Enhancing Success and Safety in Schools

Enhancing Success and Safety in Schools

Mission Statement

Conflict Resolution Research

Code of Conduct

Intervention Strategies

Encouragement Strategies

Teaching Skills for Success

Function of

Behavior

Intermediate Unit I

One Intermediate Unit Drive

Coal Center PA 15423-9642

Donna Whoric: 800 328 6481, ext. 238 [email protected]

I participate in class activities.

I use my cell phone for emergency purposes.

I share information with the entire class.

CODE OF CONDUCT

Challenge

100 YEARS FROM NOW…

A Hundred Years From Now

...it will not matter what my bank account was,the sort of house I lived in,or the kind of car I drove...but the world may be different because I was important in the life of aCHILD.

2 Donna Whoric, Behavior Consultant, Intermediate Unit I

Objectives

1. Participants will understand that appropriate behaviors must be taught.

2. Participants will identify key prevention strategies.

3. Participants will practice intervention strategies with respect and dignity.

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POSITIVE BEHAVIOR SUPPORT

Donna Whoric, Behavior Consultant, Intermediate Unit I

PREVENTION STATATEGIES

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Know Want Learned

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KWL CHART


80-90% of Students

5-15%Primary,Univer-

sal SupportsWhole School,

Classroom, and Non-Classroom

Systems forAll Students,

Staff, & Settings

Secandary,Group Interventions

Specialized GroupSystems for Students with At-Risk Behavior

Tertiary, Individual Student Systems for Students with

High-Risk Behavior

1-7%

SYSTEMS OF BEHAVIOR SUPPORT

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Positive Behavior Support,University of Oregon


Myths or Facts about Discipline?

1. Punishment has power.“I can make you.”

2. Role bound authority has power.

“Because I’m your mother.”

3. Emotional intensity has power.

“I really mean it this time.”

What is Positive Behavior Support?What is Positive Behavior Support? “Process for understanding the purpose of

challenging behaviors and developing a plan that promotes the development of new skills while reducing

the individual’s need to engage in challenging behavior.”

Dunlap, Vaughn, & O’Neill, 1998

Historical Approach to Discipline

*Reactive*Negative*Exclusionary

A More Promising Approach to Discipline

*Proactive*Positive*Instructional

Discipline =?

Nothing excusesinappropriate behavior!

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MYTHS OR FACTS?

Randy Sprick, Safe and Civil Schools


Let’s Take a Look

Randy Sprick

Behavior Support Assumptions

Assumption 1: There is no place for ridicule or humiliation of children in the process of managing behavior.

Assumption 2: Inappropriate behaviors are learned and predictable.

Assumption 3: A learner’s inappropriate behavior is his/her best effort to be successful in meeting his/her needs.

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BEHAVIOR SUPPORT ASSUMPTIONS

Knoster, Timothy A Quick Glance: Establishing An Ecology of Behavior Support in Schools Pennsylvania Department Education


List Problem Behaviors

PROBLEM BEHAVIORS

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COMMON INTERVENTIONS

List Common Interventions to Inappropriate Behaviors

A B CAntecedent Behavior Consequence


Community

Peers Student School

Family

1. What were the issues in school?

2. Who were the delinquents?

3. What methods were used by students (with each other) for conflict resolution?

4. What were the drugs?

5. What were the headlines?

6. What were attitudes towards parents?

QUESTIONS: PAST… PRESENT


IDENTIFY NEEDS

IDENTIFY BASIC NEEDS OF ALL PEOPLE

IDENTIFY WHAT HAPPENS WHEN NEEDS NOT MET

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Abraham Maslow


Belonging Survival

Power, Achievement

Freedom

Fun

Self-Transcending

Safety Needs

Physiological

Esteem

Belongingness

Self- Actualization

Abraham Maslow’s Hierarchy of Needs

William Glasser The Quality School

BASIC NEEDS


THE FOUR GOALS OF MISBEHAVIOR

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Look at me!

Leave me alone!

Let’s Fight!

I’ll get

even!

To Get/To Avoid

Behavior is a choice!

Rudolf Driekers, Children the Challenge


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Look to understand needs and develop

hypotheses

Design and deliver prevention/intervention

strategies based on hypothesesMeet needs

in a more socially

acceptable manner

Reductions in challenging behaviors by

learning alternative skills

Increase in opportunities for connectedness

Challenging Behavior Perception of

unmet needs

Personal growth

improves self control

Improved quality of

life

Knoster, Timothy A Quick Glance: Establishing An Ecology of Behavior Support in Schools Pennsylvania Department Education. Donna Whoric, Behavior Consultant, Intermediate Unit I

THE GOOD NEWS

There are many schools that have well-managed classrooms and school buildings, regardless of:

a. sizeb. socioeconomic influencesc. student compositiond. geographic setting

NOT A PRODUCT OF CHANCE!!!!

Punishing problem behavior without a school-wide system is associated with increased:

a. aggression

b. vandalismc. truancyd. tardiness e. dropouts

Mayer & Sulzer-Azeroff

Approaches that are effective include:

a. social skills training

b. academic/curricular restructuring

c. behavioral interventions.

