Methods for Behavior, Classroom, and Schoolwide Management

1. Methods for Behavior, Classroom, and Schoolwide Management Chapter 6

2. Management Needs of CLDE Learners • Changing demographics results in increased diversity • Most teachers are Anglo • Population trend is not predominantly Anglo • Cultural and linguistically diverse continue to be misidentified, misrepresented, and miseducated

3. Cultural & Linguistic Factors & Behavior Management • Punishment and other negative practices are not effective for culturally or linguistically diverse students • Most teachers are female • Appropriate and responsive instructional and management strategies must be developed. • Know the cultural values and orientations of all students • Accept students for who they are • Build a rapport with students • Have high expectations for all students • Make sure your classroom promotes cultural diversity • Realize the differences in home and school • Be aware of “cultural-specific” communication

4. Culturally Responsive Classroom Management • Provide students with optimal learning • CRCM includes • Know one’s own biases • Know your students • Create a caring classroom • Use culturally appropriate management strategies • Cultural dissonance accounts for many of the cultural conflicts that teachers have when trying to discipline in the classroom.

5. Determining a Behavior Disorder within a Cultural Context • Cultural misunderstandings have a negative impact • Lack of cultural knowledge • Child-rearing and discipline among cultures • Lowered expectations • Not understanding the cultural context • Limited cultural experiences • Limited use of cultural relevance in curriculum • Lack of respect for students culture • Learn about your students • Observations • Interest inventories • Conversations

6. Classroom & Schoolwide Management • Inner city schools vs. urban/rural schools • Zero tolerance • Must address culturally and linguistically diverse discipline strategies • Parental involvement a must • Plan must address • Social skill instruction • Behavioral intervention system • Shared vision of behavioral expectations

7. Schoolwide Management Programs • Establish a systematic approach to discipline • Establish student assistance teams (SAT committee) • Plan for individualized academic and environmental modifications • Information on student behavior helps guide the lesson planning, strategies, and behavior management • Set clear behavioral expectations

8. Characterisitics of Effective Classroom Management • Teach and support expected student behavior • Provide support for at-risk students • Provide proactive interventions for problem behavior • Provide intensive support for challenging behavior problems • Provide training for school stakeholders

9. Assessing Schoolwide & Classroom Management Environment • Determine what works and what does not work • Document specific behaviors, patterns of behaviors, when behavior occurs, etc • Identify strategies used by teacher before implementing a discipline referral • Identify students who repeatedly break the rules

10. Functional Behavior Assessment & Intervention Plans • Based on the belief that every behavior, regardless of the level of destructiveness, has a purpose. • Includes 7 steps • Conducting and Interview • Making Observations • Developing a Hypothesis • Brainstorming • Developing a Behavior Support Plan • Monitoring the Intervention • Evaluating the Outcome

11. Social Competence Development • Social competence – the ability to identify and use strategies that give students the “ability to integrate cognitive, emotional, and behavioral realms to achieve constructive social tasks, relationships, and outcomes valued by many cultures. • Establishing and maintaining a range of positive social relationships • Refraining from harming others • Contributing collaboratively and constructively with others • Engaging in appropriate behaviors

12. Social Competence Development • Peer Relations • Personal and social issues addressed in curriculum • Positive social and emotional dynamics between students • Inclusiveness • Cultural diversity is appreciated, valued, and celebrated • Primary language is used to promote the understanding of social expectations

13. Social Competence Development • Perception and interpretation of relevant social cues • Recognition and appropriate expressions of emotion • Communication in a range of social relationships • Constructive conflict resolution • Self-management • Responsible decision-making skills • Flexible coping skills • Social problem sovling

14. Managing Surface Behaviors • Antisocial or externalizing behaviors are among the most frequently occurring behavior patterns among students with emotional and behavior disabilities • Students with behavioral problems have difficulty with academic achievement • EBD students are highest in drop out rate

15. Active Student Responding • Involve all students in classroom instruction • Associated with academic achievement • Promotes interaction between the teacher and multiple students • Should be enjoyable to students and teacher • Minimize the risk of embarrassment

16. Positive Behavior Support Create an environment that incorporates a positive behavior outcome not negative Three Forms Universal Group Behavior Support Specialized Group Behavior support Specialized Individual Behavior Support

17. Positive Behavior Support • Setting/Situation change • Direct instruction • Errorless learning • Communication training • Assertion training with modeling and role playing • Can be part of IDEA • Can be used in the general and special education classroom

18. Difficult Behaviors • Vary in frequency and intensity • Vary from student to student • Teachers need to pick their battles • Strategies dealing with aggressive behavior include • Identify individualized strategies • Become familiar with strategies • Clearly state expected behaviors in the classroom • Teach students how to control their own behavior • Provide positive reinforcement when appropriate behavior is used

19. Difficult Behaviors • Strategies for dealing with hyperactivity or distractibility behaviors • Identify individualized strategies • Become familiar with strategies • Clearly state expected behaviors in the classroom • Assist the student with organizational strategies • Give written objective for assignments • Allow hyperactive student some range of movement • Place in a less distractive area of classroom • Teach students how to control their own behavior • Provide positive reinforcement when appropriate behavior is used • Work with student one-on-one • Refocus student • Use reminders that are “specific student neutral”

20. Strategies for Improving Social Skills • Identify the exact skills necessary to learn • Schedule regular times for students to receive instruction in these skills • Document the progress of the student • Program for generalization

21. Teaching Self-Management and Self-Control • Self-management – planned, systematic approach that empowers students by teaching them strategies for use in managing their own behavior. • Skills include • Self-monitoring • Self-regulation • Self-assessment • Self-control • FAST – Freeze, Alternatives, Solutions, Try it

22. Example of Classroom Management Click for video

23. School Violence • Culturally Responsive Violence Prevention Programs must include culturally responsive pedagogy • Concerns about safety and violence take precedent over concerns for learning and teaching

24. Guidelines for Violence Prevention • Why violence? • Overcrowding • High student/teacher ratio • Curricular content that not relevant to students • Low expectation for student academic achievement • Poor facilities • Adult failure to act • Must develop schoolwide strategies to prevent violence in school