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Tools, strategies, and "Stuff" for Behavior Improvement.
Dr. Hiam Ginott is credited with the quote, "I've come to the frightening conclusion that i am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized."
Take a moment to list the three most effective tools in your teacher tool box.
6. Know your students:
7. Incredible 5 Point Scale
8. Hassle logs
9. Reinforcers for both the class as a whole
and for individual students-How do we
know what is reinforcing for our students
(and who will pay for them if tangibles
10. Home base (for some students)
11. Visual Schedules (for some, with
words, and for some, with pictures)
12. Use of a sensory diet or sensory
13. Point sheets (also useful for reminding
to provide reinforcers at correct time
and for data collection)
14. T Charts
15. Front loading attention and increase
attention for appropriate behaviors
16. Reducing amount of attention for
17. Social skills lessons/groups
18. Social Stories
19. Table toppers with pictorial reminders of
procedures (students can also use to
place a mark or sticker as finished.
When completed, student can move
to reinforcer (whatever it is)
20. Card system for student to use to seek
attention from teacher. Example:
green-I am ok, no problems; yellow-
I am struggling a bit, may need a little
help (teacher stops and checks with
student; red-I am frustrated and need a
21. Dot system
22. Contracts for work completion and/or
23. Use a timer to encourage students
who have difficulty staying on task or for
those who tend to waste time. At the
of the appointed time, if student was
working, provide some reinforcement.
Information regarding providing negative
When negative consequences must be administered, they must be consistently delivered contingent upon the occurrence of problem behavior. They should be mild.
Negative consequences should be applied in conjunction with positive consequences. That is, if negative consequences are applied, you should be ready to apply positive consequences at the earliest opportunity.
Be sure you maintain the student's respect and dignity when delivering negative consequences.
Using a neutral tone of voice at normal volume draws less attention from others.
Check yourself regularly. Make sure that you are maintaining your own self.
Behavior-tone of voice, voice level, body language and stance, consistency in the classroom, etc.
Place a mirror in your classroom. Be sure to look at yourself.
Take time for yourself. It may not be easy but find a way.
Ask for help from others. When you need a break, ask for it. You can reciprocate later.
You've done it before and you can do it now. See the positive possibilities. Redirect the substantial energy of your frustration and turn it into positive, effective, unstoppable determination.
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