Lipsey (1992), Tolan & Guerra (1994), Gottfredson

AND...

Classroom Management

Wong, Brophy, Goodlad


VIOLENCE PREVENTION

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

Discussion:

1. Consider your perception of what an ‘inviting school’ would look like. Write down several specific aspects to discuss i n your group.

2. Reflect on your experiences of the past few days. Identify any that you would classify as inviting or disinviting.

3. Pretend that you are a visitor to your school. After being in the building for 15 minutes, what initial impression do you think you would have of your school? What caused those perceptions?

4. Describe the characteristics of a student-teacher relationship that reflects mutual respect. What are specific ways to enhance this kind of relationship?

INVITING SCHOOL SUCCESS

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Purkey, William, Inviting School Success


CODE OF CONDUCT

CODE OF

CONDUCT

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The Code of ConductThe Code of Conduct1. I am responsible.

2. I am safe.

3. I am respectful.

THE CODE OF CONDUCT

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___Created by teacher and students.

___Written in the first person.

___Identifies the appropriate behavior.

___Taught to students.

___Used for self-evaluation

___Reviewed daily/weekly.

___Displayed in the classroom.

___Sent to parents.

Albert, Linda; Cooperative DisciplinePositive Behavior Support,University of Oregon


Panther PRIDE

•P – Preparation•R – Respect•I – Integrity•D – Dedication•E - Excellence

P.A.W.S.

________________was caught following the

P.A.W.S. guidelines.

P = Please listen

A = Always be prepared

W = Work/act responsibly

S =Show respect

Caught by: ________________

T-CHART

1. Materials on shelves2. Labeled items3. Turn taking4. Clean area5. Check-list/pictures of materials

Code: I am responsibleSkill: Put away materials

1. “Excuse me”2. “Good job!”3. Quiet voices4. “It’s my turn”5. ”I know where it is!”

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Code: I am respectfulSkill: Hand raising

Looks like Sounds like


1. Hand raised in air2. Seat on seat3. Feet on floor4. Material on desk5. Pleasant expressions

1. Student asking/answering2. Teacher asking/answering3. “Nice hand raising!”4. Smiles5. One person talking at a time


Examples:

•attendance/tardiness procedures•heading papers•assigning and collecting work•homework•procedures for when there are classroom visitors•transitioning individual to group work•lining up•attention signal•sharpening pencils•organizing desks/workspace•restroom breaks•preparing for and returning from recess/assembly•requesting assistance

Additional:

PROCEDURES/ROUTINES


T-CHART


Code: Skill:

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Positive Behavior Support,University of Oregon


1. Positive Expectations

2. Classroom Management

3. MasteryTeaching

THE EFFECTIVE TEACHER

THREE CHARACTERISTICS

How do positive expectations impact your role?

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Harry Wong, The First Days of Schools


Let’s Take a Look

Harry Wong

CLASS MEETINGS

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___Personal reflection.___Signal for quiet.___Partner talk.___Whole group discussion.___Close the meeting.

THE CLASS MEETING

THE BASICS

1. Review: If the meeting produced an agreement, review it.

2. Round the horn: “Let’s go around for final, brief comments: you may pass if you wish.”

3. Remembering: “What’s something somebody said that you thought was a good point, even if you didn’t agree with it? Take a moment to think . . .then share.”

4. Learning: “Think of something you learned from today’s meeting . . .” Then go around, or ask for volunteers.

5. Questions: “What’s a question that’s still on your mind?”

6. Complete the sentence: Invite all to complete a sentence starter (e.g., “At the end of this meeting, I think . . .” or, “I feel . . .” or, “I hope . . .”).

7. Partners: Students respond to any of the above, then share it with their class meeting partner (or change partners).

8. Future topics: “Suggested topics for our next meeting?”

9. Silence: “Take a minute to think about today’s meeting . . . a new idea you got . . . something you’ll do differently as a result of our discussion .. . Write it down or just keep it in mind.”

10. Evaluation: “What did you like about today’s meeting? What made it a good discussion? What could we do better or differently next time?”

Thomas Lickona, Educating for Character

___Form a circle.___Agenda setting.___Set the code.___Select partners.___Pose the problem/question.

WAYS TO CLOSE A CLASS MEETING


1. Circle the word that best describes this class meeting: Excellent Very Good Good Fair Poor

2. Circle the word that describes what you think of this meeting:

Wow So-so Yuk

3. Complete these sentences:

a. This class meeting was________________________________________________________________

b. In our meeting we decided________________________________________________________________

c. I helped this meeting by________________________________________________________________

d. I think the class meetings have helped________________________________________________________________

e. Since we have class meetings, people have________________________________________________________________

f. Our class meeting would be better if________________________________________________________________

THE CLASS MEETING

CLASS MEETING EVALUATION

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THE CLASS MEETING

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Compliments and Thank you’s

1. “I would like to compliment ___ for ____”.

