Teaching, Encouraging, and Correcting Behavior - Amazon Web ...
10/14/15
School Climate and Discipline An increasing body of research points to the importance of school climate for both discipline and achievement.
Teaching, Encouraging, and Correcting Behavior Tricia Wells, MEd
Schools differed in their ability to create academic success, but the differences appear more related to school and classroom climate factors than to methods of teaching. Successful schools paid more than average a<en=on to the quality of interac9ons among those inhabi=ng the school and to the social context in which those interac=ons occur. Goodlad A Place Called School
Handouts for this session can be found on the AMLE2015 app
An=cipated Outcomes At the end of our session, you will understand… • The teaching and rela=onal aspect of discipline • The power of using a teaching approach to day-‐in, day-‐out discipline problems in your classroom. • Five strategies to teach, encourage, and correct student behavior. (Group and Individual Teaching, Preven=ve Prompt, Posi=ve Feedback, and Effec=ve Reprimands) • How to use a social skills curriculum or other behavioral expecta=ons to help you respond to misbehavior, teaching students life-‐long skills
• Student discipline is best achieved through instruc=on rather than punishment.
We spend too much 9me aBemp9ng to eliminate behavior rather than to accelerate behavior.
Key Understandings • Many students today do not have valuable social skills. • Student discipline is best achieved through instruction rather than punishment. • Student behavior can be taught using the same approaches used to teach academics. • Students need and want high standards for their behavior that are consistently upheld. • Effective teaching occurs within the context of a relationship.
What does Discipline mean? dis•ci•pline n. 1. teaching to act in accordance with rules; 2. ac=vity, exercise, instruc9on, or a regimen that develops or improves a skill; training; 3. punishment inflicted by way of correc=on and training. Random House Unabridged Dic9onary, 1993
dis•ci•pline (fr. La=n disciplina; teaching, learning) Instruc=on that corrects, molds or perfects character and develops self-‐control.
Webster s New Collegiate Dic9onary
1
10/14/15
• Students can be taught using the same approaches used to teach academics.
Punishment is Not a Solu=on Punishing problem behavior without a posi=ve and instruc=onal approach results in increased:
“There are those who would admonish their pupils ‘to behave’ rather than teach them how to relate posi9vely to each other. Seldom would we admonish a pupil to read in place of teaching the necessary skills.”
• Aggression
Morse, 1992
• Vandalism • Truancy • Dropouts Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997
Jake’s constant disrup=on is frustra=ng me and the other students. He calls out the answers during group discussions discouraging others’ par=cipa=on. When working independently, he yells out ques9ons to me. When I ignore him, he gets out of his seat without permission and comes to wherever I am, interrupts, or just stands and waits. If I send him back to his seat, he gets angry. Oaen he stops to talk with or ask for help from another student. If they try to ignore him, he becomes loud and rude, oaen insul9ng them or calling them names.
362 -‐187 225 • What are the errors? Is there a pa<ern? • How long would you allow the student to con=nue making this error before you intervened? • What would you do to help this student?
! What are the errors? Is there a pa<ern? ! How long would you allow the student to con=nue making this error before you intervened? ! What would you do to help this student?
• Students need and want high standards for their behavior that are consistently upheld.
“Failure to enforce rules leads students to believe that teachers & administrators do not care about them.” “The Acquisi9on of appropriate social behaviors by students is most effec9vely managed through systema9c teaching.”
Harvey Clarizio Toward Posi9ve Classroom Discipline
Stephens
“Social skills should be taught to children using the same strategies used to teach academic skills-‐direct instruc9on, prac9ce, and feedback.” Colvin & Sugai
2
10/14/15
Tolera9ng
inappropriate behavior…
…VALIDATES
that behavior
• Teaching and learning happens within the context of a rela=onship.
“I will never overlook an inappropriate behavior. Whenever I see one, I will look upon it as an opportunity to teach the youth a skill he does not already have.” Don Black
The Discipline Puzzle EXPECTATIONS
& “In our school improvement, changing the rela9onships between adults and students was at least as important as all the changes made in teaching, curriculum, and assessment.”
&
+-
Feed
+
Deborah Meier, Principal Central Park East Secondary School
The Discipline Puzzle “Changing student behavior begins by first changing adult behavior. Then and only then can we work in harmony with the student to help them learn more successful ways of behaving.
