Ratio of Interactions: Advanced

1. Ratio of Interactions: Advanced

2. Ratio Of Positive Interactions • Plan to interact three times more often with each student when he or she is behaving appropriately than when he or she is misbehaving ( that is, at least a 3:1 ratio) • This strategy is essential, but difficult • Some students are starved for adult attention • For the student who is starved for attention, the form the attention takes does not matter • More satisfying due length and intensity • Behavior you pay the most attention to is the behavior you’ll get more of in the future

3. High Ratio Of Positive Interactions • Interactions with students are considered positive or negative based on the student’s behavior at the time of the interaction • Just because an interaction is negative, doesn’t mean it is wrong. • Just be careful that you may be reinforcing misbehavior

4. Ratio of Interactions • Foundations • CHAMP’s/Discipline in the Secondary Classroom • “Teacher attention is perhaps the most basic of all influences on student behaviors and the systematic use of attention should characterize every teacher’s classroom repertoire “ ( O’Leary and O’Leary, 1977 • “The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other interpersonally.” (Sheets and Gay, 1994)

5. Rationale • Students enter school/classroom with a diversity of needs and backgrounds • Some have received lots of attention from adults since infancy • Others have received very little attention from adults. • Students want and need adult attention. They will engage in whatever behaviors get them the most attention

6. Rationale • It’s easy to believe that having a classroom full of positive interactions springs from having responsible students who are exceedingly well behaved and responsible • Yet in reality….this belief is exactly backward!

7. Rationale • In truth, positive interactions are more like the fuel that drives good behavior and personal responsibility • Unfortunately, some students with chronic misbehavior have learned it is easier and more reliable to get attention by doing things wrong than following the rules.

8. Common Concerns About Increasing Positive Interactions • Is it appropriate to give even more time and attention to students who misbehave? • The trick is to give that student ( who is already getting your time and attention) extra attention when the student is NOT acting up

9. Common Concerns About Increasing Positive Interactions • Do problem students deserve extra positive attention? • It isn’t a question of what students “deserve.” Teachers should already have a set of consequences when students misbehave….less positive attention shouldn’t be one of them

10. Common Concerns About Increasing Positive Interactions • Isn’t selectively granting extra attention unfair to the other students? • Fair vs. Equal

11. Common Concerns About Increasing Positive Interactions • Won’t the student think the positive attention is Phony? • May feel that way initially • Practice over time • If it feels weird, think about the positive interaction you have with your favorite students and attempt to match that ratio with the difficult student

12. Common Concerns About Increasing Positive Interactions • What if You don’t like the student? • Liking or disliking a student should have nothing to do with the professional effort given to the student. • All students are given the best possible care. • Keep personal feeling separate from work. Ratios of interaction should have nothing to do with personal feelings about a student.

13. Ratio of Interactions • How to Do THIS???? • Contingent Attention • Fluent Use of Positive Feedback • NonContingent Attention • Talking informally with students before, during and after class • Greeting students outside of school (store) • Singling out a few students each day in the cafeteria and talking to them • Being aware of things happening in the lives of students (sports, drama, choir, etc.) • Meeting students at the door and greeting them

14. Ratio of Interactions • Marzano (2003) suggests the following: • Over the course of a class period, move toward and stand close to each student • Attribute the ownership of ideas to students who initiated them “ Dennis has just added to Mary’s idea by saying that….” • Allowing and encouraging all students to be a part of class discussions and interactions; making sure to call on students who do not commonly participate, not just students who respond most frequently.

15. Ratio of Interactions • Tools • Increasing Positive Interactions • Self reminders • Time of day • Scan and Search • Decreasing Negative Interactions • Examine structure • Have consequences pre-planned • Precorrection strategy

16. Talking out loud Wandering around the room Being disrespectful to other students Threatening to leave the classroom Non-verbal redirect Proximity redirection Time owed Restatement of the rule and referral if threat is carried out Sample of Consequence Planning

17. Where this fits with your Foundations Team • Safe and Civil Focus on PREVENTION • Defining and systematically teaching schoolwide behavioral expectations • Establishing a consistent system to acknowledge and reward appropriate behavior such as compliance with school rules, safe and civil interactions with peers and adults

18. Ratio of Interactions • What can your team do to strengthen the concept of Ratio of Interactions with your entire faculty? • Discuss and Chart an idea to share with the entire group at the end of the day. • (45 minutes)

19. Ratio of Interactions • Report out…. What might work to improve the overall Ratio of interactions with students in your school?

20. Team Time • What activities from today ( or previous training) does your team need to work on to continue the Improvement Cycle?