P-5: Establish behavior management plans

Transcription

1 P-5: Establish behavir management plans Cnsequences that wrk Elementary Structures that make rules wrk by encuraging desired behavir and deterring misbehavir Why have cnsequences? What are criteria fr effective cnsequences? What are examples f effective negative and psitive cnsequences? Examples within actual behavir management plans Negative cnsequences Sample prgressin f negative cnsequences Psitive cnsequences Why and hw shuld I track cnsequences? Why have cnsequences? They tell students what happens if they break a rule They tell students what happens if they fllw a rule They intrduce chice nce students knw the cnsequence, they are chsing their destiny when they chse t break the rule They are an effective way t teach self-discipline (i.e., the cause and effect relatinship between actin and cnsequence) They serve as feedback fr student behavir - just like with academic learning, feedback is critical t behaviral learning What are criteria fr effective cnsequences? Characteristics Ratinale Examples t Fllw Examples t Avid Gradual Gradual cnsequences prgressing frm less severe t mre severe as misbehavir is repeated.* This sends the message that students have the ptential t behave and simply need t understand and chse t fllw the expectatin. When they repeat the misbehavir, they chse the mre severe cnsequences. 1. Warning 2. Shrt detentin after class r schl 3. Written plan fr imprvement 4. Guardian cntact 5. Severe clause: Sent t principal 1. Warning 2. Sent t ffice r 1. Phne call hme 2. Parent cnference 3. In schl detentin Lgical r natural Natural cnsequences fllw frm the event r situatin, as students are allwed t experience the utcme f their pr chices r behavir, highlighting the ratinale If a student runs t be the first in line, he receives a warning and is asked t walk instead at the end f the line. (natural) When a student is disrespectful t a grup member during grup wrk, they are allwed t remain in the grup but are held in frm recess. (neither lgical nr natural)

2 P-5: Establish behavir management plans f the rule. Lgical cnsequences are structured learning pprtunities arranged t teach apprpriate behavir. When a student misbehaves during rehearsal fr a play, she receives a warning and is tld that if the pr behavir cntinues, she will have t sit ut f the rehearsal until the next day. (lgical) Having students write standards (i.e., writing I will listen t the teacher 100 times) (nt lgical it des nt teach students hw t imprve their listening skills and it might suggest t students that writing is a punishment) Maintain student dignity Cnsequences shuld be cnsistent frm student t student, and delivery f cnsequences shuld always address the particular behavir in questin, nt the student as a persn and his r her behaviral histry. If three students interrupt the teacher during a class perid, they all receive a warning. If three students interrupt the teacher during a class perid, the first gets ignred, the secnd gets a harsh warning, and the third student, wh has a histry f nt raising his hand, gets detentin after schl because the teacher is s fed up by that time. Likely t encurage desired behavir Ultimately, if yur cnsequences aren t meaningful fr students, they wn t be effective, even if they meet the criteria abve. Yur negative cnsequences must be undesirable and the psitive cnsequences must be desirable fr yur students This will depend n yur students age and interests. View examples f cmmn effective cnsequences fr elementary students belw. Ultimately, yu will need t get t knw yur students t determine what cnsequences will wrk best fr them. Whle-class cnsequences fr individual misbehavir (this will likely just anger students and cause mre misbehavir) Making students d classrm chres as a punishment (e.g. rganizing r passing ut papers) (this is ften used as an effective privilege s many students will prbably enjy this) * In the case f severe behavir that stps the entire class frm functining (e.g., fighting between students) students frfeit the right t mve thrugh the hierarchy f cnsequences. Such behavir calls fr immediate remval frm the classrm. Hwever, save administrative interventin fr extremely serius ffenses such as fighting. Invlving administratin takes the situatin ut f yur cntrl and students may n lnger see yu as the ultimate authrity. What are examples f effective negative and psitive cnsequences? Negative cnsequences Sample prgressin f negative cnsequences Psitive cnsequences

3 P-5: Establish behavir management plans Negative Cnsequences Cnsequences Call r write hme Descriptin Yu might have students fill ut a frm that encurages them t reflect n their behavir. A family member shuld be required t read ver and sign the reflectin frm befre the student returns it t yu the next day. If yu have access t a phne and a free perid yu might have the student call hme with yu during a break in the day. Or, yu culd call a family member in the evening r send a nte hme with the student. When cmmunicating with the family member abut the misbehavir, always begin with a sincere psitive cmment abut the student, explain the specific misbehavir that ccurred that day, and state yur cnfidence that the student will make psitive chices in the future. Send student t anther rm Many teachers have arrangements with a nearby clleague where they can bring a student t the ther teacher s classrm t wrk independently n an assignment. This strategy serves t prvide the student with a chance t calm dwn and regrup. Be sure t avid cmmunicating an attitude f gd riddance and d nt use this strategy regularly. Leaving yur rm with n further cnsequence might be exactly what yur student wants. Revke privileges At the elementary level, chrnic misbehavir results in a lss f recess time, classrm jbs, cmputer privileges, r ther pre-determined valuable activities. Mve student t anther seat When a student is distracting r seems distracted by a nearby student, yu shuld mve him r her t anther seat. Ding this in the middle f class is ften quite effective with yunger students (K-6). This immediate seat mve can als be effective with lder students. Sme teachers suggest ging a step further and creating a new, well-cnsidered seating chart t implement the very next day if yu discver there are several pairs r grups f students that need t be separated. Time-ut chair Mst apprpriate in yunger grades, the time-ut chair is a physical space where students can g t cl ff and think abut their behavir. Yu might als have a student write a nte f aplgy r a reflectin n hw t make better chices in the future. See the Tls sectin fr a sample Reflectin Jurnal and Behavir Essays. Detentin Hands are Nt fr Thugh yu shuld check with yur administratin n the exact plicies invlved, yu may have the authrity t assign lunch r after-schl detentin t disbedient students. During detentin, a student might have t clean all the desks in yur classrm after defacing his, r cmplete a frm that explains what he did wrng, why he made a pr chice, and what he plans t d when faced with a similar chice in the future. If students use their hands t hurt thers, yu might cnsider requiring them t use their hands t

