Behavior Management

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Behavior Management
Association of Career and Technical Education,
Las Vegas, NV December 13, 2007

• Emily E. Mupinga Davison M.
  Mupinga

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Aspects of Teaching

• Instructional (what, why how)
• Organizational
• Leadership
• How to manage behavior
• (Arends, 2000)

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(No Transcript)
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TOP FOUR CHALLENGES - 2005

• Lack of financial support
• Overcrowded schools
• Lack of discipline control
• Drug use
• Rose, L. C., Gallup. A. M. (2005). 37th annual
  Phi Delta Kappa/Gallup poll of the publics
  attitudes toward the public schools. Kappan,
  September, 41-59.

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Bad Kids vs. Bad Environment

• There are no bad boys, there is only bad
  environment, bad training, bad examples, and bad
  thinking
• 
  -Father Flanagan, Boys Town

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Session Objectives

• Discuss factors influencing behavior
• General guidelines for working with student
  behavior
• Discuss techniques for increasing appropriate
  behavior decreasing inappropriate behavior

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Act1 Effective C/room Managers

• What do effective classroom managers do daily?
• Report 2-3 big ideas from discussion
• _______________________________________
• _______________________________
• _______________________________

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Basic Principles of Behavior

• Behavior is
• Learned
• A result of the consequences
• Purposeful
• A choice
• Inappropriate behavior can be unlearned
  replaced with appropriate behavior

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Understanding Behavior (A-B-C Theory)

• A?B ?C
• A antecedent
• B behavior
• C consequence

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Antecedents

• What triggers the behavior?
• Is it the activity, peers, the task, c/room
  arrangement, etc?
• How might you have contributed to the occurrence
  of the problem behavior?

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Consequence

• What happens immediately following the behavior?
• How do peers/teachers respond?
• What are the consequences for the student?
• How many times out of 10 do each of these
  responses occur following the problem behavior?
• What is the student gaining as a result of
  engaging in the behavior?

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Reinforcing Consequence

• A?B ?C
• If the consequence is rewarding/desired, the
  subject learns the behavior is functional for
  getting what they want
• Behavior Increases in the Future

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Punishing Consequence

• A ? B ? C
• If the consequence is punishing/undesired, the
  subject learns the behavior is not functional for
  getting what they want
• Behavior Decreases in the Future

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Classroom Management Practices

• Classroom design
• Classroom routines
• Classroom expectations
• First day activities
• Teaching procedures

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Reflection 1 Classroom Design

• Does your classroom provide a stimulating,
  distraction free environment for learning?
• What can you do to have a less distracting
  environment?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  ___________

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Classroom Design Considerations

• Minimize crowding distraction
• Design environment to elicit appropriate
  behavior
• Arrange furniture for easy traffic flow.
• Ensure adequate supervision of all areas.
• Designate staff student areas.
• Seating arrangements

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Reflection 2 Classroom Routines

• 1. What classroom routines do I have?
• _________________________________________________
  ______________________________________
• 2. Which routines do I need to include or firm
  up?
• _________________________________________________
  ______________________________________

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First Day Activities

• Seating charts
• Attention/Response signals
• Classroom Rules/Expectations
• Behavior management plan
• Reinforcements
• Token System Response Cost
• Time-out

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Classroom Rules
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Teaching Procedures

• Suggested Steps for Teaching
• Explain and Demonstrate
• Specify student behaviors
• Practice
• Monitor
• Review
• (Colvin Lazar, 1997)

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Selected Problem Behaviors

• 1. Off-task behavior
• 2. Disrespectful behavior
• 3. Rule violations
• 4. Agitation

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Management Steps Off Task Behavior

• How do you manage off task behavior?
• Attend to students on task delay responding to
  student off task
• Redirect student to task at hand do not respond
  directly to off task behavior
• Present choice between on task direction
  negative consequence
• Follow through on student choice

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Mgmt Steps Disrespectful Behavior

• How do you manage disrespectful behavior?
• Studiously avoid reacting personally (such as
  shouting, challenging, becoming agitated)
• Maintain calmness, respect and detachment
  (Teacher modeling role)
• Pause and focus
• Focus on the student behavior (That language)
• Deliver consequence as appropriate

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Managing Rule Violation

• How do you manage c/room rule violation?
• State the rule/expectation consequence
• Explicitly request the student to take care of
  the problem
• Present options if needed
• Follow through

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Agitation

• Management Steps
• Three Steps
• Re-direct the student to task at hand
• Recognize signs of agitation
• Use strategies to reduce agitation

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Recognizing Signs of Agitation
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Strategies for Reducing Agitation

• Teacher support empathy
• Create space or isolation provide choices
• Permit preferred activities (with clear
  boundaries)
• Provide independent tasks or activities
• Permit movement (use movement tasks)
• Use relaxation techniques
• Involve the student where appropriate

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Other Classroom Mgmt Suggestions

• Don't
• Confront in front of the class
• Ridicule /embarrass
• Give in/give up
• Lecture but explain

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Focus on what we can change

• We cannot prescribe medication
• We cannot change the students previous
  experiences
• We often cannot change the parenting practices in
  the home
• There is a LOT we can do in the classroom to
  change student problem behavior
• This starts with student learning

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Remember Insanity is

• Repeatedly doing the same thing the same way,
  and expecting different results.

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If your horse dies, DISMOUNT! (If your
intervention doesn't work, stop doing it!)
DONT 1.  Stay on the horse. 2.  Switch riders.
3.  Move the horse to a new location. 4.  Buy a
stronger whip. 5.  Tighten the cinch. 6.  Try
a new bit or bridle. 7.  Say things like
"We've always ridden our horses this way." 8. 
Visit other sites where they ride dead horses in
different ways. 9.  Complain about the state of
horses nowadays 10.Blame the breeding.
McIntyre (2004)
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Resources on Behavior Mgmt

• Behavior Advisor
• http//www.behavioradvisor.com/
• Keeping Positive Classrooms
• http//www.interventioncentral.org/htmdocs/interve
  ntions/classroom/classclimate.php
• Behavior Homepage
• http//www.state.ky.us/agencies/behave/bi/encyndex
  .html
• The Teachers Guide.Com
• http//www.theteachersguide.com/ClassManagement.ht
  m
• Difficult behaviors in the classroom
• http//honolulu.hawaii.edu/intranet/committees/Fac
  DevCom/guidebk/teachtip/behavior.htm
• Strategies for dealing with troublesome behaviors
• http//www.ntlf.com/html/pi/9710/strat.htm

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Contact Information

• Emily E. Mupinga, Instructor
• Ivy Tech Community College
• Terre Haute, IN 47802
• Email emupinga_at_ivytech.edu
• Davison M. Mupinga, Associate Professor
• Indiana State University
• Terre Haute, IN 47809Email dmupinga_at_isugw.indsta
  te.edu