Building Relationships through Classroom Management
Strategies
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www.behaviordoctor.org
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32 pages of free or inexpensive
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Most Important Factor If you want a student to change their
behavior, you have to make it more fun to do the right behavior
than it is to do the incorrect behavior. (Riffel, 2013)
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My doctor
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www.fitbit.comwww.fitbit.com More Fun Disney Marathon Weekend
Dot Trot (Thanksgiving) Mothers Day- Breast Cancer Fourth of
July
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Ten Things You Should Know 1. Behavior is learned and serves a
specific purpose.
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We have to set the tone from day one. Instead of telling
students what not to do Tell them what to do Dont dress like that
vs Dress for Success
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They cant drive you crazy- if you dont give them the keys.
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Touch-Use Name Positively- Make eye contact- Smile Page 1 Blank
on Page 2
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Ten Things You Should Know 2. Behavior is related to the
context within which it occurs.
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Parent/Teacher Conference Sandwich- good- issue- good I know
they probably dont do this at home but, we are having this one tiny
issue. dont want it to cause your child any problems. Heres how you
can help
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What is the goal behavior? What event or setting takes place
prior to the target behavior? (Antecedent) What behavior are you
targeting to change? (Behavior) What adult or peer behaviors are
reinforcing this behavior? (Negative or positive reinforcement)
(Consequences) What settings/contexts/antecede nts can you modify
to make proactive changes in the environment to make the target
behavior unnecessary? What new behaviors might you teach to the
student to replace the current target behaviors? How might you
change the adult behavior regarding the original target behavior
and the new replacement behaviors? What adult or peer behaviors
will reinforce this behavior in the long term? 1 1 4 56 7 8 Adapted
from ONeill and Horner, 2005 Page 3: Competing Pathway Chart
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Reasonable volume in the lunchroom Lunch time Rambunctious
Cafeteria Peer and Adult Attention Students vs. Adults Contingency
Table with the most sticks on Thursday gets to choose what 4 adults
and what song they have to lip-sync. Teach Appropriate Behaviors
through video modeling Give out individual tickets for good
behavior that are good for free entrance to games, dances, etc.
Good for a free soda at a game- free popcorn. Label Tables and
Assign Seats-Put popsicle sticks in tables that earn appropriate
behavior. Each day- the table that earns the most sticks that day-
gets to listen to music the next day. Positive Reinforcement 1 1 4
56 7 8 Adapted from ONeill and Horner, 2005 Page 3: Competing
Pathway Chart
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Cafeteria staff put popsicle sticks in the pockets as they
catch students being good. Different colors of sticks for different
days of the week.
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Ten Things You Should Know 3. For every year that a behavior
has been in place, you should plan to spend at least one month of
consistent and appropriate intervention for you to see a change in
the behavior.- This is a rule of thumb.
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Check in-Check out Morning check-in with preferred adult Hourly
teacher evaluation Mid-day check in with preferred adult Hourly
teacher evaluation End of day check-out with preferred adult Home
check-in Earned reward Parent report to school Graph points Review
points Graph points Adapted from Hawken 2008
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3 3 3 2 3 3 3 3 9
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Stick with it
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You need three things: Antecedent Manipulations Replacement
Behavior Consequence Modifications You have to set up the
environment for the child to be successful in your environment-
this means putting proactive strategies in place: Pre-teaching
Greeting Jobs in the class Behavior Contracts You cant just say Be
Good- or the words: Stop Quit Dont No Teach them what to do
instead. If we want student behavior to change- we have to be
willing to change ourselves- this means we pay off for appropriate
behavior and we withhold pay offs for target behaviors.
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You need three things: 9 th grade Math ClassChild came into
class singing Pinks So WHAT Disrupting class. Gained teacher and
peer attention by this behavior. Antecedent
ManipulationsReplacement BehaviorConsequence Modifications Teacher
made a deal- you can sing on Friday if you are quiet Mon- Thursday-
use that tune and write a song about quadrilateral parallelograms.
