Preventing Discipline Problems in the Classroom Presented by: Randy Sprick, Ph. D. NJCIE Inclusion Conference Montclair State University June 25, 2014 For more information contact Safe & Civil Schools 800-323-8819 or info@safeandcivilschools
Introduction 1. Behavior is changeable! 2. Many schools depend too much on punitive consequences. 3. Punitive consequences have inherent and inescapable drawbacks, including but not limited to: Escape/avoidance Fear May become neutral May become reinforcing Can set a negative climate I ve come to a frightening conclusion that I am the decisive element in the classroom. It s my personal approach that creates the climate. It s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. Haim Ginott 4. The goal of classroom management is to develop a classroom of students who are responsible, motivated, and highly engaged in meaningful tasks. 5. There are five broad variables to implement to change behavior Structure for success. Teach expectations (like a great basketball coach). Observe circulate & scan. Interact positively with students. Correct misbehavior fluently. The following strategies are used with permission from: CHAMPS: A Proactive and Positive Approach to Classroom Management (Grades K - 8) 2nd Edition, Sprick, 2009 Discipline in the Secondary Classroom (DSC): A Positive Approach to Behavior Management (Grades 7-12) 3rd Edition, Sprick, 2013 1. Design rules that communicate your most important expectations. Safe & Civil Schools 1
Plan to post this information in a prominent place. If you wish to work these out with the students, predetermine whether there are any rules that you need to establish in order to effectively teach. Rules should be specific, observable, and (for the most part) stated positively. Avoid having more than five rules. SAMPLE RULES: Follow directions immediately. Work during all work times. Keep hands, feet, and objects to yourself. Arrive on time with all materials (pencil, notebook, textbook, paper). Safe & Civil Schools 2
2. Develop and post Guidelines for Success. Identify the traits you want all students to strive toward. Sample: Be responsible. Always try. Do your best. Cooperate. Treat everyone with respect, including yourself. Use the Guidelines as the basis for positive feedback, corrections, classwide discussions, monthly themes, assignments, celebrations of progress, guest speakers, and so on. 3. Prepare lessons on your behavioral expectations for each major activity. Identify critical content for activities such as teacher-directed instruction, independent seatwork, and cooperative groups. Be sure to clarify: Conversation Help Activity Movement Participation = Success High school teachers: Develop a behavior syllabus. Safe & Civil Schools 3
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4. Prepare lessons on your behavioral expectations for each major transition. Include time criteria. Transitions include: Arriving at the classroom Beginning class/routines Getting out necessary materials Changes in location Putting things away Cleaning up Leaving the classroom Schoolwide settings (halls, cafeteria, playground, bus waiting areas, assemblies, and so on) 5. Analyze the physical setting. All arrangements have advantages and disadvantages. For example, the arrangement of desks affects socializing between students. Desks in rows Clusters of four U-shape Clusters of eight Ensure easy access from any part of the room to any other part of the room. CIRCULATE!!! Safe & Civil Schools 5
6. Provide frequent noncontingent attention to help create a friendly and welcoming classroom climate. Greeting students at the beginning of class Showing an interest in student work 7. Develop consequences for common rule infractions. Establish consequences that fit the nature of the problem, but are as mild as possible. Implement the consequence calmly and consistently Possible classroom consequences include: Gentle verbal reprimand Keep a record of the behavior (see Behavior Record Form, p. 11) Behavior improvement form Parental contacts Restitution Time owed Timeout Four possible levels include: o Removal from small group instruction o Isolation area in class o Sent to another class o Sent to the office Reduction of points earned (behavior incorporated into grading) Lunch/after-school detention Student is required to devise a plan for own behavior Restriction from privileges 8. Develop a plan for providing frequent positive feedback for following rules, striving toward the Guidelines for Success, and meeting expectations. Feedback should be: Specific and descriptive Contingent Following a behavior or skill that is new Following a behavior or skill that is difficult Following anything the individual is proud of Age appropriate More frequent than attention to misbehavior 3:1 RATIO 9. Use goal-setting procedures with individual students who need additional direction and motivation. Safe & Civil Schools 6
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C H A M P S» no. 9.2 connect/motivation plan reflection/implementation (1 of 2) (Questions to Ask When an Individual Student Is Not Motivated to Succeed in Your Class) Student Teacher Date Targeted Activities (activities in which the student is unmotivated and/or unsuccessful) List the student s strengths 1. List three strategies you will use to provide noncontingent attention to the student every day. 2. For which targeted activities will you provide positive verbal feedback to the student? 2009 Pacific Northwest Publishing Reproducible Form 8