EXPECTATIONS
&
Tricia Wells Solving the Discipline Puzzle
&
+-
Feed
+
3
10/14/15
Preferred Adult Behaviors Adult Behaviors that Posi=vely Impact Ahtude, Coopera=on and Learning: • Proximity
Making Behavioral Descrip=ons • Be specific • Avoid judgmental terms
• Touch
• Make your descrip=ons repeatable
• Pleasant Voice/Vocal Expressiveness
• Use a calm voice
• Open Body Posi=on
• Use exact quotes
• Eye Contact
• Watch your body language
• Smile
• Describe things not done
• Use of Student s Name
• Demonstrate when necessary
What is a ra=onale? A statement that teaches the rela=onship between a behavior and its outcome. • A statement that demonstrates the benefits from engaging in appropriate behavior or by avoiding inappropriate behavior “If you avoid yelling and geZng angry when you disagree, others will be more likely to consider what you have to say.”
• A statement that points out the nega9ve consequences for engaging in inappropriate behavior “If you don t accept cri9cism, you may end up having to spend even more 9me being corrected.”
• A statement that teaches concern for others by sta=ng the effects that behavior has on others
Why use ra=onales? • Ra=onales help with compliance. • Ra=onales help students to understand that there are outcomes for their behaviors that are predictable rather than haphazard. Teaches cause and effect. • Ra=onales help to develop problem-‐solving abili9es. • Ra=onales aid in building rela9onships by helping teachers to appear fair. • Ra=onales help to develop an internal locus of control and reinforce feelings of personal efficacy. • Ra=onales help student to internalize and generalize skills to new situa=ons.
“When you call out to get the teacher s aBen9on, you disturb those around you.”
The Discipline Puzzle EXPECTATIONS
&
+
Ongoing Teaching ! Eight repe==ons are needed for a child to learn something new
&
+-
Feed
! For a child to unlearn an old behavior and replace it with a new behavior, you need to repeat the new behavior 28 =mes Twenty of those 9mes are used to eliminate the old behavior, and eight are needed to learn the new
Madeline Hunter
4
10/14/15
Ra=onales for Preven=ve Teaching • Introduces the behavioral curriculum; teaches your expecta=ons. • Allows teachers to focus on the posi=ve. • Allows students to become comfortable with your expecta=ons in a non-‐threatening situa=on. • Sets students up for success. • Provides for modeling and prac=ce of desired behaviors. • Clarifies your tolerance level; demonstrates fairness, and concern. • Increases teacher comfort.
Group Teaching Arrangements • • • •
Classroom Grade-alike groups Assemblies Cross-age small groups (e.g.
Circle of
Friends )
• Homeroom, Seminar, or Base Groups • Special/counseling groups
Preven=ve Teaching 1. Group Lessons 2. Individual Teaching 3. Preven=ve Prompt (Pre-‐Correct) Used proac9vely to teach and review expecta=ons: • At the beginning of the year, un=l mastered • As needs occur throughout the year • Prior to an ac=vity where behavior is needed • With students who need frequent review
Lesson Design and Behavioral Teaching • Anticipatory Set • Objective & Purpose • Instructional Input • Modeling
Introduce Skill Describe Behavior
Good teaching is good teaching The elements of effec=ve lesson design apply not only to academic instruc=on, but also to the teaching of responsible behavior
Correcting Your Own Work 1. Complete assignment and double check
Explain Reasons
2. Leave pencil at desk and take your paper to checking station
• Check Understanding
Check Understanding
3. Check each response with answer key; circle missed answers with colored pen
• Guided Practice
Role-play • Practice
• Summary • Independent Practice
Application Plan for Future Use
4. Return to your seat; cross out wrong answers, write correct 5. Check your paper again with the answer key 6. When 100% correct, place paper in box
5
10/14/15
Responsibility When Referred to the Office
Using the Correc=ng Sta=on Responsibly • Leave your pen or pencil at your desk • Only one person at each sta=on
When an adult says, You need to go to the office… 1. Get up immediately; leave all materials at desk
• Check your work quietly; no talking
2. Go quietly to the door
• If sta=ons are full, do other work at your seat un=l available.
3. Keep hands and feet to self 4. Walk directly to the office 5. Sit in designated chair 6. Wait quietly; no talking
Individual Teaching
Preven=ve Prompt
Express Care and Concern
A brief reminder of an expecta=on just prior to an opportunity to use it.
1. Provide Praise 2. Introduce Skill or Expecta=on
3. Describe Appropriate Behavior
“Before I go over your work from yesterday, do you remember what we said earlier about accep9ng correc9on?”
4. Reason or Value (Ra=onale) 5. Check for Understanding 6. Plan for Future Use
“As you get ready for dismissal, be thinking about what you need to do to be on 9me for your next class.”
Provide General Praise
The Discipline Puzzle EXPECTATIONS
&
+
&
+-
Feed
Incidental Teaching Capitalizes on the teachable moment when behavior occurs to reinforce and strengthen behavior or interrupt and stop the inappropriate behavior while teaching desirable behaviors. It is applied learning and promotes generaliza=on and maintenance of desired student behavior.
1. Posi=ve Feedback 2. Effec=ve Reprimand 3. Correc=ve Teaching
6
10/14/15
Incidental Teaching
Rules should not be designed to catch children misbehaving so that they can be punished. Instead, they should provide guidelines that help children examine their behavior, considering its effects on themselves and others. Vern Jones Comprehensive Classroom Management, 1995
Adult A<en=on Non-‐con9ngent:
Con9ngent: • • • •
Praise/Posi=ve Feedback Privileges Points/+ on School Note Contracts
• • • • •
Gree=ngs Proximity Smiles Conversa=ons Jobs
Addi=onal Power of Praise • Smiles and praise reduce (cor=sol) stress hormones and increase “feel good hormones” (oxytocin) • Smiles and praise increase feelings self-‐esteem • Posi=ve physiological reac=on to the giver, the receiver, and the observers of praise
Studies show that many students with ac9ng-‐out behavior receive liBle of no reinforcement, even when they do perform in a respecdul and responsible manner. Hill Walker The Ac9ng-‐Out Child: Coping With Classroom Disrup9on
Studies indicate praise leads to… • Increased academic outcomes (Luiselli & Downing, 1980) • Increased task engagement (Sutherland et al, in press) • Decreased inappropriate behavior (Gunter, Jack, et al., 1993)
Using Praise Effec9vely • Use praise that describes specifically; avoid ambiguous statements • 4:1 ra=o of posi=ve to nega=ve • Use praise con=ngently, recognizing a
School Climate and Discipline An increasing body of research points to the importance of school climate for both discipline and achievement.
Teaching, Encouraging, and Correcting Behavior Tricia Wells, MEd
Schools differed in their ability to create academic success, but the differences appear more related to school and classroom climate factors than to methods of teaching. Successful schools paid more than average a<en=on to the quality of interac9ons among those inhabi=ng the school and to the social context in which those interac=ons occur. Goodlad A Place Called School
Handouts for this session can be found on the AMLE2015 app
An=cipated Outcomes At the end of our session, you will understand… • The teaching and rela=onal aspect of discipline • The power of using a teaching approach to day-‐in, day-‐out discipline problems in your classroom. • Five strategies to teach, encourage, and correct student behavior. (Group and Individual Teaching, Preven=ve Prompt, Posi=ve Feedback, and Effec=ve Reprimands) • How to use a social skills curriculum or other behavioral expecta=ons to help you respond to misbehavior, teaching students life-‐long skills
• Student discipline is best achieved through instruc=on rather than punishment.
We spend too much 9me aBemp9ng to eliminate behavior rather than to accelerate behavior.
Key Understandings • Many students today do not have valuable social skills. • Student discipline is best achieved through instruction rather than punishment. • Student behavior can be taught using the same approaches used to teach academics. • Students need and want high standards for their behavior that are consistently upheld. • Effective teaching occurs within the context of a relationship.
What does Discipline mean? dis•ci•pline n. 1. teaching to act in accordance with rules; 2. ac=vity, exercise, instruc9on, or a regimen that develops or improves a skill; training; 3. punishment inflicted by way of correc=on and training. Random House Unabridged Dic9onary, 1993
dis•ci•pline (fr. La=n disciplina; teaching, learning) Instruc=on that corrects, molds or perfects character and develops self-‐control.
Webster s New Collegiate Dic9onary
1
10/14/15
• Students can be taught using the same approaches used to teach academics.
Punishment is Not a Solu=on Punishing problem behavior without a posi=ve and instruc=onal approach results in increased:
“There are those who would admonish their pupils ‘to behave’ rather than teach them how to relate posi9vely to each other. Seldom would we admonish a pupil to read in place of teaching the necessary skills.”