2. Compliments are given for: 2.Helpfulness 2.Accomplishments 2.Sharing

3. Just Say Thank you!

QuickTime™ and a decompressor

are needed to see this picture.

ENCOURAGEMENT

STRATEGIES

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THE 3’c OF ENCOURAGEMENT

Capable

Connected

Contributing

•Confidence Builders

•Acknowledge Achievement

•Learning is Tangible

•Make Mistakes O.K.

•Success-Revisit It

•Acceptance•Attention •Appreciation•Affirmation•Affection

•Students•The Class•The School•The Community•The Environment•The World

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Linda Albert, Cooperative Discipline


READING ABOUT THE 5 A’s



Read 5 A’s Article

Time CONNECTEDCAPABLE CONTRIBUTING

APPLYING THE 3 C’s

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A Mission Statement should be that statement which says and documents what is most important to you, and guides your interactions with students, parents, staff, and community members.

The mission statement also reflects your core values.

It does not reflect the environment around you because that will change.

It directs all your actions and reactions in a changing work environment.

It is also the standard that you evaluate your daily performance.

Adapted from Steven R. Covey, The 7 Habits of Highly Effective People

MISSION STATEMENT


Let’s Take a Look

Mr. Holland’s Opus

“What am

I going

todo

withthis

kid?”

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INTERVENTION STRATEGIES

DATA COLLECTION

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Time Time Antecedent Behavior Antecedent Behavior ConsequenceConsequence

Name______________________Dates ________Name______________________Dates ________ Setting ___________________________________Setting ___________________________________


Attention

Power

Avoidance

Revenge

Communication

Sensory

FUNCTION OF

BEHAVIOR

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THE FOUR GOALS OF MISBEHAVIOR

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Look at me!

Leave me alone!

Let’s Fight!

I’ll get

even!

Mistaken Goal Chart

What’s the student message?

“Look at me!”

“Let’s fight”

“I’ll get even!”

“Leave me alone.”

How do I feel?(Clue 1)

Irritated, annoyed

Angry, frustrated

Anger, hurt, disappointed, sense of dislike

Professional concern, frustration

What do I usually do?(Clue 2)

Remind, nag, scold, rescue

Fight back, give in

Retaliate, punish severely, withdraw

Give up trying, refer student

What does the student do?(Clue 3)

Stops temporarily

Continues, stops on own terms,

Continues, intensifies, stops on own terms

Continues avoiding tasks

Goal

Attention

Power

Revenge

Avoidance of Failure

Linda Albert, Cooperative Discipline Donna Whoric, Behavior Consultant, Intermediate Unit I

ATTENTION

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ATTENTION

Describe the student’s attention seeking behavior:

Prevention Intervention

Antecedent Behavior Consequence______________________________________________________________________________________________________________________________



ATTENTION

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INSTRUCTIONAL STRATEGIES

Notice Appropriate Behavior___Use proximity praise.___Use compliance praise.___Make recordings.___Give a standing ovation.Clarify Desired Behavior___Use “when-then” statements.___Use “target-stop-do”.Legitimize the Behavior___Create a lesson.___Go the distance.___Have the class join in.___Use a diminishing quota. Do the Unexpected___Turn out the lights.___Play a musical sound.___Lower your voice.___Change your voice.___Talk to the wall.___Use one-liners.___Cease teaching briefly. Distract the Student___Ask a direct question.___Ask a favor.___Give choices.___Change the activity.Minimize the Attention ___Refuse to respond.___Give “The Eye”.___Stand close by.___Use name dropping.___Send a general signal.___Send a secret signal.___Give written notice.___Use an “I message”.___Consider seating arrangement.



Component Skills:

•Moving•Scanning•Encouraging•Proximity praise with follow-up

Characteristics of Effective Attention

•Be sincere•Use eye contact•Make it descriptive•Vary the statements

Research:

Before grade 3:Attention for appropriate behaviors is evident.

Beginning grade 3: More attention for inappropriate behavior

ATTENTION: INTERVENTION


1. Is there a problem?

2. Make a decision.

Is it a Good choice or Poor choice?

3. Determine steps.

Steps to Good Choices:

1.___________________________

2. .__________________________

3.___________________________

4. Implement choices.

Just Do It!

5. Evaluate.

How did I do?

.___________________________

.___________________________

STOP AND THINK

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George M. Batsche, University of South Florida


POWER AND REVENGE

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DEESCALATION STRATEGIES

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STOP

PERSONAL SPACE

Respectful

Safe

Nonthreatening

PARAVERBALCOMMUNICATION

BODY LANGUAGE

Tone

Volume

Rate

Theirs…

Yours…

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1. Focus on the behavior, not the student. 2. Take charge of negative emotions.

3. Avoid escalating the situations. 4. Discuss the misbehavior later.

5. Allow students to save face.

DEESCALATION STRATEGIES

FIVE GUIDELINES TO AVOID AND DEFUSE CONFRONTATIONS

Nonviolent Crisis Intervention


GRACEFUL EXITS

State the message. Go!

