Educational Associates January 28, 2011. Behaviour planning. The RtI Model Addresses both behaviour and academics:. Is: Classroom based Proactive/preventative Systematic Research driven Responsive Collaborative Inclusive Data driven Is Not: A special ed model Reactive
All behaviour serves a function
Dealing with challenging behaviours should result in a learning experience for the student rather than discipline for the sake of discipline.
Know the root of the behaviour (i.e. what the student is communicating) and act accordingly……What should I do?
Reinforcement has to be something the person wants- tangible or intangible.
Always begin with very frequent, then slowly fade frequency
Always move toward intrinsic award
CONSISTENCY IS PARAMOUNTREINFORCEMENT
Use humor when appropriate (if this suits your personality/style)
Redirect attention/change the subject
Ignore (Warning: It will get worse before it gets better! Be prepared for this) if it is not a serious behaviour
Follow through on threats (You may only have to do this once!)
Closer and quieter is most effective
Keep it Simple _ PPP (Punctual Polite Prepared)
Model respectful behaviour
Take time to develop classroom management routines
Planning ahead for instruction and behaviour
VISUAL supports for auditory information
Differentiation and student engagement (student centred practices)An Ounce of PREVENTION…….
• Be proactive – a well planned lesson with quality instructional practices is your best discipline strategy.
• Listen – learn the student’s story.
• Be fair and consistent – Don’t change your rules from day to day ...
even if you’re having a bad day!
• Explain "why" – don’t just say "because I said so!"
• Hold the students accountable – ask them what they will do to make
the situation better.
• Maintain high expectations – if you expect their best, that’s what you
will usually get!
• Be organized – but go with the flow!
• Kids can relate to rights – stress the following: "Don’t interrupt others’
right to learn or my right to teach.”
• Acknowledge the needs of individual learners — an effective teacher
is aware of learning styles, learning disabilities, etc., and adjusts
classroom practices accordingly.
• Always be caring and respectful!
TOP 10 from http://www.nbta.ca/resources/beginning_teachers_binder/chapter4.pdf