4 P-5: Establish behavir management plans Hurting help thers instead. The Hands are Nt fr Hurting Prject is a nn-prfit rganizatin that has develped a prgram f nn-vilence and cnflict reslutin. 1 See Tls sectin fr mre infrmatin n intrducing and using this. On the Prch When students misbehave at the KIPP academies, they are relegated t the prch, which cmes frm the expressin, If yu can t run with the big dgs, stay n the prch. When a student is n the prch, she is nt allwed t sit r eat with the rest f her class and she must write a letter f aplgy explaining what she did and why she is srry. Sample prgressin f negative cnsequences 1 st time: warning 2 nd time: 10 minutes away frm grup 3 rd time: miss recess/speak t teacher 4 th time: write behavir reflectin/call hme Severe clause: remval frm classrm tp back t tp f this sectin Psitive cnsequences Nte: These psitive reinfrcements can be used bth t reinfrce behavir and t encurage students t wrk hard tward academic achievement (I-4). Praise read abut hw t deliver praise effectively n the E-4 page Classrm privileges (e.g., using the cmputer at recess, helping the teacher, passing ut papers, etc.) Eating lunch with the teacher (als a great way t build relatinships with students) Psitive phne calls hme (read mre abut invlving student influencers n the I-6 page) Other extrinsic rewards (e.g. tickets, raffles, prizes, team/grup/class pints, etc.) Why and Hw Shuld I Track Cnsequences? Tracking cnsequences is a way t maintain transparency and rganize yur management system. What are the benefits? Transparency fr students - students are mre mtivated t behave when they knw what is expected f them and when they can track their prgress twards the ultimate gal f exemplary behavir. Plus, if they dn t knw where they are n the hierarchy f cnsequences, they can t make infrmed decisins abut hw t behave. Transparency fr yu if yu dn t knw hw many warnings a student has, then yu dn t knw what cnsequence t enact at the next instance f misbehavir. Gd fr yur recrds - yu will need these citatins fr parent cnferences, fr prf during a disciplinary hearing, and fr yur wn reflectin n yur interactin with students. Plus, yu can always refer back t yur recrds and pint back t the apprpriate entry if a student says this is her first ffense. 1 accessed 1/30/06.

5 P-5: Establish behavir management plans Systems fr tracking student behavir System Traffic Lights Explanatin A ppular system at the early elementary level, the green, yellw, and red regins f a traffic light represent different levels f behavir. Student names are put n a clthespin and the teacher mves the pins up and dwn depending n student behavir (green = excellent behavir, yellw = warning, and red = cnsequence, such as time ut r missed recess. Sme teachers add anther clr, such as blue, which indicates that a phne call will be made t parents.) After students have cmpleted the cnsequence, the teacher shuld mve the student s clthespin back t yellw, and then t green with cntinued apprpriate behavir. Students shuld be granted a fresh start each new day by beginning again n green. The principles f this cnsequence system can be applied in many different ways. Fr example, if yu d a new thematic unit every 6 r 9 weeks, yu might substitute a space ship fr the traffic light during a unit n uter space r a sunflwer during a unit n plants. When yu begin the new unit, yu have a great pprtunity t review yur rules and cnsequences when presenting the new system (which is the same except nw students shuld be aiming t keep their clthespin at the tp f the space ship r n the head f the flwer). Many teachers, especially thse wh teach elementary students and have the same grup f students all day, set up a class card chart. In this system, each student has a library card pcket with his r her name n it and five cards f different clrs. Rachel Schankula (Delta 99) had her fifth graders begin the day n black, representing excellent behavir. Card Charts Behavir rubric Tracking Psitive Behavir If a student chse t break a class rule, she was directed t mve the black card t the back f the pcket and ensure that the yellw card, which represented a frmal warning, was in the frnt. If the student chse t break a rule again, they put the red card in the frnt. This meant that the student had t sit by herself in the cafeteria OR write a behavir essay AND that I wuld call her parents that night regarding the bserved behavir. If the student chse t break a rule yet again, she reached the blue card, which resulted in a 15-minute after-schl detentin n Friday afternn (I wuld send a ntice hme t parents t let them knw that we wuld need t make arrangements fr their child t stay fr detentin). In extreme situatins, a student reached her white card, which meant that the student had t leave the classrm immediately and g t the principal s ffice. I kept a recrd f where students cards were at the end f the day in an Excel file. I referred back t this file when determining cnduct grades and when having parent/student cnferences. Every Mnday mrning, each student wuld start ver again n the black card. Similar t the traffic light system but instead f clrs each level n the chart is a descriptin f behavir. Student names are then placed n clthespins and are mved dwn the levels n the chart with misbehavir. These can exist separate frm negative cnsequences tracking systems. i.e., even if a student is a little farther dwn the cnsequence ladder, s/he can still be mving up n psitive cnsequences. This suggests t students that they have a secnd chance and desn t undermine their mtivatin fr the rest f the day. Caught being gd chart - list names f students caught being gd Team Pints tracking system give pints t different tables r grups f students fr meeting expectatins. This utilizes peer influence t behave apprpriately, a reliable lever in encuraging psitive behavir.