Support and Interventions for Targeted Behaviors JCPS CARE for Kids

1. Support and Interventions for Targeted Behaviors JCPS CARE for Kids

2. Welcome Educators! Our session is Supports and Interventions For Targeted Students. Before we begin, please write what you hope to glean from this session on your post-it, and place on beside this letter. I’m glad you are here today, Kim

3. Who Are Our Students? • Intensive behavior strategies • 25 Minute Intervention Plan • Behavior Contract • Social Skill Training • Peer Mediation Students with chronic/intense problem behavior (5%) • Targeted behavior strategies • Take A Break in the Buddy Room • Social Conference • Parent Contact • Conference with counselor, FRYSC, etc. • Referral to administrator Students at-risk for problem behavior (15%) • Proactive strategies • Development and use of Social Contract • Reinforcing, reminding and redirecting language • Development and use of Y-Charts • Modeling/Remodeling • Signal for silence • Proximity • Non-verbal cuing • Take A Break Students without serious problem behavior (80%) Total Student Enrollment

4. Basic Human Needs • Autonomy: the need to be independent • Competence: the need to experience success and significance. • Relationship: the need to connect with others • Fun: the need to have a good time

5. How Effective Classroom Managers Spend Their Time 10% Reactive Strategies 25 % Modeling 40% Relationship Building 25% Remodeling From: The Educators Guide to Preventing and solving Discipline Problems by Mark and Christine Boynton

6. Meeting Adolescents Needs

7. Meeting Adolescents Needs – Cont’d

8. Autocratic… Permissive… Balanced Teacher has all of the power Students have all of the power Teacher shares power and students demonstrate high degree of responsibility, kindness, and respect Three Approaches to Discipline

9. Empowering Teacher Language “I like the way you. . . .” SARCASM punishing criticizing Paradigm SHIFT threatening complaining bribing “good job” blaming nagging

10. Reinforcing Language • is: • Proactive • Descriptive • Specific • Stresses the deed, not the doer • Can follow with a “How?” question • Examples: • I notice that you. . . . • Tell me about your. . . . • You were able to _______ and now (state result). • Your map has lots of clear, useful information. Goal: to reinforce what students are doing using specific, descriptive language.

11. Reminding Language • is: • Proactive • Reactive • Asks students to do reminding • Encourages planning and reflection • Examples: • Remind us how to . . . . • Who remembers. . . ? • Think about the last time we did this. What worked, and what did we say we wanted to change? • What strategies did you use to solve this problem? Goal: to remind students of procedures and criteria established so they can abide by them.

12. Redirecting Language • is: • Reactive • Given in a neutral tone • Posed as a DIRECTION, not a request • Describes what’s wrong, and elicits student solutions • Invokes different sources of authority • CAN be non-verbal • Examples: • You need to. . . . • Our rules say. . . . • You’ve not done your share of clean up so. . . . • Show me a safer way to. . . . • Jenny, take a break. • Ross, change seats with Denise. Goal: Redirect when students are going in the wrong direction or need a question to nudge them toward a more fruitful path of learning.

13. Analyzing Misbehavior • Early Stage Misbehaviors • 1st time or so that it has happened • no formal plan needed (proactive strategies) • Chronic Misbehaviors • consistent • plan IS needed • (targeted or intensive intervention)

14. Some Tips on Chronic Misbehavior The behavior is occurring for a reason It’s occurrence is NOTrandom The behavior is fulfilling a function. . . . We need to know WHAT!

15. CHRONIC misbehavior Why?? • Help-seeking • Lack of awareness • Attention-seeking • Power-seeking • Revenge-seeking • Pleasure-seeking • Your remediations for these varying types of behaviors will have to involve slightly different interventions.

16. Behavior Giving up Avoiding work Setting unrealistic goals Putting self down Discouragement – wanting to be left alone Meet need by… Treating student as if he/she is capable and growing. Noticing small improvements Setting small short-term goals (hourly) Teaching in small time blocks Modifying assignment to practice completion Having student reflect on own progress Setting frequent check-ins to note progress Help-SeekingNeeds/Wants -- Competence

17. Behavior Student may be argumentative to feedback or correction Responds to questions or comments in inappropriate manner Unaware of behavior Tapping pencil Humming Meet need by… Make sure student knows target behavior or teach the appropriate behavior (Quick conference or social conference) Respond to the misbehavior by: Reminding language Redirection Language Reinforcing Language Signal or Pre-correction Lack of Awareness or AbilityNeeds/Wants – Competence/Autonomy

18. Behavior Clowning Blurting Showing off Pestering People-pleasing Meet need by… Giving student a special job or task Let student teach a part of the lesson or scribe on the overhead Establish nonverbal cues Give attention by noticing appropriate behavior Ask about personal life; sports, hobbies, etc. Attention SeekingNeeds/Wants -- Relationship

19. Behavior Oppositional Contrary Stubborn Disobedient Argumentative Untruthful Meet need by… Giving choices: where to work; materials to use; how to present what has been learned Ask student to be leader in an activity Ask student’s opinion on a topic Let student lead in a demonstration Give student an opportunity to share about an interest or hobby. Power SeekingNeeds/Wants -- Autonomy

20. Behavior Stealing Lying Getting even Feeling sorry for self Meet need by… Listening to feelings without judgment Get to know student: Proactive Social Conference Lunch Scaffolding for academic success Have student practice asking for what s/he wants Discussing options other than getting even; mediate conflicts Teach calming/centering techniques Revenge SeekingNeeds/Wants –Relationship and Competence

21. Behavior Uses sarcasm Makes fun of others Plays pranks Fidgeting Inappropriate joking Meet need by… Provide interesting choices for student work Offer choices for where with whom they work Play academic and silly, zany games Sing, dance, move, stretch Tell jokes, riddles, and puns Use drama in academic lessons Include drawing in your teaching Pleasure-seekingNeeds/Wants – Fun!

22. Pathways to Self-control Non-Verbal Redirecting Language Separate TAB Loss of Privilege Fix-it on the spot TAB in Buddy Room Behavior Room Office Must notice rule-breaking behavior. Sweat the small stuff. Don’t let anything slide. Notice Behavior Redirect Fix-it Plan Quick Conference Social Conference Behavior Contract Problem-solving Meeting Meeting with Parents Problem-solve Return Repair Fix what was broken: Apology Restitution Welcome back Reorienting Fix-it Plan Quick Conference

23. Punishment vs. Logical Consequences Matching Activity Goal of Logical Consequences • Give student a chance to regain control • Help students: • Make connection between actions and outcomes • Repair what was broken by their behavior • Make amends and restore relationship • Avoid repeating • Preserve dignity (student, teacher & class) • Maintain safe environment

24. Logical Consequences Restitution, Restoration, Restriction, Reflection

25. Quick conference • Greet student by name • Name rule/expectation broken (use classroom expectations or social contract) • Ask student what s/he needs to regain self control • Offer help • Send student off with intention to do something to improve behavior • 3 MINUTES MAXIMUM!!

26. Social Conference • Notice • Establish person to person connection • Describe positives and negatives • Ask what student has noticed • Naming • Name rule broken • Name hope/dream not being realized • Understanding • Get to the bottom of what’s happening • Alternatives • Ask student for ideas on what s/he can do differently • Agreement to try • Explicit agreement with check in time • Practice what-ifs • What will you do if. . . .?

27. Return and Repair • Fix it Plans • Repair what was broken • Apology of Action – Testimonial

28. Scenarios Examine the scenarios and determine the type of behavior being displayed, the purpose, and what pathway to use.

29. Reflection Closing Comments and Questions