• Aggression
Morse, 1992
• Vandalism • Truancy • Dropouts Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997
Jake’s constant disrup=on is frustra=ng me and the other students. He calls out the answers during group discussions discouraging others’ par=cipa=on. When working independently, he yells out ques9ons to me. When I ignore him, he gets out of his seat without permission and comes to wherever I am, interrupts, or just stands and waits. If I send him back to his seat, he gets angry. Oaen he stops to talk with or ask for help from another student. If they try to ignore him, he becomes loud and rude, oaen insul9ng them or calling them names.
362 -‐187 225 • What are the errors? Is there a pa<ern? • How long would you allow the student to con=nue making this error before you intervened? • What would you do to help this student?
! What are the errors? Is there a pa<ern? ! How long would you allow the student to con=nue making this error before you intervened? ! What would you do to help this student?
• Students need and want high standards for their behavior that are consistently upheld.
“Failure to enforce rules leads students to believe that teachers & administrators do not care about them.” “The Acquisi9on of appropriate social behaviors by students is most effec9vely managed through systema9c teaching.”
Harvey Clarizio Toward Posi9ve Classroom Discipline
Stephens
“Social skills should be taught to children using the same strategies used to teach academic skills-‐direct instruc9on, prac9ce, and feedback.” Colvin & Sugai
2
10/14/15
Tolera9ng
inappropriate behavior…
…VALIDATES
that behavior
• Teaching and learning happens within the context of a rela=onship.
“I will never overlook an inappropriate behavior. Whenever I see one, I will look upon it as an opportunity to teach the youth a skill he does not already have.” Don Black
The Discipline Puzzle EXPECTATIONS
& “In our school improvement, changing the rela9onships between adults and students was at least as important as all the changes made in teaching, curriculum, and assessment.”
&
+-
Feed
+
Deborah Meier, Principal Central Park East Secondary School
The Discipline Puzzle “Changing student behavior begins by first changing adult behavior. Then and only then can we work in harmony with the student to help them learn more successful ways of behaving.
EXPECTATIONS
&
Tricia Wells Solving the Discipline Puzzle
&
+-
Feed
+
3
10/14/15
Preferred Adult Behaviors Adult Behaviors that Posi=vely Impact Ahtude, Coopera=on and Learning: • Proximity
Making Behavioral Descrip=ons • Be specific • Avoid judgmental terms
• Touch
• Make your descrip=ons repeatable
• Pleasant Voice/Vocal Expressiveness
• Use a calm voice
• Open Body Posi=on
• Use exact quotes
• Eye Contact
• Watch your body language
• Smile
• Describe things not done
• Use of Student s Name
• Demonstrate when necessary
What is a ra=onale? A statement that teaches the rela=onship between a behavior and its outcome. • A statement that demonstrates the benefits from engaging in appropriate behavior or by avoiding inappropriate behavior “If you avoid yelling and geZng angry when you disagree, others will be more likely to consider what you have to say.”
• A statement that points out the nega9ve consequences for engaging in inappropriate behavior “If you don t accept cri9cism, you may end up having to spend even more 9me being corrected.”
• A statement that teaches concern for others by sta=ng the effects that behavior has on others
Why use ra=onales? • Ra=onales help with compliance. • Ra=onales help students to understand that there are outcomes for their behaviors that are predictable rather than haphazard. Teaches cause and effect. • Ra=onales help to develop problem-‐solving abili9es. • Ra=onales aid in building rela9onships by helping teachers to appear fair. • Ra=onales help to develop an internal locus of control and reinforce feelings of personal efficacy. • Ra=onales help student to internalize and generalize skills to new situa=ons.
“When you call out to get the teacher s aBen9on, you disturb those around you.”
The Discipline Puzzle EXPECTATIONS
&
+
Ongoing Teaching ! Eight repe==ons are needed for a child to learn something new
&
+-
Feed
! For a child to unlearn an old behavior and replace it with a new behavior, you need to repeat the new behavior 28 =mes Twenty of those 9mes are used to eliminate the old behavior, and eight are needed to learn the new
Madeline Hunter
4
10/14/15
Ra=onales for Preven=ve Teaching • Introduces the behavioral curriculum; teaches your expecta=ons. • Allows teachers to focus on the posi=ve. • Allows students to become comfortable with your expecta=ons in a non-‐threatening situa=on. • Sets students up for success. • Provides for modeling and prac=ce of desired behaviors. • Clarifies your tolerance level; demonstrates fairness, and concern. • Increases teacher comfort.
