I feel like the opportunity I've been given is too extraordinary to not share my experiences. I walked into a class of 58 students with some of the most difficult students I have ever seen and it functions better than 90% of the classes I've worked with (which have been many). My co-teachers are masters in the art of teaching and behavior management. I'd like to share the knowledge I've gleaned from working with them as their protege.
Principles of Behavior management
- You get what you notice, so notice (and reward) the positive.
- Time is better spent in teaching and reteaching the appropriate behavior than in punishment.
- Any consequences should be logical, related to the problem, and timely.
- Be clear and explicit with expectations.
- Choice and student involvement.
- You cannot make a child behave, you can only make him or her want to behave.
The Classroom Behavior Plan
First and foremost, the class is extremely organized. It is visually appealing and warm while also minimizing distractions. The students are expected to clear off the tops of their desks during every transition and have been taught and retaught routines which are constantly being reinforced. Some of these strategies, routines, and organizational tools include:
- A homework, still working, writing, and coloring folder (color coded, of course)
- A spiral for most subjects
- Buckets containing materials for small reading and math groups clearly labeled with the group and students near or in the area the group is to meet
- Student jobs such as: lunch helpers who carry the baskets and lunch cards to the cafeteria, group leaders who pick up the buckets of materials for group meetings, a technology aide who works the projector and microphone, etc.
- A classroom economy
- A behavior rubric
- Positive behavior support
- Behavior charts for challenging students
- Behavior plans
- Apologies of action
- Expectations and routines designed by the students
- Choice (academic and behavioral)
Positive Behavior Support: My co-teachers swear this is one of the top three most important things for behavior management. Recognize students for improvement, accuracy, etc. but MAKE SURE that these are legitimate reasons to reward. Too many or trivial rewards can seem patronizing to students. Also, there are students for whom positive behavior supports will produce the opposite effect. Know your students.
Consistency: The number one most important behavior management strategy. If you say it, do it, PERIOD.
Behavior charts: Students who need more support than the average student are put on behavior charts. On the chart students earn minutes toward a predetermined activity at home or at school for each school period or subject. Often done in conjunction with systems in the home with parental input. Some students work on a graduated system, while others earn all of the points or none depending on the student's characteristics.
Choice: For oppositional students, choice is imperative. Avoid power struggles when necessary.
Behavior Rubric: We assess behavior on a similar rubric as we do academics. Students know what each number means and looks like. We have a chart with each student's name on it in one box from 1 to 6. If it were my own classroom I would probably have a chart like the one below with clothespins with the students' names on them (only 1 through 6), or a chart drawn on the board with a magnetic name tag to move, because crossing student names and rewriting them and reprinting when it gets too messy is very cumbersome. We make it a big deal when students move up, but it is private when students move down. Sixes have proven to be trustworthy so they get special privileges. We have taught and practiced what it looks like to be a 6.
Case Studies
Behavior Rubric: We assess behavior on a similar rubric as we do academics. Students know what each number means and looks like. We have a chart with each student's name on it in one box from 1 to 6. If it were my own classroom I would probably have a chart like the one below with clothespins with the students' names on them (only 1 through 6), or a chart drawn on the board with a magnetic name tag to move, because crossing student names and rewriting them and reprinting when it gets too messy is very cumbersome. We make it a big deal when students move up, but it is private when students move down. Sixes have proven to be trustworthy so they get special privileges. We have taught and practiced what it looks like to be a 6.
4, 5, and 6 are appropriate and remember to follow the rules with and without an adult present.
- 6: Always is responsible, respectful, and kind. Always works for quality, has excellent behavior, is focused, has a positive attitude, tries their hardest even when faced with problems and is a positive example for others.
- 5: Almost always is responsible, respectful and kind. Almost always works for quality, has excellent behavior, is focused, has a positive attitude, tries their hardest even when faced with problems, and is a positive example for others.
- 4: Most of the time is responsible, respectful and kind. Usually works for quality, has excellent behavior, is focused, has a positive attitude, tries their hardest even when faced with problems, and is a positive example for others.
1, 2, and 3 need an adult present to act appropriately. They have not internalized behaviors to carry them out consistently unless supervised.
- 3: Works well most of the time, but may talk out or act silly at inappropriate moments. Gets most of their work done. Might mess around in the hall or bathroom.