I see you have quite a talent- do you think you could take that
talent and use it to teach the class? Student got tickets from the
teacher each day for being quiet- Teacher gave student jobs to do
in the classroom that got him attention for appropriate behavior.
Teacher caught self from harping and gave silent cues to save for
Friday- Student came in on Friday and sang great song- everyone
loved.- Student did it every week on the topic the teacher gave
him.
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Ten Things You Should Know 4. We can improve behavior by 80%
just by pointing out what one person is doing correctly.
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Daily- Page4 Each teacher should have three levels of
contingencies and rewards- Daily Weekly Monthly
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Put Mr. Potato Head Together
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Brownie Points
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Compliment Board 1111 1111 1111
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Make your own scratch-off prizes Two parts model paint to one
part dishwashing detergent. Heres my suggestion- On tag board make
your bubble letters and then write a prize in each bubble letter.
Laminate the tag board. Then paint over the laminated letters. This
way you can reuse it year after year. Otherwise, the student will
scratch too hard and you wont be able to use it again.
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Write prizes on a CD- choose student to spin. Spin the
wheel
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Three Levels of Notification Individual Small Groups Whole
Class
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High School- 6 a day in each class Pass them all out on Friday-
dont read them out loud- I promise you if you start noticing the
good- every single day- every single student does one thing well
that you can compliment them on.
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Other ideas from a Nebraska High School GPA above 3.0, no
missing assignments, no majors, and 1 minor- get early lunch pass,
extra time in the lounge, card to go to library, leave class 3
minutes early, ipad or iphone during study time to listen to music.
Principal asks parents and community to donate $5 gift cards to
various places students like- principal draws 1 student a day to
get a gift card- from students who were caught being good.
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Group vs. Group Students are seated in groups of 3- the group
that gets the highest score on each assignment- gets to sit in the
special seating area the next day for that hour. Students average
their own grades teacher checks and assigns- you could do by the
week if you wanted to keep it simple. 9 th grade classroom in
Kansas City
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Whole Class If we have zero tardies for one week- I will: Give
you10 minutes at the end of class to talk to friends Friday will be
10 free answers day Bring I-pods to class on Friday and listen to
music Give you a homework free night Show you an embarrassing high
school photo of myself.
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Ten Things You Should Know 5. We know we can improve behavior
by 80%, yet we use it less than 10% of the time.
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4 Positives for Every Negative Lanyard 20 beads Start in the
morning with all 20 beads on your left side Every time you
compliment a student on their appropriate behavior move a bead to
the right side. Every time you reprimand a student move 4 beads
back to the left side.
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Beads on a string Move down when you use a behavior specific
praise.
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Make Your Own Start bead Goal: Get to the red bead
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Paper clips Put 30 paper clips in your left pocket or a cup on
the bus. Every time you compliment a student, move a paper clip
into the other pocket or cup. Every time you get after a student,
move 4 paper clips back to where they started.
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3x5 index card Tears for positives Tears for negatives 11 to
5
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Vibrating Watch- reminds you to catch students being good
http://www.amazon.com/s/ref=nb_sb_nos
s_2?url=search-alias%3Daps&field- keywords=vibralite+3
http://www.eseasongear.com/viviwa.html
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Energy Flows Where Attention Goes
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Ten Things You Should Know 6. When we want compliance from our
children, we should whisper in their right ear and offer them equal
choices.
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TUMS at the Door T ouch them U se their name in a positive way
M ake eye contact S mile A study found if teachers greeted their
students at the door, it increased on-task behavior from 45-72%
(Allday & Pakurar, 2007).
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Ten Things You Should Know 7. All behavior falls into two
categories: Positive reinforcement and Negative reinforcement. Kids
are either trying to gain something or escape something by their
inappropriate behaviors.
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What is Behavior? What we see as a failure to BEHAVE properly,
is actually a failure to READ communication properly.