1. ACKNOWLEDGE STUDENTS’ POWERA student refuses to complete an assignment. Teacher responds, “I can’t make you do the work, you have the assignment-it is your choice.” The expectation has not changed though the teacher has chosen not to fuel the confrontation and create a power struggle.

2. REMOVE THE AUDIENCEWhen a student demonstrates inappropriate behavior which does not require immediate action from the teacher, the intervention can be to remove the audience's attention. The teacher can make an important announcement or begin a new activity to redirect the attention of the class from the student.

3. TABLE THE MATTERA student has chosen to ‘push our buttons’. To deescalate the situation, the teacher may respond by discussing the matter at a later time or using the ‘gripe box’ in the classroom. The student is directed to write the complaint and place it in the “talk” box.

4. SCHEDULE A CONFERENCEKeep a clipboard handy with the time available for student conferences. When a student begins to challenge you, indicate that he may sign-up for a conference to discuss the issue.


GRACEFUL EXITS

5. AGREE WITH THE STUDENT A student states that you are the “worst teacher”. The teacher responds, You may be right, now let’s begin the lesson.” The student will realize that he is not able to engage the teacher in a power struggle that the teacher refuses to join.

6. CHANGE THE SUBJECT We can respond to verbal attacks by changing the subject. The student realizes the teacher will not argue with him. This does not condone the behavior: our goal is to end the misbehavior-and seek solutions later.

7. STATE BOTH VIEWPOINTS The outline for this technique is “To you_______, to me_______.” For example, “To you the science experiment seems foolish, to me it is an important concept that you need to know.” If the student continues to argue, specify the difference between understanding and agreeing. The student does not have to agree with our viewpoint-that would extend the power issue.

8. REFUSE RESPONSIBILITY When a student provides excuses for not meeting expectations, a comment such as, “I know you can figure it out” or “You are able to complete the assignment” does not provide the student with additional justification to argue.

9. DODGE IRRELEVANT ISSUES A student may begin arguing about an assignment and then include relevant issues to confuse the situation. Use a simple response, such as, “That is not the issue, the issue is ________.”

10. DELIVER A CLOSING STATEMENT his technique uses one-line statements to indicate to the student that the confrontation has ended for us. Sarcasm is not acceptable. An example is: “You’ve mistaken me for someone who wants to argue.”

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GRACEFUL EXITS

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1.I don’t know why I have to be in this dumb class anyway. ________________________________________________________

Graceful exit__________________

2. You’re the worst math teacher

I’ve ever had.

____________________________

____________________________

3. Who ever told you that you knew

how to coach?

4. I can’t learn anything the way

you teach!

5. This sucks.

7. Who needs to learn this stuff

anyway?

9. You’re not being fair…no one

else gives so much work.

____________________________

___________________________

Graceful exit ___________

6.I can’t wait for the bell to ring.

This place is driving me nuts!

8. You can’t make me do this.

10. I told you I am not staying after

class.

Graceful exit__________________

______________________________________________________

____________________________________________________

__________________________

__________________________

______________________________________________________

Graceful exit__________________

Graceful exit__________________ Graceful exit__________________

Graceful exit__________________

__________________________________________________

__________________________

__________________________

Graceful exit__________________ Graceful exit__________________

Graceful exit__________________

____________________________

___________________________


POWER

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L Listening “ You are upset, I’ll respect that.” This requires that the person receiving the message (teacher) hears the content and mood of the student and calmly restates that understanding to the student.

A Acknowledging “ I hear you saying that you are not planning to do what was asked. Did I hear you correctly?” Acknowledge by verbal response or a head nod that you heard the student and redirect attention back to the lesson.

A Agreeing “You are right, I cannot make you do things. The real question is whether you will make yourself do it.” This is very powerful because it shifts the responsibility back to the student.

D Deferring “I am not sure why you said that in front of the class, let’s talk after class.” This option provides time to talk-without an audience.

TeacherFeels more threatened(More fight or flight)

TeacherFeels attacked (Fight-flight, accepts challenge)

Student Impulsive, Acting-Out, Refusal to Cooperate (Has a hostile world view)

Student Accepts challenge from “Hostile Adult” (Increased Rage

UNDERSTANDING-NOT EXCUSING THE HOSTILITY CYCLE

LAAD: ENDING THE HOSTILITY CYCLE

Richard Curwin, Allen Mendller, Discipline with Dignity


QuickTime™ and a decompressor

are needed to see this picture.

SOME PEOPLE BELIEVETHAT IN ORDER TO MAKE

A CHILD BE “GOOD”YOUMUST MAKE HIM FEEL “BAD”.

Becky Bailey, There’s Got To Be A Better Way,

RESENTMENT

REVENGE

REBELLION

RETREAT

THE FOUR Rs OF PUNISHMENT

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1. People adapt to punishment-needs to be more severe each time to be effective (can become neutral “So what?”or even reinforcing).

2. Punishment can lead to lying, sneaking, aggression toward others, avoidance or escape behavior, or the substitution of other behaviors.