C H A M P S» no. 9.2 connect/motivation plan reflection/implementation (2 of 2) (Questions to Ask When an Individual Student Is Not Motivated to Succeed in Your Class) 3. What will you do if he or she doesn t respond well to positive feedback? 4. Identify two strategies for increasing your ratio of interactions with the student and describe how and when you will use them. 5. Which intermittment celebration(s) will you use to reinforce the student for showing appropriate behaviors and/or progress on the targeted activities? How will you select the celebration and when will you deliver it? 2009 Pacific Northwest Publishing Reproducible Form 9
C H A M P S PLAN WITH BULLETED POINTS (RUBRIC) no. 9.2» CONNECT/MOTIVATION PLAN REFLECTION/IMPLEMENTATION (1 of 2) (Questions to Ask When an Individual Student Is Not Motivated to Succeed in Your Class) Student Teacher Date Targeted Activities (activities in which the student is unmotivated and/or unsuccessful) Give specific examples; do not say everything Identify each academic area Consider study skills and work habits Don t forget nonacademic activities (e.g., sports, singing, peer relationships, drawing) List the student s strengths Consider: Academic strengths Behavioral strengths Social strengths Interests 1. List three strategies you will use to provide noncontingent attention to the student every day. These strategies should be specific (e.g., verbal greetings, hand gestures like thumbs up or handshake, facial expressions like smile, head nod, or wink) that are delivered at specific times of the day (e.g., entering or leaving the classroom, during small group work) and whenever appropriate (e.g., seeing student in the hallway). 2. For which targeted activities will you provide positive verbal feedback to the student? Look at the student s strengths and consider using some of them as opportunities for providing positive feedback. Positive feedback should also be given for behaviors that are new, difficult, or a source of pride for the student. Remember to deliver verbal positive feedback calmly and quietly, and within 3 to 4 feet of student. Be brief, specific, and descriptive. Safe & Civil Schools 10 2009 Pacific Northwest Publishing Reproducible Form
C H A M P S PLAN WITH BULLETED POINTS (RUBRIC) no. 9.2» CONNECT/MOTIVATION PLAN REFLECTION/IMPLEMENTATION (2 of 2) (Questions to Ask When an Individual Student Is Not Motivated to Succeed in Your Class) 3. What will you do if he or she doesn t respond well to positive feedback? Does the student feel embarrassed by the public display of positive feedback or not know how to accept positive feedback? Ask yourself if you are being too public or too dramatic with the feedback. Are you pausing expectantly after giving feedback so that the student feels compelled to respond verbally? Adjust feedback delivery accordingly and revert to giving only noncontingent attention for several weeks if the student continues to reject positive feedback. 4. Identify two strategies for increasing your ratio of interactions with the student and describe how and when you will use them. The goal is to provide a ratio of at least three positive interactions when the student is behaving appropriately to one negative interaction when the student is engaged in inappropriate behavior. Here are some ways to increase the ratio: Identify the times of day when the student often behaves appropriately. Schedule individual conference times. Scan the room to identify reinforceable behaviors. Give the student plenty of noncontingent attention when entering the room, at lunch, on playground, etc. Use gestures (e.g., thumbs up, head nod, OK sign) to acknowledge appropriate behavior. Post visual reminders to praise students on your plan book, wall, desk, or overhead. Give students more opportunities to respond. Publicly post examples of positive work by students. After praising one student, find and praise another student who is displaying the same behavior. Provide pre-corrections (quick reminders of how to behave appropriately when you anticipate students might have problems behaving appropriately). Emphasize attending to positive behaviors after responding to misbehavior. 5. Which intermittent celebration(s) will you use to reinforce the student for showing appropriate behaviors and/or progress on the targeted activities? How will you select the celebration and when will you deliver it? Provide a concrete reward or celebration when the student shows an important appropriate behavior. The reward or celebration must be meaningful to the student. Ask the student to identify rewards. While delivering, make sure to provide specific positive feedback on what the student has done well. Also keep up the noncontingent attention. Deliver on an unpredictable schedule so that the student won t know the celebration is coming. Deliver it more often at first. Safe & Civil Schools 11 2009 Pacific Northwest Publishing Reproducible Form