- 2: Off task several times, talking out, funny noises, inappropriate words, arguing, sloppy work. Might mess around in the hall or bathrooms, climb bathroom stalls, use inappropriate language.
- 1: Yelling, refusal to do as asked, repeatedly interrupts, hands on, fighting, not truthful. Completely untrustworthy without an adult present.
Case Studies
What do you do when a third grader tells another faculty member to
"F" off (using the real term, of course), or when you're working with
a student that is functioning so low on Maslow's hierarchy of needs that you
know the instruction isn't getting through?
*All names used for case studies are pseudonyms.*
Tyler
Characteristics: This student is
textbook oppositional defiant disorder. Whatever you ask him to do he
will do the opposite. He is eager to displease and desires control and
power in any situation. He is a professional at disruption and knows exactly
how to get what he wants. He has learned that everyone has to give in at
a certain point. He will scream, make noises during instruction, run,
jump from desk to desk, etc. His goals with this behavior are to avoid
doing work, to get sent to the principal's office, and ideally, to get sent
home. This student's misbehavior does not extend to social interactions
with peers. He has also displayed that he has control over his behavior
in that, when told that he will not be able to do an activity he desires he will
change his behavior immediately. The problem is, he desires very few
activities. Belonging is important to him and he likes to do classroom
jobs. He is very intelligent and good at reading people. If he decides he
will complete an activity he meets or exceeds standards.
Background: This student is a bit of
a mystery because, until half way through second grade this student was the
ideal student. Then, one day, he seemingly snapped. His behavior
deteriorated until, at one point, he was being chased around the school grounds
by faculty and ended up being coaxed down from a railing. Problems are
starting to surface in the classroom from his home life, though they don't seem
to be anything extraordinary. There is fighting in his home and
disrespect between important adult figures in his life.
Interventions:
•
Choice model
•
Modified behavior chart
•
No standard PBS
•
DO NOT SEND TO THE OFFICE OR HOME policy
•
Classroom jobs
•
Discussions/Goal setting
•
Posting any work that he hasn't completed on the
other side of the window above his desk (so he doesn't tear it up and has to
ask for it)
•
Flow chart (below) posted on the other side of the
window next to his desk:
Narrative: This student is a top priority
for intervention. He disrupts learning and is occasionally a danger to himself.
It became clear immediately that PBS produced the opposite of the desired
result, so a plan was designed to take away all PBS, and slowly reintroduce it
as his oppositional behavior decreased.
First, a graduated behavior chart was introduced.
He earned points toward time to play a video game at home, but he
couldn't handle this model and would push the limits and then throw a fit when
he did not get any points. So, he was put on an "all or
nothing" plan. If he made no mistakes he would get all of his
points, if he made on or more he would lose them all. This plan only
worked somewhat. It became clear that video games were not motivating
enough for him. Upon questioning him I discovered that he found
basketball much more motivating. So, instead of video games, I offered to
give up my prep time to play basketball with him. He earns 4 minutes for
every subject or period. Later, we adjusted the plan because he showed
huge improvement. He would only earn 1 minute per period, but would get
to work with a high school student on the basketball team once per week.
He is always given a choice on matters, to be on
task, or to wait to complete the task or to complete a modified task with a
logical consequence. He is never engaged in a power struggle because HE
WILL WIN. He is simply given the options, and we walk away. But, we
make sure we are 100% consistent regardless of how he acts, whether that be in
consequences or rewards.
When he has a behavior problem such as making
noises or intentionally trying to distract other students he is ignored unless
he is creating a dangerous situation for himself or others. We NEVER
react with emotion. Simply stay calm and talk in an even but stern voice.
As a class we talked about "feeding the fire," telling the
students that whenever someone is making a bad decision if you watch, laugh,
point, or otherwise make a big deal about it you are just "feeding the
fire." This discussion applied to other students as well. We
also do not send him to the office or home, because this is a reward for him.
He is an intelligent child, so after all of his
misbehavior we invite him to talk with us when he is ready. We normally
add some incentive or consequence for talking with us. We will try later
if he decides not to. Then, we calmly discuss his behavior, why it was unacceptable,
how it affects him and others, and how it would affect him in real life.
He does many classroom and school jobs which are
not taken away as consequences to help him feel like he is an important part of
the school community.