3. Punishment often works only while punisher is present or during those exact conditions, and for a limited amount of time.

4. Inconsistency, variability, and delay between behavior and punishment decreases effectiveness.

Alternative: Teach & strengthen acceptable behavior rather than attempting to punish unacceptable behavior.


SETTING LIMITS

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1. Explain exactly which behavior is inappropriate.

Do not assume that the student knows which behavior is unacceptable. Be specific.

2. Explain why the behavior is inappropriate. Do not assume the student knows why the behavior is unacceptable.

3. Give reasonable choices and consequences. Present them in a positive context.

4. Allow time. If you do not allow time, it may be perceived as an ultimatum and the situation will escalate.

5. Enforce the consequences. Limits are most effective as a teaching tool when the consequences are followed through.

THE KEYS TO SETTING LIMITS

How to Set Verbal Limits, Crisis Prevention Intervention

Keep it simple, sweetie!


1. Define the Problem

2. Describe the Feelings

3. Declare the Needs

4. Discuss and Evaluate Potential Solutions

Advantages Disadvantages

5. Decide on a Plan

6. Determine Effectiveness

Signatures

Date

Review Date

CONFLICT RESOLUTION


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The Need for PrestigeBy Will Roy

A m iddle school assistant principal asked me the following: ŅIÕm walking around thecafeteria when I spot a milk carton on the floor. I say to the kid nearest to it, ŅHey, Tony, pick upthat carton of milk.Õ Tony answers, ŅIt ainÕt mine and I ainÕt picking it up.Ó What am I supposed todo, thereÕs 135 kids watching me?Ó

My reply: ŅThere are 135 kids watching Tony also; and there are 7 at his table takingside bets on who is going to win. Whose prestige is most at stake?Ó Both have the need to bein charge: both want to save face. While many adults might disagree, I believe that Tony is inthe most precarious position. He has only two choices: The assistant principal has moreoptions.

HereÕs the dilemma. If Tony decided to be defiant, there is r eally nothing that anyonecan do to make him pick it up . At this point, Tony will risk any consequence. LetÕs gobackward a moment. How might we get the carton picked up?

1. Make a general announcement about cleaning around oneÕs table.

2. If any outside activity follows lunch, a choice can be provided:When the area is clean, we will be ready to go out.

3. Ask a student in a more respectful tone, ŅTony, please help out here.

4. Ask informal leaders to Ņplease make sure the areas gets cleaned up.Ó

5. Simply pick it up with or without comment (if there is a comment, itshould not be sarcastic).

Suppose we are already in the situation as was originally posed by the administrator?We now have all the possible negative options we can think ofÉdeten tion, report to the office,suspension, a call to parents, etcÉYe t, the milk carton remains on the floor. Sensing a powerstruggle, we could simply pick up the carton and say, ŅNot yours Tony. I guess I can handle it.ÓThere is no doubt that I have Ōspit in TonyÕs soupÕ. He did not expect that response. I also posethis question: ŅIf a 40 year old man does not have the courage to pick up the carton; why is somuch courage expected from a 13 year old?Ó Or, I could say, ŅIÕll get it Tony, a clean cafeteriais a responsibility that we all share. Maybe youÕd be willing to help next time.Ó Keep it brief:donÕt lecture or moralize.

A f inal comment. Experience has proven that the next time I spot a carton of milk nearTony and s ay, ŅHey Tony, look at this. Another carton. Whose turn is it?Ó ThereÕs a goodchance heÕll pick it up. If not, I know I ha ve my work cut out to encourage him to become acontributing member of the school community.

REDIRECTING


WHEEL OF CHOICE

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IgnoreAsk if there is a problem

Count to ten and cool off

Tell them to stop

Apologize

Select another activity

Use an “I” message

IWalk away

ADDITIONAL INTERVENTIONS

Try at least two, in case of an emergency, get an adult.

Jane Nelsen, Positive Discipline


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The “Rs” of RECOVERY___Recognize the mistake with responsibility instead of blame.___Reconcile by apologizing to those offended or hurt.___Resolve the problem, when possible, by working together on a solution.

CONSEQUENCES AND SOLUTIONS___Reasonable___Related ___Respectful ___Reliably Enforced___Helpful: Solutions Advantage Disadvantage ____________________________________ ____________________________________ ___Reteach Appropriate Behavior ___Code of Conduct ___T-Chart ___Procedures/Routines ___Role Play ___Modeling by teacher/peers

I MESSAGES

I Feel…When…Because..What I need is …

ADDITIONAL INTERVENTIONS

Jane Nelsen, Positive Discipline


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Begin with the Least Intrusive Intervention, if necessary, proceed on the continuum. As you intervene with Power behaviors, employ the deescalation techniques to maintain the dignity of all.

