IMPACT INSTITUTE BEHAVIOR MANAGEMENT. Krissy Matthaei Gina Schutt

Transcription

1 IMPACT INSTITUTE BEHAVIOR MANAGEMENT Krissy Matthaei Gina Schutt Summer 2015

2 Voice Level 0 while facilitator or others are speaking Voice Level 1 for partner work Voice Level 2 while working with table colleagues Flag down one of your facilitators Proactive Approach to Behavior Management Participate in the structures and take care of your needs Stow away electronics Listen and plan with your case study in mind Take notes Participate in the structures Successful implementation of proactive strategies that will make a difference in your classroom

3 Objectives 3 Content Objective Participants will explore key concepts of positive behavior management that can be used to address diverse learners Literacy Objective Participants will take notes on the STOIC variables Participants will discuss tools and strategies for structuring a positive classrooms Participants will listen and plan for their Case Study students

4 Working with Challenging Students When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes. Randy Sprick

5 Good Faith Experiment There are 5 variables you can experiment with to help guide students to have successful productive behaviors Structure for Success Teach Expectations Observe and Monitor Interact Positively Correct, Fluently, Calmly, and Consistently Randy Sprick, 2009

6 STOIC Checklist You are perfectly structured for the results that you are getting. Randy Sprick Randy Sprick, 2009

7 What is Structure? Structure ISN T Punishment... Structure IS Orchestrated Care! Randy Sprick

8 How to Orchestrate with Care CHAMPS/ACHIEVE Expectations Classroom Rules

9 What is CHAMPS/ACHIEVE? CHAMPS is a way to communicate clear expectations When your expectations are clear, students never have to guess how to behave ACHIEVE is a more sophisticated acronym used for High School students Emphasis is on outlining expectations before the activity or transition takes place (proactive)

10 Structuring for Success Rules Unique to each classroom If a rule is broken, there is a consequence Rules are constant, regardless of the activity Expectations Unique to each activity Communicated through CHAMPS/ACHIEVE Pertain to both classroom activities and transistions

11 Structuring for Success Rules Expectations

12 Rules Rules should serve as the basis for implementing consequences for the most frequent misbehaviors-so ideally, if students follow the rules, the most likely misbehaviors will not occur. Take a Moment: List a few common misbehaviors you anticipate (that drive you nuts) may occur this coming up year with your students.

13 Keep in Mind Rules: Should be stated positively Should be specific and refer to observable behaviors Should be posted in a prominent, visible location Must be applicable throughout the entire class period Plan to teach your rules using positive and negative examples

14 CHAMPS/ACHIEVE Purpose: to define clear and consistent behavioral expectations for all regularly scheduled transitions and instructional activities, such as small group instruction and independent work periods.

15 Being Proactive in Planning C Conversation Can students talk to each other? H A M P S Help Activities Movement Participation Success How do students get their questions answered? How do they get your attention? What is the task or objective? What is the end product? Can students move? For example, can they sharpen their pencil? What does the expected student behavior look and sound like? How do students show they are fully participating? If students follow the CHAMPS expectations, they will be successful

16 Being Proactive in Planning A Activities What is the task or objective? What is the end product? C Conversation Can students talk to each other? H Help How do students get their questions answered? How do they get your attention? I E V E Integrity Effort Value Efficiency What are the expectations for students working together, quoting sources, and so forth? Define what you consider to be cheating or plagiarism. What does the expected student behavior look and sound like? How do students show they are fully participating? How would active participation be of benefit for students? Can you provide tips to increase student productivity?

17 Voice Levels Randy Sprick, 2009

18 CHAMPS/ACHIEVE Individually Jot Down: What activities and transitions might you plan to explicitly teach using CHAMPS/ACHIEVE?

19 Consider These Options Opening & Attendance Routines Entering and Exiting the Classroom Teacher Directed Instruction Moving within the Building Small Group Instruction Centers/Lab Stations Independent Work Time Peer Tutoring Sessions Handing out Supplies Cooperative Work Groups Sponge Activities Leaving for the Day Before the Bell Getting Supplies After the Bell Cleaning Up Handing in Work Silent Reading Tests Class Meetings

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30 Ratio of Interactions Biggest BANG!!! Strive to Provide a High Ratio of Positive Interactions (at least a 3:1 ratio) Interactions with students are considered positive or negative based on the student s behavior at the time you attend to him or her Just because an interaction is considered negative does not mean it is wrong Randy Sprick, 2009

31 Ratio of Interactions Tips: Scan the room and look for positive behaviors you can reinforce If you have a negative (corrective) interaction, you owe three positives Try praising someone for doing it the right way and intervene only if the misbehaving student doesn t change the misbehavior

32 Video Clip Keep a tally of the interactions you see positive vs. corrective (negative) Debrief what did you observe?

33 Classwide Motivation System Step 1 Preparation Identify the problem you want to solve Describe the goal, the replacement behavior Step 2 Select a system and prepare to implement Step 3 Identify how you will maintain, modify, or fade Randy Sprick, 2009

34 Whole Class Points - Time Interval Randy Sprick, 2009

35 100 Squares Randy Sprick, 2009

36 Mystery Motivators Randy Sprick, 2009

37 Teachers can help every student exhibit behaviors that will make that student feel like a champion. Randy Sprick

38 Want More? Dr. Randy Sprick will be presenting in collaboration with Dr. Anita Archer at the MTSS Symposium, September 3 and 4, 2015

39 Reference Slide Sprick, R. (2009). CHAMPS: A Proactive Approach to Classroom Management. Pacific Northwest Publishing. Video provided by Safe and Civil Schools