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Ten Things You Should Know 8. Things kids are trying to get:
1)Attention- (adults or siblings) 2)Access (preferred items)
3)Sensory input (proprioceptive input)
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Competing Pathway Chart AntecedentBehaviorConsequence
(Trigger)(Target)(Maintaining Function) Antecedent
ManipulationReplacement BehaviorConsequence Modification
(Rearranging the environment to set student up for success) (What
you will teach them to do instead) (What you will do to change
yourself so you dont feed the behavior) Be sure to Give tons of
appropriate Attention for appropriate behavior Child shows Flying
Fickled Finger Of Fate Other students Laugh- Teacher comes Over to
desk Controlled Random Drawing of New Class Job Vanna White of the
Daily Schedule (Gets attention from teacher on front side and
attention from students on back side) Teach student Secret signal
if they Have a question Direction Given Attention
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Ten Things You Should Know 9. Kids are trying to escape these
things: 1)Work or Tasks 2)Attention from Adults or Peers 3)Pain
(emotional or physical) 4)Sensory overload (too much coming
in)
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Competing Pathway Chart AntecedentBehaviorConsequence
(Trigger)(Target)(Maintaining Function) Antecedent
ManipulationReplacement BehaviorConsequence Modification
(Rearranging the environment to set student up for success) (What
you will teach them to do instead) (What you will do to change
yourself so you dont feed the behavior) Meet with student in CICO
And pre-teach the Hardest part of the lesson. They Will already
know how to accomplish. Child shows Flying Fickled Finger Of Fate
Teacher sends student To the office Teacher gives double the work
he/she Wants student to do- Here are 50 Math problems You can only
do half. Doesnt matter to me which half you do. In right ear,
teacher says this- and then uses expected compliance. Tell student
if they start To work in 3 minutes, you Will let them choose 5
answers You give to the whole class. Direction Given Escape
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Ten Things You Should Know 10. Your reaction determines whether
a behavior will happen again or not. To change child behavior- we
have to change our behavior.
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You cannot teach children to behave better by making them feel
worse. When children feel better, they behave better. (Pam
Leo)
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Rice Experiment
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Messages on Papers- - color of ink etc.. =25.5 =12 =27.5 =363
=30 =.32
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Positive Message of the Day
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Self-esteem Gets KILLED while kids are in school. 80% of first
graders have high self-esteem, 20% of fifth graders and 5% of high
school students (J. Canfield)
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P ower: Use social autopsy sheets to help student see where
situations went wrong. P ublic Relations: What skills can you give
this student to help them relate better to others socially? P
roficiency: What skills do they need to beef up academically? P
hilanthropy: Help this student do something for others. A way to
raise self- esteem is to help others less fortunate. student with
Low Self- Esteem
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Once you put the Four Ps in Place Your student will
PROSPER
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Shouldnt kids be Intrinsically motivated
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I shouldnt have to reward kids for being good- they should just
come to school and do the right thing.
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Intrinsic Motivation Movie on baby being clapped for as she
attempts to stand up and walk.
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We all do it now- intrinsically motivated to get from point A
to point B
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Eventually- we move From extrinsic to intrinsic Tangible to
verbal
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Reality is Broken By Jane McGonigal
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In her book, Reality is Broken, Jane McGonigal says, first and
foremost, we crave satisfying work, every single day. The exact
nature of satisfying work is different from person to person, but
for everyone it means being immersed in clearly defined, demanding
activities that allow us to see the direct impact of our efforts.
Secondly, she points out that we crave the experience, or least the
hope of being successful. Students want to feel powerful in their
own lives. We can offer this power through equal choices. Third, we
intrinsically crave social connections. Even the most introverted
people derive enjoyment from being with others. Accomplishing
goals, working together and sharing bonding experiences that tie us
together. Fourth, students crave meaning. They like to be a part of
something bigger than themselves. They want to belong to and
contribute something that has lasting significance beyond their own
individual lives (paraphrased from McGonigal, 2011). These four
kinds of intrinsic rewards are the foundation for optimal human
experiences and are the most powerful motivators we have besides
the basic needs of survival (food, safety, sex). What all these
rewards have in common is that they are ways of deeply engaging in
the world through the environment, other people and causes and
projects bigger than ourselves (paraphrased from McGonigal,
2011).
