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Building Positive Behaviors in the Classroom as

Co-Teachers

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

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Classroom Procedures Place your homework in the basket.

Lavs are located outside the room. You may use lavs when needed.

Keep on your name tag.

We start and end on time. Breaks and lunches

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Today’s Framework

Quiet signalQuiet signal

Pair = co-teaching partnerPair = co-teaching partner

Square = table groupSquare = table group

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Classroom Expectations

1.We respect others.

2.We do our best.

3.We come here to learn.

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Classroom Expectations for Teacher Directed Lessons1. We respect others.

• One person speaks at a time.

2. We do our best.• We listen and participate.

3. We come here to learn.• We ask questions if we do not

understand.

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Classroom Expectations for Group Work

1. We respect others.• We support one another’s ideas.

2. We do our best.• We actively contribute as a team

member.

3. We come here to learn.• We come with an open mind.

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Classroom Expectations for Working as

Co-Teachers1. We respect others.

• We value parity.

2. We do our best.• We support the learning of all

students as a team.

3. We come here to learn.• We reflect on our instruction.

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Key Components to Building Key Components to Building Positive Behaviors in the Positive Behaviors in the

ClassroomClassroom Proactive vs. Reactive

Managing vs. Changing

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General Ideas About Building Positive Behaviors

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Teaching….

“If a child does not know how to read, we teach.

If a child does not know how to swim, we teach.

If a child does not know how to multiply, we teach.

If a child does not know how to drive, we teach.

If a child does not know how to behave,

we teach?…punish?”Tom Herner (NASDE President) Counterpoint, 1998

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Continuum Of Continuum Of Behavior SupportBehavior Support

All Students in School

Students with Chronic/

Intense Problem

Behavior (1-7%)

Students At-Risk

for Problem

Behavior

(5-15%)

Students

without

Serious

Problem

Behaviors

(80-90%)

Tertiary Prevention

Secondary Prevention

Primary Prevention

Specialized Individual

Interventions

(Individual Student System)

Specialized Group

Interventions

(At-Risk System)

Universal Interventions

(School-Wide System

and Classroom System)

(Horner, 1998)

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Systems of Behavior Support

policiesguidelines

supp

orts

for

teac

hers

clas

sroo

m

man

agem

ent

school rulesinstruction

Intervention

IEP/PPT profe

ssional

development

Tim Knoster, 2000

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Proactive or Reactive?

Proactive ReactivePreventative

•Stop something from occurring

•Act as a result

•Driven by circumstances

•Fore planning & thinking

•Driven by values

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Changing vs. Managing Behaviors

Managing Behaviors Reactive “Controlling” a behavior

for the moment Has consequences Has clearly defined

expectations Direct and concise

language

Changing Behaviors Proactive Has long term effects,

not just for the moment Consider the function of

behavior Teaching behaviors

Discipline “Disciplina” = Teaching

Reinforcing behaviorsMezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development

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A Moment to Reflect… Rally Robin

Each person states one idea at a time Take turns until time is called

Reflecting on this information presented, how does it influence your current thinking about classroom management?

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Proactive Ways to Change Behavior

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Tips for Changing Behaviors

After You Determined the Function of Behavior… Environment

Creating a supportive and caring environment that includes an understanding and respect of cultural differences

Building rapport with students Use appropriate instructional levels

Teaching Establish clear expectations Teach and model expectations Reinforce and Support

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Remember to Consider…

Looking at behavior in contextLooking at behavior in context· Settings· Relationships· Environment conditions· Developmental level

Determining the motivation for the Determining the motivation for the behaviorbehavior

· Avoidance (What is avoided by the behavior?)· Gains (What is gained or achieved by the

behavior?)

