Showing posts with label behavior. Show all posts
Showing posts with label behavior. Show all posts

Wednesday, September 14, 2011

In the End It's All about the Little Things...

Sometimes it's about dropping our intensity, anxiety, etc. over pacing guides, assessment, and academic growth. Sometimes its about the simpler things. Those things that make instruction accessible to all kids. Here are some tools from a brief lit review on instructional approaches to address problem behavior. Enjoy

Pre-Correction- pre-correction. With an instructional approach, the teacher proactively provides lessons on compliant behavior using demonstrations, explanations, positive and negative examples, and role plays (Colvin & Sugai,1988). 

De-Briefing- One strategy that is used following a negative consequence for a problem behavior is designed to prevent chronic non-compliance, is debriefing. This activity should provide feedback and planning at a time somewhat later than the initial response to the offense (Sugai & Colvin,1997). 

Behavior Rehearsal- Behavior rehearsal (Cartledge, 2005) or role-plays, are opportunities to practice and to be positively reinforced for complying with behavioral expectations. Pre-correction is an instructional strategy that is used in situations where non-compliance is likely, but before the non-compliance occurs.

Friendly Rapport- Walker and Walker (1991) include making an effort to establish a friendly rapport by speaking informally with students outside of class, for example, before or after school, or during the lunch break, as a means of preventingnon-compliance in class.   

Behavioral Momentum- Compliance also can be increased by using a sequence of commands that begin with several easy to follow directions that have a high probability of eliciting compliance (Belfiore, Basile, & Lee, 2008).

CICO- CICO involves rating how well a student has succeeded in meeting his or her behavioral goals during a class period and providing feedback and encouragement (Crone, Hawken, & Horner, 2010).

Opportunity to Respond- Non-compliance in the classroom can be reduced or prevented by matching the instructional demands and the opportunities to respond accurately to the students’ ability levels (Gunter & Conroy, 1998). 

Controlled Choice- An important way to defuse the anger and aggression that often accompany disobedience is to calmly offer choices rather than to engage in the direct confrontations we know as “power struggles” (Colvin, 1999).

 

Instructional Selectivity- Select high-interest of functional learning activities. Kids are far more motivated to learn when their instructional activities are linked to an area of high personal interest (Kern et. al., 2002).

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Monday, September 13, 2010

Preparing for Succes-Connecting with Students

As teachers we all have those certain students whom we find it hard to connect with. They are distracted, seem to be disengaged, would rater be somewhere else, show disrespect, etc. We all wish that things would be easier, that the student would pay attention, focus, or even show something as simple as a smile. Well, here is one practical strategy, based on principles of positive behavior support and effective classroom management. Give it a try and see how it works.

Start each class with a positive acknowledgment.
ex. "I see your on Time today Student, you're really getting the hang of your schedule." or "I see that your prepared for class today with all your materials, good job."

These are just 2 examples, but it will be important to connect with the student before class begins or right at the beginning of class to let them know you see them doing something well. It can be private, a comment heard by others, and you decide what's best given specific student needs. Think of it as a deposit in the behavior bank. We deposit positives so that the return on that investment gains interest. In this case, as the student is positively reinforced for doing something right at the beginning of the hour, he is less likely to associate teacher communication with getting in trouble.

M.J. Vannice 8/27/2010

(Dr. Laura Riffel- www.behaviordoctor.org frequently uses the bank deposit analogy)
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