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The Teenage Brain
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Because of pruning these things are difficult The teenage brain
is engaged in synaptic pruning of the prefrontal cortex. This means
the following are difficult for them: (a) goal planning, (b)
organizing, (c) inhibiting impulses, and (d) code switching.
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Homework planning sheet-
http://jillkuzma.files.wordpress.com/2012/12/homework-planning-
sheet.pdf
http://jillkuzma.files.wordpress.com/2012/12/homework-planning-
sheet.pdf Subject/ Assignme nt These are the things I need to take
home At home, I need to: Time I plan to accomplis h this Who will
check my work or help me. Where will I put it when Im done. Hour
One Math book Find quiet place. Do work first before TV. Plan to be
finished by 6 p.m. Time finished: 6:35 p.m. Mom In my backpack agen
da protr actor Hour Two Hour Three Hour Four
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Homework planning sheet-
http://jillkuzma.files.wordpress.com/2012/12/homework-planning-
sheet.pdf
http://jillkuzma.files.wordpress.com/2012/12/homework-planning-
sheet.pdf Subject/ Assignme nt These are the things I need to take
home At home, I need to: Time I plan to accomplis h this Who will
check my work or help me. Where will I put it when Im done. Hour
One Math book Find quiet place. Do work first before TV. Plan to be
finished by 6 p.m. Time finished: 6:35 p.m. Mom In my backpack agen
da protr actor Hour Two Hour Three Hour Four
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Teach students about their brain
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Assumptions = Adult body is not adult brain
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How to move from
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Condensed Curriculum The class of 2015 was in Kindergarten in
2002- 2003- Kindergarten stopped being about social skills
approximately 2000-2001. These students were not taught social
skills.
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Disrespect You have to teach what it is Its not modeled
anywhere Video games Television Songs they listen to You have to
imprint it by modeling it Youve got to give it to get it That means
to each other as well (adult to adult) You have to practice it with
them What would respect look like in the room? In the school? In
the parking lot? You have to praise it when you see it Show them
what it looks like by labeling it when you see it with behavior
specific praise.
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What they see.is what I get.
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Go to the games page on my website for tons of templates
www.behaviordoctor.org
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Patience is not a virtue. It is a choice! (Riffel, 1978- 2014)
I aspire to be more patient with the students today.
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Remember- these are not interventions.. Frequent Flyer Club to
the Office
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BE Good
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Go to the Head of the Class
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Corporal punishment
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Sending to the Principal
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Dunce Cap
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In School Suspension Photo purchased from Getty Images-
www.photos.com
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Out of School suspension Its a bummer I got this out of school
detention.3 days of sitting in my underwear, eating Doritos, and
playing video games. What a drag.
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To Be a Real Intervention it has to do the following: Stop the
behavior Be proactive- not reactive Match the function of the
behavior Include a replacement behavior Include antecedent
manipulations Include consequence modifications
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References Alberto, P., & Troutman, A. (2003). Applied
behavior analysis for teachers (6th ed.). Upper Saddle River, NJ:
Merrill Prentice-Hall. Atchison, B. (2007). Sensory modulation
disorders among children with a history of trauma: a frame of
reference. Kalamazoo, WI. Language Speech and Hearing (April 38,
(2) 109-116. Bambara, L. M., & Knoster, T. (1998). Designing
positive behavior support plans. Innovations Research to Practice
Series. Washington, DC. American Association on Mental Retardation.
Bandura, A. (1976). Effecting change through participant modeling
principles. In J. D. Haydon, T., Conroy, M., Sindelar, P., Scott,
T. M., Brian, & Marie, A. (2010). Comparison of Three Types of
Opportunities to Respond on Student Academic and Social Behaviors,
Journal of Emotional and Behavioral. Riffel, L. (in press).
Positive Behavior Support at the Targeted Group Level: Yellow Zone
Strategies. Thousand Oaks, CA. Corwin Press Shores, R., Gunter, P.,
& Jack, S. (1993). Classroom management strategies: Are they
setting events for coercion? Behavioral Disorders, 92102