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EnvironmentEnvironment

Creating a supportive and caring environment that includes an understanding and respect of cultural differences

Building rapport with students Use appropriate instructional levels

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Creating a Supportive and Caring Environment that

Includes an Understanding and Respect of Cultural

Differences

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Environments That Environments That Promote Positive Promote Positive

Learning Are:Learning Are:

Caring Encouraging Non-Threatening Secure Challenging

Accepting Supportive Trusting Inviting Positive

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Cultural Influence on Student Behavior

Eye Contact Proximity Respect/Trust for Authority Manners of Expression Competitive vs. Cooperative Values Child-Rearing Practices

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Building Rapport with Building Rapport with StudentsStudents

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Trust between the child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together…

-Nicholas Hobbs, 1982 The Troubled and Troubling Child

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Building Rapport with Students

Fairness Modeling Humor Courtesy Respect Realness Reestablishing Contact Active Listening

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Use Appropriate Use Appropriate Instructional LevelsInstructional Levels

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Le was gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of Volute Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’s zeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with lexsenel.

Instruction that is Relevant

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Teaching

Establish Clear Expectations Teach and Model Expectations Reinforce and Support

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Define and Teach Define and Teach BehaviorBehavior

Step One: Define Expectations Set 3-5 overarching rules for all settings Develop a plan for behavioral expectations Set high, yet reasonable expectations State positively and succinctly

Step Two: Teach Expectations Make rules public Articulate and model to students what is expected Practice, Practice, Practice

Step Three: Reinforce Expectations Catch students being good Correct for non-compliance

Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

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Building Positive Behaviors in the

Classroom

Discuss your ideas about classroom expectations. Use the checklists to guide your conversation.

Consider… Parity Routines/Transitions Pet Peeves

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Building Positive Behaviors in the

Classroom

Brainstorm a list of the expectations for your classroom with your co-teacher partner. List 3-5 expectations for your classroom. Be ready to share them with the group.

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Reactive Ways to Manage Behavior

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Tips for Situational Managing of Behaviors

Survey the scene and determine the severity and safety

Be direct-avoid conversation Determine the level of an appropriate

prompt Active listening Environment Change Crisis intervention

Mezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development

Gary LaVigna. (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming

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Levels of Prompts for Situational Managing of

Behaviors Instructional Prompt

Offer a replacement behavior Model or teach behavior

Nondirective Cue Use a question to prompt

Directive Cue State your request State the time frame for compliance State consequence

Mezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development

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Active Listening Paraphrase Clarify Summarize Ask questions Use non-verbal cues Validate Keep focused Silence

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Environment Change “for the Moment”

Rearranging the environment to fit the student’s needs Separate students Place pencil sharpener on desk Adjust time frames for activities Provide a different task Create a diversion

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Crisis Intervention De-escalating vs. escalating

What are the indicators/signs before the crisis behavior?

When, where, with whom is the behavior most likely to occur?

Managing = Stopping (short term effects)

(Long term effects =Changing)

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Proactive Ways to De-Escalate

Before the fact Positive Time Out

Not to punish Provide space and cool down time

Active Listening Change the environment

After the fact Reconnect Teach coping strategies Teach relaxation techniques

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Behavior Plan

Proactive Reactive

EnvironmentPhysical SettingInterpersonal FactorsProgrammatic Factors

TeachingReplacement BehaviorsCoping SkillsSpecific Skills

Reinforcement & SupportReinforce Positive BehaviorsCorrect for Non-Compliance

CuesActive ListeningEnvironment ChangeCrisis Intervention

Gary LaVigna (2000) Nonaversive Behavioral Support and Basic Principles of Positive Programming

Tim Knoster, 2000

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Enhancing Suzanne’s Plan

Use this afternoon’s information to further enhance the proactive plan for Suzanne.

Develop a reactive strategy for Suzanne.

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Opportunities for Success…

Remember you are team. Discuss, discuss, discuss. Establish your expectations. Develop a plan to teach the expectations

throughout the year. Develop a plan to reinforce positive

behaviors. Work together to collect data, analyze data,

and develop behavior plans.