Targeting Behavior Success Paula Marshall Jan Oberschlake Beth Williams

Targeting Behavior Success

Paula Marshall Jan OberschlakeBeth Williams

Just Scratching the SURFACE!!!

Student Learning Styles/Intelligences Functions of Behavior Self-Esteem Strengths and Challenges

(ESE Awareness) Temperament CPI/TACT FBA

Administrative Policies Family/

Community

District Policies

Teacher• Mental Set (Marzano)

– “Withitness”

• Instructional Leader– Knowing your curriculum, varying the presentation of

the information, and teaching student HOW to learn

• Personally Inviting (Effective Classroom Management)

– With Yourself– With Others

• Effective Communicator– Nonverbals– Paraverbals

• Role Model (Sprick)

– Professionalism, ethics, and setting the tone

Level 1 - Teacher

• I greet students at the door.• I model social skills in the classroom (e.g. teaching

respect by being respectful).• I visually scan the classroom to monitor or prevent

potential behavioral disruptions.• I respond quickly to redirect and/or address student

misbehavior.• I listen to understand rather than listening to

respond.• I self regulate the non-verbal messages I may be

sending to my students.




Community

District Policies

88%




Community

District Policies

Environment• Inviting Classroom and Inviting School

– People• Parent Party, Open House, Teacher/School

Newsletter

– Policies• Resubmit Lessons, Student Involvement, Positive

Handbook, Behavioral Incentives, Attendance

– Places• Positive Posters, Room Arrangement Conducive to

Learning, Student Interests Displayed

– Programs• Award Nights, After-School Programs

– Processes• Team Meetings, Peer Evaluations, Cooperative

Learning

Level 2 – Physical Environment• Seating arrangements allow me to move among students

easily.• Seating arrangements allow students to form groups/teams

in an efficient way.• My classroom reflects the interests and cultural

backgrounds of the students as well as my hopes for all students to be successful, independent learners.

• Shelves and storage areas are well organized so it is clear where materials and equipment belong.

• Pathways throughout the room, such as those to the pencil sharpener, water fountain, classroom materials, or trash can are designed to avoid congestion.

• Seating arrangements allow students a clear view of instructional presentations.




Community

District Policies

84%




Community

District Policies

Class Rules and Procedures

• Guidelines for Success– Describe attitudes, traits, and behaviors that

result in success (in classroom and in life)• Rules and Procedures

– A rule identifies general expectations or standards

– A procedure communicates expectations for specific behaviors

• Hierarchy of Consequences– Positive: Provides reinforcement– Corrective: A set of responses that build in

terms of seriousness and severity (minor to major)

Level 3 – Classroom Rules and Procedures• Reinforcement and re-teaching of rules and routines is a

classroom practice.• All classroom rules have a compelling reason connected to them.• Prior to transitions or introducing a lesson, I consistently

provides clear expectations on conversation level, acquiring help, activity requirements, allowable movement and how the student can demonstrate that they are participating.

• Hierarchies of positive consequences for good behavior are utilized such as personal comments, written notes, positive calls home etc.

• I have a hierarchy of corrective consequences for misbehavior such as eye contact, proximity cues, warnings, restating expectation, referral etc.

• Students understand class-running routines such as taking role, lining up for fire drills, sharpening pencils, cleaning lab tables, etc.




Community

District Policies

84%




Community

District Policies

Lesson Planning

•Differentiated Instruction: – creating a “user-friendly” environment

•Standards– Sunshine State Standards– Access Points

•Plan with the End in Mind•Maintaining Student Engagement•I Do, We Do, You Do

Level 4 – Lesson Planning• I know the different learning styles of my students and

incorporate them in all lessons.• I know the different ability levels of my students and develop

lessons that address them.• I include provocative introductory experiences early in the unit

and the interest of the students is held throughout the unit/topic.• During an instructional block, I include several ways to change

brain states i.e. stretch breaks, changing seats, sharing with a partner, etc.

• I use cooperative learning groups and/or learning centers routinely in the classroom.

• My lesson plans include informing my students of the overall goal of the unit, what is most important and why, their performance requirements and the criteria by which they will be judged.




Community

District Policies

76%




Community

District Policies

Student Teacher Relationships• Positive Interactions and Feedback

– Real Person– Respect Giver– Relationship Coordinator– Rapport Builder– Resistance Melter– Reframer– Responsible Adult

• De-escalation– Understanding Goals, Power, and Relationships– How to Intervene with Challenging Individuals

Level 5 – Student Teacher Relationship

• I can sense when a student is becoming anxious or has unspoken needs and I respond to alleviate that anxiety in a timely manner.

• I consistently plan engaging “getting acquainted” activities to get to know my students and build a classroom community.

• I make an effort to recognize my students' special days and contributions…like birthdays, athletic events, academic, and citizenship achievements.

• I know the names of all students and use them often when providing positive feedback.

• In a highly emotional situation, discussion is delayed until both the student and I are calm.

• I provide a minimum ratio of 3-to-1 positive vs. corrective feedback to my students.




Community

District Policies

79%

Highlights of Student/Teacher

Relationships• Creating times for students to

get to know you and each other

• Planning lessons that build a classroom community

• Recognizing Student achievements/birthdays

• Knowing the names of your students

Pay Close Attention• Find the Letter on Your Table• When the Music Starts

– Stand Up– Push Your Chair In– Quietly Move Around the

Room Exchanging Cards

• When the Music Stops– Look and Your Card– Report to the Table that Matches Your Card– Sit Down and Wait for Further Instructions

Round Table/Round Robin• Number Yourselves Off

–REMEMBER YOUR NUMBER• When I say go

– The person with the peace of paper will Write and Verbalize a way to say “GOOD JOB”

– After Team Member 3 is done he/she will pass to next Team Member who will do the same thing

– Continue to go around the table until the timer sounds• You will have 2 minutes

– When the timer sounds, stop and look up here.




Community

District Policies

Student-Student Relationships

•Social Skills–Class Building–Team Building–Skill Streaming–Project Achieve

•The Stop & Think Social Skills Program

–True Colors

Level 6 – Student-to-Student

• Social skills are directly taught.

• I use class building strategies on a regular basis.

• I use team building strategies on a regular basis.

• I provide opportunities for my students to get to know each other.

• I provide feedback to students who show intolerance of other’s differences.

• I provide daily opportunities for students to work together.




Community

District Policies

75%




Community

District Policies

Student• Learning Styles/Intelligences• Functions of Behavior• Self-Esteem• Strengths and Challenges (ESE

Awareness)• Temperament• CPI/TEACH• FBA

Level 7 - Student• My students know their learning styles.• I demonstrate patience with students that have challenging

temperaments.• When students display challenging behaviors, I collect

data and use progress monitoring to systematically determine the function of the behavior.

• When students have low self-esteem, I provide extra interventions for that student geared to increase their self-worth.

• I use accommodations for students with behavioral challenges.

• I know the strengths of my students and build upon them.




Community

District Policies

75%

E-Mailing Results

• If you provided your name on the survey and would like your individual results, we will e-mail them to you.

•Send the request to:[email protected].

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Targeting Behavior Success Paula Marshall Jan Oberschlake Beth Williams