Having a range of classroom consequences is like having a range of consequences for breaking driving laws.
Try preliminary strategies before turning to consequences
On the following video, consider what the teacher might have attempted BEFORE he gives the student the direction, and strategies he might attempt AFTER the student responds.
The most powerful tool to change behavior: interact positively
Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.
I interactions:mpact of budget cuts in public education . . .
We’ll have to grease ‘em up to get ‘em in!
Today I’ll take attendance, and if there’s any time left, we’ll do some math.
Remember the 5 Variables interactions: