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Discipline in the Secondary Classroom Behavior Strategies. Dropout Prevention High School Team Training Miami Coral Park Senior October, 2010. Objectives. Understand Key Concepts About Managing Behaviors Prepare Routines and Procedures
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Discipline in the Secondary Classroom Behavior Strategies Dropout Prevention High School Team Training Miami Coral Park Senior October, 2010
Objectives • Understand Key Concepts About Managing Behaviors • Prepare Routines and Procedures • Develop a Plan to Respond Consistently to Misbehavior • Decide Behavioral Strategies and Activities to Use in Dropout Action Plan
Understand Key Concepts About Managing Behaviors: Principles of Behaviors • Behavior is learned • Behavior serves a purpose or a function • Behavior can be changed
Understand Key Concepts About Managing Behaviors: Motivation Motivation-Definition: To provide an incentive, to move to action, to drive forward: help students do their best academically and encourage them to exhibit responsible and successful behavior. 5
Understand Key Concepts About Managing Behaviors: Motivation • Motivation Concepts • Behavior that is repeated is motivated; behavior does not reoccur if there is no motivation • Motivated to engage in behavior that is a complex mixture of intrinsic and extrinsic factors • Relationship between intrinsic motivation to engage in a task and the proficiency at that task Expectancy X Value = Motivation 6
Understand Key Concepts About Managing Behaviors: High Expectations for Academic and Behavioral Performance • Maintain and communicate high and positive expectations • Maintain high and realistic expectations • Form a belief in the potential success of every student • Evaluate yourself. Look at your behavior. What you are saying and how saying it. 7
Understand Key Concepts About Managing Behaviors: High Expectations for Academic and Behavioral Performance • Maintain a positive attitude toward students by: • Taking care of yourself • Maintain a positive realistic vision of student success • Be reflective about your plan • Make an effort to interact positively with every student • Consult with colleagues 8
Understand Key Concepts About Managing Behaviors High Expectations for Academic and Behavioral PerformanceACTIVITY Task 3 • Share what you do to avoid developing low expectations for a student who is chronically behaviorally challenging. • Consider whether the atmosphere at your school is one of positive expectations for students. If not, identify how you might help your staff develop more positive expectations. 9
Understand Key Concepts About Managing Behaviors:Building Personal Relationships with Students • Making an effort to build relationships with students, demonstrates to students, that you hope to have a positive influence on their lives. • Show that you care about your students • Maintain a personal connection 10
Understand Key Concepts About Managing Behaviors:Guidelines for Success • Guidelines for Success are attitudes or traits that you hope to inspire students to strive toward. • Guidelines are values that will help students succeed in school and in all other aspects of life. • Guidelines for Success are developed and used on a school-wide basis; all staff agree to post and use.
Understand Key Concepts About Managing BehaviorsGuidelines for SuccessACTIVITY Task 5 • Each person in the group develop Guidelines for Success for your school. • Brainstorm six different strategies, other than those identified in the text, for using Guidelines of Success in the classroom to help students understand and internalize them. • What actions would be necessary to get a school-wide development process for Guidelines for Success? 12
Prepare Routines and ProceduresArrange A Schedule of Activities • Evaluate and change your schedule to ensure it promotes effective student behavior. • Scheduling activities will identify specific times of the day during which students are more prone to irresponsible behavior and what you can do to increase productive behavior at those times. 13
Prepare Routines and ProceduresArrange A Schedule of Activities • Create a balance of teacher-directed, independent, and group tasks. • Schedule independent work and cooperative group tasks so that they immediately follow low teacher-directed tasks. • The last hour of the day. • The last five minutes of a class period. 14
Prepare Routines and ProceduresArrange A Schedule of ActivitiesACTIVITY Task 1 Identify those times or events during the day or class that are likely to produce more irresponsible student behavior and discuss how each of you might proactively address those times and events to reduce misbehavior. 15
Prepare Routines and ProceduresArrange Physical Space • Physical organization of a classroom has a significant influence on student behavior. • Make sure there is easy access to all parts of the room. • Arrange student desks to optimize the instructional tasks that students are most likely to engage in. • Minimize the disruptions caused by high traffic areas in the class. Change what you can and make the best of what you can’t. You may not have control of the physical layout. 16
Prepare Routines and ProceduresUse of Signals • Your signal must be able to get the attention of the entire class or group of students within five seconds. • Must teach the signal and how to respond to it. 17
Prepare Routines and Procedures:Beginning and Ending of the Class Period • Begin and end class with a positive tone and maintain maximum time for instructional activities. • Entering Class • Opening Activities • Materials • Dealing with Students Returning After an Absence • End of Class or Period • Dismissal 18
Prepare Routines and Procedures:Assigning, Monitoring, and Collecting Student Work • Five Major Areas to Consider for Managing Student Work • Assigning Classwork and Homework • Managing Independent Work Periods • Collecting Completed Work • Returning Grade Work to Students • Policies for Late or Missing Assignments 19
Rules and Consequences: Identifying and Post Three to Six Classroom Rules • Decide who will help to develop the rules. • State the rules positively. • Rules should be specific and refer to observable behaviors. • Plan to teach your rules using positive and negative examples. • Rules must be applicable. • Post the rules in a prominent, visual location.
Rules and Consequences: Develop a Plan For Correcting Early-stage Misbehaviors • Proximity • Gentle Verbal Reprimand • Discussion • Family Contact • Humor • Restitution
Rules and Consequences: Develop Consequences for Committing Rule Violations • Plan to implement the corrective consequence consistently. • Make sure the corrective consequence fit the severity and frequency of the misbehavior. • Plan to implement the consequence unemotionally. • Plan to interact with the student briefly at the time of the misbehavior without arguing.
Rules and Consequences: Develop Consequences for Committing Rule Violations • Time Owed • Time-Out • Restitution • Detention • Demerits • Office Referral
Thank You For Your Time! Contact Information Ms. Robin J. Morrison Instructional Supervisor Clinical Behavioral Services Division of Special Education email@example.com 305-995-1733