Group Teaching Arrangements • • • •
Classroom Grade-alike groups Assemblies Cross-age small groups (e.g.
Circle of
Friends )
• Homeroom, Seminar, or Base Groups • Special/counseling groups
Preven=ve Teaching 1. Group Lessons 2. Individual Teaching 3. Preven=ve Prompt (Pre-‐Correct) Used proac9vely to teach and review expecta=ons: • At the beginning of the year, un=l mastered • As needs occur throughout the year • Prior to an ac=vity where behavior is needed • With students who need frequent review
Lesson Design and Behavioral Teaching • Anticipatory Set • Objective & Purpose • Instructional Input • Modeling
Introduce Skill Describe Behavior
Good teaching is good teaching The elements of effec=ve lesson design apply not only to academic instruc=on, but also to the teaching of responsible behavior
Correcting Your Own Work 1. Complete assignment and double check
Explain Reasons
2. Leave pencil at desk and take your paper to checking station
• Check Understanding
Check Understanding
3. Check each response with answer key; circle missed answers with colored pen
• Guided Practice
Role-play • Practice
• Summary • Independent Practice
Application Plan for Future Use
4. Return to your seat; cross out wrong answers, write correct 5. Check your paper again with the answer key 6. When 100% correct, place paper in box
5
10/14/15
Responsibility When Referred to the Office
Using the Correc=ng Sta=on Responsibly • Leave your pen or pencil at your desk • Only one person at each sta=on
When an adult says, You need to go to the office… 1. Get up immediately; leave all materials at desk
• Check your work quietly; no talking
2. Go quietly to the door
• If sta=ons are full, do other work at your seat un=l available.
3. Keep hands and feet to self 4. Walk directly to the office 5. Sit in designated chair 6. Wait quietly; no talking
Individual Teaching
Preven=ve Prompt
Express Care and Concern
A brief reminder of an expecta=on just prior to an opportunity to use it.
1. Provide Praise 2. Introduce Skill or Expecta=on
3. Describe Appropriate Behavior
“Before I go over your work from yesterday, do you remember what we said earlier about accep9ng correc9on?”
4. Reason or Value (Ra=onale) 5. Check for Understanding 6. Plan for Future Use
“As you get ready for dismissal, be thinking about what you need to do to be on 9me for your next class.”
Provide General Praise
The Discipline Puzzle EXPECTATIONS
&
+
&
+-
Feed
Incidental Teaching Capitalizes on the teachable moment when behavior occurs to reinforce and strengthen behavior or interrupt and stop the inappropriate behavior while teaching desirable behaviors. It is applied learning and promotes generaliza=on and maintenance of desired student behavior.
1. Posi=ve Feedback 2. Effec=ve Reprimand 3. Correc=ve Teaching
6
10/14/15
Incidental Teaching
Rules should not be designed to catch children misbehaving so that they can be punished. Instead, they should provide guidelines that help children examine their behavior, considering its effects on themselves and others. Vern Jones Comprehensive Classroom Management, 1995
Adult A<en=on Non-‐con9ngent:
Con9ngent: • • • •
Praise/Posi=ve Feedback Privileges Points/+ on School Note Contracts
• • • • •
Gree=ngs Proximity Smiles Conversa=ons Jobs
Addi=onal Power of Praise • Smiles and praise reduce (cor=sol) stress hormones and increase “feel good hormones” (oxytocin) • Smiles and praise increase feelings self-‐esteem • Posi=ve physiological reac=on to the giver, the receiver, and the observers of praise
Studies show that many students with ac9ng-‐out behavior receive liBle of no reinforcement, even when they do perform in a respecdul and responsible manner. Hill Walker The Ac9ng-‐Out Child: Coping With Classroom Disrup9on
Studies indicate praise leads to… • Increased academic outcomes (Luiselli & Downing, 1980) • Increased task engagement (Sutherland et al, in press) • Decreased inappropriate behavior (Gunter, Jack, et al., 1993)
Using Praise Effec9vely • Use praise that describes specifically; avoid ambiguous statements • 4:1 ra=o of posi=ve to nega=ve • Use praise con=ngently, recognizing a