Least Intrusive Strategies:

First Options:

__Planned Ignoring__Acknowledge Appropriate Behavior:__Proximity Praise__Use Compliance Praise__Make Recordings (Posting of Positive Behaviors)__Give A Standing Ovation__Review Code of Conduct

Successful intervention, no immediate action needed.Later, follow COPING during Therapeutic Rapport (CPI)

If intervention not successful,

Second Options:

Graceful Exits: (Albert)__Acknowledge Student Power__Remove The Audience (their focus on the student)__Schedule A Conference

__Agree With The Student __Change The Subject

__State Both Viewpoints __Refuse Responsibility __Dodge Irrelevant Issues __Deliver A Closing Statement __Take Teacher Time-Out

Successful intervention, no immediate action needed.Later, follow COPING during Therapeutic Rapport (NCI).

POWER HIERARCHY


54


__Choose another graceful exit

Successful intervention, no immediate action needed. Later, follow COPING during Therapeutic Rapport (CPI)


Third Options:

__Use an “I” message (Curwin and Mendler) “When________I feel________because________

So, what I need is________.” __Active Listening (LAAD)

Successful intervention, no immediate action needed. Later, follow COPING during Therapeutic Rapport (CPI)


Fourth Options:

__Set Limits (NCI): __Clear __Enforceable __Reasonable

__Use when-then statements: (NCI) " When you have _______, then you may ___________."

__Give Limited Choices (Nelsen)__Wheel of Choice (Nelsen)

__The Four Rs of Solutions (Nelsen) __Related-the solution is related to the behavior __Respectful-respect and dignity is maintained __Reasonable-not adding punishment __Revealed-students know solutions in advance__Positive Time-Out (Nelsen)__Ask the student if they need time to chill to feel better so that he/she will behave better__Use the Language of Choice: (Albert) __"You may sit quietly and not disturb instruction, or you may ___________. You decide."

POWER HIERARCHY


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POWER HIERARCHY

Conflict Resolution (Albert)__Define the Problem__Describe the feelings__Declare the needs__Discuss/evaluate solutions__Decide on a plan__Determine effectiveness__The Rs of Recovery (Nelsen)__Recognize the mistake with responsibility/not blame__Reconcile by apologizing those offended or hurt __Resolve the problem, work on a solution

Successful intervention, no immediate action needed.Following, use COPING during Therapeutic Rapport (NCI).

If intervention is not successful, and instruction can not continue:

Fifth Options:

__Student is directed to go to _____.__If student refuses, the audience is removed to designated area. __Student remains in class with teacher or other staff __ Following, use COPING during therapeutic Rapport (CPI) __Employ previously stated consequences.

Last Resort: Most Intrusive:

__If the student becomes physically acting out at any time and is a danger to himself, students, or staff, NCI physical interventions are used by the team trained and certified by Nonviolent Crisis Intervention

to ensure the care, welfare, and safety of all.


AVOIDANCE

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Modify Instructional Methods___Use concrete learning materials.___Use computer-based instruction.___Teach one step at a time.___Teach to the seven intelligences. Encourage Positive Self-Talk___Post positive classroom signs.___Require two “put-ups” for every put-down.___Encourage positive self-talk before tasks. Reframe the “I Can’t” Refrain___State your belief in students’ abilities.___Stage an “I can’t” funeral.___Teach students to set goals. Teach Procedures For Becoming Unstuck___Brainstorm ask-for-help gambits.___Use sequence charts.___Provide tutoring.

AVOIDANCE OF FAILURE

INSTRUCTIONAL STRATEGIES



ADDITIONAL RESOURCES

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POSITIVE BEHAVIOR SUPPORTEnhancing Success and Safety in Schools

PREVENTION STRATEGIES

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ___created by teacher and students.

___written in the first person.___identifies the appropriate behavior.___taught to students.___used for self-evaluation ___reviewed daily/weekly.___displayed in the classroom.___sent to parents.

___Form a circle.___Agenda setting.___Set the code.___Select partners.___Pose the problem/question. ___Personal reflection.___Signal for quiet.___Partner talk.___Whole group discussion.___Close the meeting.

Make Mistakes Okay ___Talk about mistakes.___Equate mistakes with effort.___Minimize mistakes’ effects.___Plan for the future.Build Confidence___Focus on improvement.___Notice Contributions.___Build on strengths.___Show faith in students.___Acknowledge a task’s difficulty.___Limit time on difficult tasks.Focus On Past Successes___Analyze past success.___Repeat past success.

Make Learning Tangible___“I-Can” cans.___Accomplishment albums.___Checklists of skills.___Flowchart of concepts.___Talks about yesterday, today and tomorrow. ___Organize materials, use subject folders. Recognize Achievement ___Select good citizen for the day/wk/mo.___Applause and assemblies.___Exhibits.___Acknowledge student progress o parent.

THE CODE OF CONDUCT THE CLASS MEETING

HELP STUDENTS FEEL CAPABLE

EDUCATOR’S MISSION STATEMENT

ENCOURAGEMENT STRATEGIES


HELP STUDENTS CONNECT

Acceptance___Accept students’ cultural differences.___Accept students with disabilities.___Accept students’ personal style.___Accept the doer, not the deed. ___Celebrate diversity.

