Chapter 7

Chapter 7 : Creating a Classroom Environment that Promotes Positive Classroom Behavior

Resources:

1) http://www.theteachersguide.com/ClassManagement.htm

2) http://www.brighthub.com/education/k-12/articles/3318.aspx

3) http://www.4faculty.org/includes/108r2.jsp

Summary:

· Classroom management involves “understanding student’s social strengths and challenges, preparing engaging and interactive curriculum, and using innovative, motivating, culturally responsive, differentiated teaching practices and instructional accommodations” ( p.242,Salend).

· Collaborate with your schoolwide positive behavioral intervention and supports decision making process.

o Tier 1: Primary Prevention via Universal Interventions and Supports

o Tier2: Secondary Prevention via Specialized Interventions and Suppots Targeted to Specific Groups of Students

o Tier 3: Tertiary Prevention via More Individualized and Intensive Interventions and Supports

· (FBA) Functional Behavioral Assessment – gathers info to measure students behaviors, determine why, where , and when a student uses these behaviors; identify the academic, instructional, social, affective, cultural, environmental, and contextual variables that appear to lead and maintain the behaviors; and plan appropriate interventions that address the purposes the behaviors serve for the students. There is a team that you will work alongside with such as other educators, family members etc. to help you with the assessment.

· Event recording- is used to record behavior if it has a definite beginning and end and occurs for brief periods of time. The recorder counts the number of times the behavior occurs in a given period of time. Duration recording is good to use to record how long the behavior lasts. Latency recording is good to use to determine the delay between receiving instructions and beginning a task. Interval recording or time sampling is done by dividing the observation period into equal intervals, and the observer notes whether the behavior occurred during each interval; a plus indicates that it occurred and a minus indicates that it did not. Anecdotal record is a narrative of the events that occurred during the observation. It helps the teacher understand the academic context in which student behavior occurs, and the environmental factors that influenced the behavior.

· Antecedents and consequences are the events that you may want to record that are associated with the student’s behavior. These are the events, stimuli, objects, actions, and activities and actions that precede and trigger the behavior.

· Specific hypotheses address reasons why the behavior occurs and the conditions related to the behavior including the possible antecedents and consequences. Global hypotheses address how factors in the students life in school, at home, and in the community impact on the behavior.

· Develop a behavioral intervention plan and then after it has been implemented, evaluate it.

· PROMOTING POSITIVE CLASSROOM BEHAVIOR:

o Employ relationship-building strategies- get to know your students and demonstrate a personal interest in them. Do this by learning about what is important to them

o Develop good relationships with students by helping to develop their self- esteem. Use Humor, acknowledge and praise your students. Conduct class meetings and dialogue. Be aware of non-verbal communication. Use affective education techniques. Use conflict resolution and peer mediating programs.

· Include Social Skills instruction to help students learn about social cues, facial expression, how to interact with each other.

· Use Antecedent-Based interventions that are changes in the classroom events, environment, and stimuli that precede behavior. They allow you to take actions that encourages positive behavior and minimize the likelihood of inappropriate behaviors occurring.

· Give clear directions

o Use teacher proximity and movement-move around the room so that you can monitor all students behavior

o Use Cues that are prompts that promote positive behavior. All students know what the cues mean when you use them.

· Follow routines

o Consider scheduling alternatives- establish and maintain a regular schedule and have a plan for how to help students who may have missed assignments, catch up. Also have specific schedules for students with certain disabilities.

o Help students make transitions

o Establish, teach and enforce rules