References and Resources Materials in the Safe & Civil Schools Library are now listed on SAMHSA s National Registry of Evidencebased Programs and Practices. To view details on the Safe & Civil Schools Positive Behavior Interventions and Supports Model, visit: www.nrepp.samhsa.gov/viewintervention.aspx?id=242 Books Sprick, R. S. (2012). Teacher s encyclopedia of behavior management: 100+ problems/500+ plans (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Wise, B. J., Marcum, K., Haykin, M., Sprick, R. S., & Sprick, M. (2011). Meaningful work: Changing student behavior with school jobs. Eugene, OR: Pacific Northwest Publishing. Sprick, R. S., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2010). Coaching classroom management: Strategies and tools for administrators and coaches (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S. (2009). CHAMPS: A proactive and positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S. (2009). Stepping in: A substitute s guide to managing classroom behavior. Eugene, OR: Pacific Northwest Publishing. Sprick, R. S. (2009). Structuring success for substitutes. Eugene, OR: Pacific Northwest Publishing. Sprick, R. S., Booher, M., & Garrison, M. (2009). Behavioral response to intervention (B-RTI): Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing. Sprick, R. S., & Garrison, M. (2008). Interventions: Evidence-based behavior strategies for individual students (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S. (2006). Discipline in the secondary classroom: A positive approach to behavior management (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S., & Garrison, M. (2000). ParaPro: Supporting the instructional process. Eugene, OR: Pacific Northwest Publishing. Multimedia Sprick, R. S. (2010). CHAMPS DVD inservice series (2nd ed., DVD program). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S. (2008). Discipline in the secondary classroom DVD inservice series (DVD program). Eugene, OR: Pacific Northwest Publishing. Safe & Civil Schools 12
Sprick, R. S. (2008). Interventions audio: Evidence-based behavior strategies for individual students (2nd ed., audio CD program). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S. (2008). When every second counts: Mini-inservices for handling common classroom behavior problems (CD and DVD program). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S., Swartz, L., & Schroeder, S. (2006). In the driver s seat: A roadmap to managing student behavior on the bus (CD and DVD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences. Sprick, R. S., Swartz, L., & Glang, A. (2005). On the playground: A guide to playground management (CD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences. Sprick, R. S. (2003). START on time! Safe transitions and reduced tardiness in secondary schools (CD program). Eugene, OR: Pacific Northwest Publishing. Sprick, R. S., Garrison, M., & Howard, L. (2002). Foundations: Establishing positive discipline and school-wide behavior support (CD program). Eugene, OR: Pacific Northwest Publishing. Articles Sprick, R. (2010). Shaping student behavior. SEEN Magazine, 12(2), 90 91. Sprick, R., & Daniels, K. (2010). Managing student behavior. Principal Leadership, September, 18 21. Sprick, R. (2009). Doing discipline differently. Principal Leadership, 9(5), 19 22. Sprick, R. (2009). Positive behavior support: A powerful vehicle for preparing 21st century citizens. SEEN Magazine, 11(3), 94. Sprick, R. (2009). Schoolwide discipline: Can you make it work? SEEN Magazine, 11(2), 102. Sprick, R., & Daniels, K. (2007). Taming the tardies Every minute counts. Middle Ground, 11(2), 21 23. Sprick, R. S. & Booher, M. (2006). Behavior support and response to intervention: a systematic approach to meeting the social/emotional needs of students. Communique, 35(4), 34 36. Sprick, R.S. (2004). Civil schools are safe schools: But are they attainable? Instructional Leader, 17(6), 3 5. The Council of Administrators of Special Education (CASE) has endorsed three Safe & Civil Schools resources: Foundations CHAMPS Interventions For more information, visit: www.casecec.org Safe & Civil Schools 13
Report on Graduation Rates in the U.S. A revised report, commissioned by the Black Alliance for Educational Options, found that the overall graduation rate nationally in 2003 was 71%. Graduation rates by race/ethnicity in 2003 were: African-American 56% Native American 57% Asian 79% White 78% Hispanic 54% Education Week reported that in 2010 the graduation rate was again 71%. To access the historical information regarding graduation rates, log onto: http://www.safeandcivilschools.com/research/graduation_rates.php Report on School Connectedness "Increasing evidence shows that when adolescents feel cared for by people at their school and feel like a part of the their school, they are less likely to use substances, engage in violence, or initiate sexual activity at an early age." This article demonstrates an association between connectedness and effective classroom management, effective disciplinary policies, small school size and involvement in extracurricular activities McNeely, C.A., Nonnemaker, J.A., Blum, R.W.; (2002). Promoting School connectedness: Evidence from the National Longitudinal Study of Adolescent Health, Journal of School Health, 72(4), 138-146. Research has shown that students who feel connected to school do better academically and also are less likely to be involved in risky health behaviors: drug use, cigarette smoking, early sex, violence and suicidal thoughts and attempts. This report summarizes what is known about school connectedness. Blum, Robert, School Connectedness: Improving the Lives of Students. Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, 2005. http://www.jhsph.edu/bin/i/e/mci_monograph_final.pdf Randy Sprick's Safe and Civil Schools Visit http://www.safeandcivilschools.com/ for information on Safe and Civil Schools products and services to help improve behavior, discipline and school climate, improve school connectedness and reduce suspensions/expulsions. _ Your Name: Your state code (e.g. OR) Your email (optional): Please print neatly! If you provide your email, Safe and Civil Schools will NEVER sell or give out your address. We will occasionally send you up-dates on workshops, tips, or new products. Safe & Civil Schools 14