Critical Components for Classroom Management July 8, 2006

1. The Power of the Paraprofessional Critical Components for Classroom Management July 8, 2006

2. What is behavior management? • A wide variety of techniques used to monitor and change behaviors. • Classroom Management • Methods for increasing behavior • Methods for decreasing behavior • Data collection • A team effort!

3. Causes of Misbehavior • Attention: Most People Like Attention. If a student receives attention for a behavior, They will more than likely repeat it. • Environment: If a students home environment is stressful, and inappropriate behavior is being modeled; the student will be most comfortable with what is familiar. • Genes: It is common for families to pass down traits. Behavioral issues such as aggression, attention and impulsivity do have genetic origins

4. Roles In the Classroom • On your note card, write down what you feel the expected role is for each of the following: teachers, Para educators, students. • When you are done, discuss your answers as a group.

5. There is no “I” in team! • All members of the team must work together for a behavior management to be successful • Keep a written copy of your behavior plans, and review it as needed • Provide feedback to the team on what is working on the plan and what is not.

6. As the day begins… • Presentation of skit. • What are your reactions to what you saw? • Was there team work involved?

7. Steps to Effective Classroom Management: • Procedures • Cueing • Transitions • Schedules

8. Procedures • It is important your students know what to expect. • Procedures and routines provide predictability and should be in place for the following activities: • Interacting with the classroom environment • Procedures and rules outside the classroom • Group and individual coursework • Observance of the rules

9. The Fab Four • Procedures and rules should be explained to students and support staff at the beginning of the school year. This will develop routine. • Support staff will need to know the procedures to help reinforce them. • Knowing procedures ahead of time will greatly assist you when conflict arises.

10. Cuing • Cuing is the use of nonverbal actions or symbols in the classroom to help eliminate disruption. • Common types of cuing include: • Writing your name on the chalkboard to go to the bathroom. • Using sign language for water or bathroom so students may use this instead of disrupting a group. • Teachers using a musical triangle at the beginning or end of an activity. • Moving a card in a pocket to indicate change in location for students

11. Why is cuing necessary? • Cuing helps aide classroom management by reducing the number of disruptions during the day. • Students develop a sense of independence. • Students are responsible for keeping themselves on track and alerting staff to changes or needs.

12. Transitions • Transitions happen all day long in the classroom. • Examples of transitions include: • Entering or leaving the classroom. • Changing activities • Getting out new supplies for lessons • Traveling from class to class

13. Ideas for Smooth Transitions • Use music to cue a transition to a new activity. • Use “Line Police” to monitor students walking down the hall • Strong procedures for changing classes (secondary) • Turn lights off and on at beginning and end of activities.

14. Schedules • Schedules help students be informed of activities during the day. • Students should be aware of expectations related to schedules such as bringing appropriate materials to class, arriving on-time, and beginning work promptly

15. The Para educator's Role in Classroom Management • Learn classroom procedures • Learn cues used by teachers • Develop cues to use with students when necessary • Know daily schedule for self and students • Assist students when they go off task • Assist with data collection • Be familiar with any behavior plans and assist with implementation • Be the eyes and ears for the teacher

16. Now… • Remember the skit from earlier? Watch it again. • This time, write down suggestions to improve the classroom management for the time seen in class. • Share with the group!

17. Functional Behavior Analysis • Many times students exhibit behaviors which frustrate and baffle staff. The Para-professional will be called on to assist with data collection for a student’s Functional Behavior Analysis (FBA). • The FBA can be a critical component in effective classroom management.

18. What is an FBA? • An FBA is a means of collecting data on a student and using that data to determine why a student exhibits a certain behavior. • FBA results are used to determine replacement behaviors for a student and also develop a Behavior Improvement Plan in which the paraprofessional and the teacher will be key in the implementation of the plan.

19. Components of the FBA • Identifying Target Behaviors • Assessment/Data Collection • Putting together meaning • Functional Analysis • Goals • Behavior Intervention Plan

20. “The Breakfast Club” • Watch the short clip from “The Breakfast Club” • Record any observations made about Judge Nelson’s character during this scene.

21. Assessment/Data Collection • Areas to assess or collect data: • Family Interviews • Student Interviews • Record Reviews • IEP Reviews • Observations • Motivational Assessment Scale

22. Types of Observation Collection Devices • ABC sheet- used to record the antecedent, behavior, and consequence during a period of time. • Scatter Plot sheet- used to record the number of times identified behaviors occurred during time intervals. • Interval Recording-used to record what behavior is being exhibited at intervals of time.

23. “The Breakfast Club” Take Two • Watch the clip from “The Breakfast Club” again • Each of you have been given an observation data collection form to fill out. • Use your sheet to record observations during the scene

24. Target Behaviors • A target behavior is a specific behavior of concern exhibited. Observations of this behavior should be very concrete. • Example: Bob shows aggressive behaviors. This includes hitting lockers, throwing trash cans, breaking glasses, etc… • BEING CLEAR HELPS EVERYONE KNOW THEY ARE LOOKING AT THE SAME BEHAVIOR!

25. What Do We Do With The Data? • Collection of data is only one step in the FBA. • Forming graphs and using triangulation can help see relationships between behaviors, antecedents, and consequences. • Data Relationships help form a hypothesis for the behavior

26. Forming a Hypothesis • After data is collected and compared, a hypothesis needs to be formed. • The hypothesis should be stated in terms of “When a student does this..” or “Before a student does this…” • The hypothesis is a reasoning for why the behavior occurs.

27. Role Play! • Volunteers will role play behavioral scenarios for you to observe • During the role play, use a data collection sheet to observe behaviors. • Form groups. Share out information from the data collection and create a graph to help you see patterns. • Form a hypothesis for the behavior.

28. What does it mean for Para educators? • Para educators are invaluable to the classroom management and behavior management procedure. • Para educators often work closely with students and have insight unknown to teachers about behaviors or antecedents to behavior during class.

29. Team Players • Para educators need to be included in the formation of classroom management techniques and know how to use behavior control methods to work with students more effectively. • Para educators are often the best source of data about students. Staying on the same page as the team, helps the whole team help the student. • Para educators are critical members of the classroom team!

30. Reference Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional Support of Students with Disabilities: Literature from the Past Decade. Exceptional Children, 68(1), 45. Retrieved August 4, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000880042