Attention___Greet students.___Listen to students.___Teach students to ask for attention.___Spend time chatting.___Talk about life outside of school.___Mention previous conversations.___Eat with students.___Attend school events.___Complete a project with students.___Schedule individual conferences.___Join students on the playground.___Chaperon school events.___Recognize birthdays.___Maker baby-picture bulletin boards.___Send cards, messages to students.___Show interest in students’ hobbies.___Develop a coat of arms.___Compile a class directory.___Establish pen pals (e-mail, fax).

Appreciation ___Appreciate the deed, not the doer.___Use three-part appreciation statements.___Give written words of appreciation.___Teach students to give appreciation.Affirmation___Be specific: affirm the doer, not the deed.___Be enthusiastic.___Acknowledge positive traits verbally and in writing,___Teach students to be talent scouts: look for positive character traits.Affection___Give affection with no strings attached.___Demonstrate care when things are difficult.___Show kindness, and it will multiply and be returned.___Show friendship.___Use high fives and handshakes.

HELP STUDENTS CONTRIBUTE

Class___Involve students in building the learning environment.___Invite students’ help in daily tasks.___Request students’ curriculum choices.___Designate class liaisons.___Conduct class meetings.___Delegate responsibility for specific functions.___Be a positive role model. School___Create a Three C-Team to build a school-wide community.___Schedule work service periods.___Establish a “catch them being good” patrol.___Complete special projects via an integrated curriculum.___Recruit and train students as playground peer coaches.

Community___Adopt a health care center.___Adopt a zoo animal.___Contribute to community drives.___Promote volunteerism..___Acknowledge random acts of kindness.___Visit, fax, write, or e-mail residents in nursing homes

Environment___Join and support worthy cause.___Participate in school and community recycling, cleanup campaigns.___Establish information/help centers for school and community.


HELP STUDENTS CONTRIBUTE

Other Students ___Create a circle of friends.___Establish peer tutoring.___Use students as cross-age tutors.

Notice Appropriate Behavior___Use proximity praise.___Use compliance praise.___Make recordings.___Give a standing ovation.Clarify Desired Behavior___Use “when-then” statements.___Use “target-stop-do”.Legitimize the Behavior___Create a lesson.___Go the distance.___Have the class join in.___Use a diminishing quota. Do the Unexpected___Turn out the lights.___Play a musical sound.___Lower your voice.___Change your voice.___Talk to the wall.

INTERVENTION STRATEGIES

Minimize the Attention ___Refuse to respond.___Give “The Eye”.___Stand close by.___Use name dropping.___Send a general signal.___Send a secret signal.___Give written notice.___Use an “I message”.___Consider seating arrangement.

ATTENTION-SEEKING

___Be a peer mediator.___Teach peer recognition.___Participate as a study buddy.

Reframe the “I Can’t” Refrain___State your belief in students’ abilities.___Stage an “I can’t” funeral.___Teach students to set goals. Teach Procedures For Becoming Unstuck___Brainstorm ask-for-help gambits.___Use sequence charts.___Provide tutoring.

AVOIDANCE OF FAILURE

Distract the Student___Ask a direct question.___Ask a favor.___Give choices.___Change the activity.

___Use one-liners.___Cease teaching briefly.

Modify Instructional Methods___Use concrete learning materials.___Use computer-based instruction.___Teach one step at a time.___Teach to the seven intelligences. Encourage Positive Self-Talk___Post positive classroom signs.___Require two “put-ups” for every put-down.___Encourage positive self-talk before tasks.


DEESCALATION STRATEGIES___Revisit belief system___Focus on the behavior-not the student___Focus on the present___Control negative emotions___Discuss misbehavior later___Allow students to save face___Proxemics (personal space)___Kinesics (body language)___Paraverbal communication:

___Tone___Volume___Rate

6 D’s of CONFLICT RESOLUTION___Define the problem___Describe the feelings___Declare the needs___Discuss/evaluate solutions___Decide on a plan___Determine effectiveness

CONSEQUENCES AND SOLUTIONS___Reasonable___Related ___Respectful ___Reliably Enforced___Helpful: Solutions Advantage Disadvantage

___Reteach Appropriate Behavior ___Code of Conduct___T-Chart___Procedures/Routines___Role Play___Modeling by

teacher/peers

ADDITIONAL INTERVENTIONS___Wheel of Choice.___Set limits.___Student Conference.___Student-directed plan. ___ “I” messages.___Active listening.___Team directed plan.___Language of choice.

3 “Rs” of RECOVERY___Recognize the mistake with responsibility instead of blame.___Reconcile by apologizing to those offended or hurt.___Resolve the problem, when possible, by working together on a solution.

GRACEFUL EXITS___Acknowledge student's power ___Table the matter___Remove the audience___Schedule a conference___Agree with the student___Change the subject___State both viewpoints___Refuse responsibility___Dodge irrelevant issues___Deliver a closing statement___Take teacher time-out

POWER AND REVENGE

ENDING THE HOSTILITY CYCLE___Listening Calmly restate understanding that the student is upset.___Acknowledging Acknowledge that student is heard and redirect back to the lesson.___ Agreeing Agree with the student -keep responsibility with the student.___Deferring Talk later-without an audience.