Progress: Tyler has made tremendous
progress. Recently, we moved him up the behavior rubric, moved him from
his isolated desk to a group, and discussed a time when he would not need
basketball as a reward anymore. His behavior patterns have not been
permanently altered yet, but they have definitely improved. With more
consistency and encouragement (that he can handle), he just might become a
self-monitoring student. An unanticipated consequence is Tyler's status
increase. He has become very popular as he gets to choose a student to
play basketball with him when he has earned it. He feeds off this
popularity and it has become a very motivating factor for his reward.
Jerad
Characteristics: This student has a
lack of impulse control and hyperactivity. He has developed a habit of
talking back to teachers and doing whatever it takes to get negative attention.
He has poor social interaction and his peers look at him with distrust.
Because of this and other factors he has a low self-concept. He is
rarely truthful and sometimes steals from other students. He will throw
tantrums, scream, cry, pout, refuse to talk or move, make noises during
instruction, show oppositional behavior, argue, lie, tattle, etc. He is
easily distracted and swayed by other students. He is an intelligent
student but is easily distracted and has low motivation which affect his
learning. He values being funny.
Background: This student has had a
lot of turmoil in his life. He moves between family members often and
parenting in the home is inconsistent.
Interventions:
•
PBS
•
Behavior plans
•
Weekly goal setting
•
Parent phone calls and letters (positive and
negative)
•
Social skills training
Narrative: Jerad's behavior is disruptive
but mostly affects his own learning. If given the chance he will be off
task. If given negative attention for a particular misbehavior he will
continue doing it. He will eventually complete a task if given a
motivating consequence such as, writing a behavior plan and apology, missing a
desired activity to do work, or a negative call home, but results are
short-term. We are working with him on making better decisions and
over-rewarding him for positive behaviors. We absolutely insist that
there is no cushion in our expectations. He will sit up straight, follow
every direction, etc. He was put on a behavior chart for a while, but it
proved ineffective and he was removed from it. This student responds to
very stern verbal reminders when necessary.
Every week Jerad and I set a behavior goal based on
becoming a 4 on the behavior rubric. I divided up the characteristics of
being a 4 into six areas and our goal is to work on one area every week.
For instance, being kind. I draw a comic every morning with him
showing what it looks like and sounds like to be kind. He then sets a
goal for the day and fills out a short daily goal form. I check with him
periodically and reward him with class dollars for positive examples of meeting
his goal. We decide at the end of the day if he met his goal, and at the
end of the week if he is ready to move on to a new area. I send home a
letter to his parents with his completed goal sheets every week.
Progress: Jerad's classroom behavior has
improved, but he still has a long way to go. He still often treats others
with disrespect, including teachers, and will engage in inappropriate
behaviors. He is encouraged to do small exercise activities to expend
energy, but uses these as a time to distract others. We are still working
on ways to teach him to behave appropriately.
Axel
Characteristics: This student has a
severe temper, a problem with bullying, and low self-control. He will
lash out in anger when he is asked to do something, receives a consequence, or
gets in a disagreement with a classmate. He operates on a heightened, if
skewed, sense of fairness and trust. When this sense of fairness and
trust is broken by friends or classmates (tattling or telling) he becomes
extremely angry. Consistency is critical for this student. He
responds well to positives and expects teachers to treat students equally.
He is bullied in his home by siblings and takes out his feelings of
oppression on other students, but takes serious conversations about the
fairness of his actions to heart.
Background: This student has had a
lot of turmoil in his home life.
Interventions:
•
PBS
•
Anger management training
Narrative: At the beginning of the year
Axel was constantly in fights with classmates and in trouble with teachers.
He would disrupt lessons with angry outbursts and would scream, cuss out,
threaten, and otherwise bully students and teachers. We have engaged in
weekly anger management mini-lessons for this student including, identifying
triggers, how to manage anger when it arrives, how to avoid getting angry, etc.
We also have showered him with positive attention in every instance
possible. EVERY time he is doing the right thing we celebrate his
success. We reward him with verbal praise and classroom money. He
yearns for attention, and has begun to appreciate positive attention over negative.
If there is a variance in consequences for different students he will
become very upset. He is also very protective of his things.
Progress: For the most part Axel's
behavior has completely improved. He still has to employ a variety of
strategies to manage his anger, but he does this consistently and efficiently.
His outbursts have decreased because he has a sense of safeness and trust
in the classroom systems. When faced with a new situation he will test
the limits of expectations, but in an average, talkative way, rather than in
anger.