BIBLIOGRAPHY

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REFERENCES AND ADDITIONAL RESOURCES

Albert, L. (1996).Cooperative discipline. Circle Pines: American Guidance Service Inc.

Anderson, J.L., Albino, R.W., Mesaros, R.A., Dunlap, G., & Morelli-Robbins, M. (1993). Issues in providing training to achieve comprehensive behavioral support. In J. Reichle & D.P. Wacker (Eds.), Communicative approaches to the management of challenging behaviors (pp. 363-406).Baltimore: Paul H. Brookes.

Bailey, J.S., & Pyles,D.A.M. (1989). Behavioral diagnostics. In E. Cipani (Ed.), The treatment of severe behavior disorders: behavior analysis approaches (pp. 85-107).

Washington, D.C.: American Association on Mental Retardation.

Bambara, L., & Knoster, T. (1996). Guidelines on effective behavioral support. Pennsylvania Department of Education, Bureau of Special Education.

Bambara, L., & Knoster, T. (1998). Designing positive behavior support plans. Washington, D.C.:American Association on Mental Retardation.

Bambara, L., Knoster T., Lengyel, L., & Krueger, J. (1995). A five step planning process to design and deliver an effective behavioral support plan. Instructional Support

System of Pennsylvania, Pennsylvania Department of Education.

Bellanca, J., & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom. Palatine, IL: Skylight Publishing.

Brophy, J. & Good, T. (1974). Teacher-student relationships: causes and consequences. New York: Holt, Rinehart, and Winston.

Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994).

Communication based intervention for problem behavior: A year’s guide for producing positive change. Baltimore: Paul H. Brookes.

Center for Systemic Educational Change. (1996). (videotape). Creating caring communities: A responsive classroom for urban children. District of Columbia Public Schools.

Colvin, G., & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An

instructional approach. Education and treatment of children, 11, 341-348.

Curwin, R.L. & Mendler, A.N. (1988). Discipline with dignity , Reston, VA: Association for Supervision and Curriculum Development.

Dadson, S., & Horner, R.H. (1993). Setting events. Teaching exceptional children, 25 53-55.

Donnellan, A.M., LaVigna, G.W., Negri-Shoultz, N., & Fassbender, L.L. (1988). Progress without punishment. New York: Teachers College Press.

Donnellan, A.M., Mirenda, P.L., Mesaros, R.A., & Passbender, L.L. (1984). Analyzing the

communicative functions of aberrant behavior. Journal of the association for persons with severe handicaps, 9, 201-212.

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Albert, L. (1996).Cooperative discipline. Circle Pines: American Guidance Service Inc.

Anderson, J.L., Albino, R.W., Mesaros, R.A., Dunlap, G., & Morelli-Robbins, M. (1993). Issues in providing training to achieve comprehensive behavioral support. In J. Reichle & D.P. Wacker (Eds.), Communicative approaches to the management of challenging behaviors (pp. 363-406).Baltimore: Paul H. Brookes.

Bailey, J.S., & Pyles,D.A.M. (1989). Behavioral diagnostics. In E. Cipani (Ed.), The treatment of severe behavior disorders: behavior analysis approaches (pp. 85-107).

Washington, D.C.: American Association on Mental Retardation.

Bambara, L., & Knoster, T. (1996). Guidelines on effective behavioral support. Pennsylvania Department of Education, Bureau of Special Education.

Bambara, L., & Knoster, T. (1998). Designing positive behavior support plans. Washington, D.C.:American Association on Mental Retardation.

Bambara, L., Knoster T., Lengyel, L., & Krueger, J. (1995). A five step planning process to design and deliver an effective behavioral support plan. Instructional Support

System of Pennsylvania, Pennsylvania Department of Education.

Bellanca, J., & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom. Palatine, IL: Skylight Publishing.

Brophy, J. & Good, T. (1974). Teacher-student relationships: causes and consequences. New York: Holt, Rinehart, and Winston.

Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994).

Communication based intervention for problem behavior: A year’s guide for producing positive change. Baltimore: Paul H. Brookes.

Center for Systemic Educational Change. (1996). (videotape). Creating caring communities: A responsive classroom for urban children. District of Columbia Public Schools.

Colvin, G., & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An

instructional approach. Education and treatment of children, 11, 341-348.

Curwin, R.L. & Mendler, A.N. (1988). Discipline with dignity , Reston, VA: Association for Supervision and Curriculum Development.

Dadson, S., & Horner, R.H. (1993). Setting events. Teaching exceptional children, 25 53-55.

Donnellan, A.M., LaVigna, G.W., Negri-Shoultz, N., & Fassbender, L.L. (1988). Progress without punishment. New York: Teachers College Press.

Donnellan, A.M., Mirenda, P.L., Mesaros, R.A., & Passbender, L.L. (1984). Analyzing the

communicative functions of aberrant behavior. Journal of the association for persons with severe handicaps, 9, 201-212.

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individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.

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