CLASSROOM MANAGEMENT TIPS

Transcription

1 33 CLASSROOM MANAGEMENT TIPS

2 34 CHAPTER C CLASSROOM MANAGEMENT TIPS BEHAVIOR MANAGEMENT.. 35 SAMPLE BEHAVIORAL MANAGEMENT SYSTEMS SMILEY FACE CHART POINT CHART.. 40 COLORED CARD SYSTEM 41

3 35 BEHAVIOR MANAGEMENT Behavior management will make or break any class. It is a necessity to have a very structured and rule oriented classroom. Many students have behavioral issues that must be dealt with throughout the year. To help ensure the classroom functions well, the teacher should have his/her behavior modification program set for the first day. The program should be explained in detail to all students, making sure they understand what is expected. The teacher may find that the entire class can be on the same type of program. However, individual students may need more structure than the others. The behavior program may, and should, be modified at any time to suit the needs of the class. Every class is different the teacher must find a system that works for him/her. Communicating classroom expectations to parents will help them to follow through at home and to be aware of expectations at school. The teacher should be strong but very supportive.

4 36 Sample Behavioral Management Systems Student Name Weekly Dates Monday Tuesday Wednesday Thursday Friday Desk Pockets with Cards This is an example of a daily classroom behavior modification system. Each student receives the above card on Monday morning and fills in his/her own name/date, if able. The cards are kept on each student s desk in a clear pocket. (Excess laminating film and clear packing tape can be used to make the pockets). This system is based on the concept of natural consequences. Students earn small incentive stickers for working hard and being a part of the group. If they do not complete assignments or demonstrate appropriate behavior, they do not receive the stickers. The incentive comes from the stickers translating into daily rewards with a culminating visit to the classroom store on Friday afternoons. Teachers may choose to award extra credit stickers when students display exceptional effort, manners or cooperation. Students are required to earn three stickers in the morning in order to take freetime. They must have at least six stickers to earn an afternoon snack. On Friday afternoons, each student counts his/her total stickers and uses them to purchase an item from the classroom store. The store is set up by the teacher with a variety of age appropriate toys or objects available for different numbers of stickers. If a student has difficulty participating or demonstrating appropriate behaviors and does not respond to warnings, he/she may forfeit the sticker for that activity. If the difficulty persists, the student s card may be taken and placed on the teacher s desk. However, no stickers should be removed; once a student has earned a sticker, it is his/hers to keep. By taking the sticker card, the teacher

5 37 simply removes the student s chance to earn additional stickers. The student can get the card back by following directions and demonstrating appropriate behaviors. This is a great way to maintain overall productivity and appropriate behavior. Individual Behavior Chart Student Name/Dates Target Behavior #1 Target Behavior #2 Target Behavior #3 Of course, some students may need a more detailed program, designed specifically for them. This may be adapted for the classroom, the school bus, the home setting, or wherever the student is experiencing difficulty. The above chart is an example of a target behavior system. The teacher may wish to evaluate progress on a more frequent basis or target only one behavior. The chart may be adapted or revised, as needed. This system can be used to encourage desired behaviors, such as staying in seat, keeping hands to self, or using pleasant language. These target behaviors are written on the chart. This system works best if behaviors are stated in a positive manner (i.e., keeps hands to self rather than does not hit others ). Students can be rewarded with stickers or happy faces. A culminating reward can be established as well. This chart may be kept on the board, on the teacher s desk, or on a clipboard. Both of these charts were created in Excel.

6 38 SMILEY FACE CHART This behavior modification program works with all ranges of disabilities. The teacher first writes down the major activities during the day. Students earn smiley faces for these activities. Next the teacher makes a point chart (with student assistance example on next page). The students decide what they would like to work for throughout the day. It is important to find a place to hang each student s chart where he/she can count earned smiley faces at any time. After each activity, the teacher and students together talk about each student s behavior and which face he/she should receive. This makes all students responsible for their own behavior and for recognizing what is appropriate and inappropriate. At the end of the day, the teacher and students add up their points and choose a reward. Following is an example of one teacher s daily chart and the rewards her students want to work toward. The comment part of the chart is for the teacher to write a few words to the parents like: great writing, needs to keep hands and feet to himself, or not paying attention. At the end of the day after smiley faces are added on each student s chart, the teacher writes on the top of the chart the total points earned and the reward chosen. Then the chart can be copied to send one copy home and to put one in the student s file.

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8 40 POINT CHART 7 Lunch with teacher, free computer time, tinker toys 6 Special note sent home, paint on the easel, piece of candy 5 Prize from prize box, puppet show 4 Sticker, stamp 3 2> None 1

9 41 COLORED CARD SYSTEM There are varied degrees to which behavior management can be used. The more severe the behaviors are, the more structured and visible the behavior management system needs to be. However, there may be students (or even an entire class) who do not exhibit severe behaviors. The following is an example of a behavior management system based on the concept of being rewarded for doing what is expected, with verbal praise used often. On each student s desk is a card pocket. In the pocket there should be at least three cards. Green, yellow and red are best to use, since most children are familiar with these colors. Other cards may be added, but there should not be more than five. If a student needs more that five warnings, a more structured system that gives visual, as well as verbal reinforcers, is used to reward positive behavior. The cards start on green and are flipped as reminders to do what is expected. Two examples of the system follow: GREEN YELLOW ORANGE RED You are doing what works. Great Job!!! Warning. You need to do what works. This is unacceptable. Lose 5 minutes free time. Note home from teacher (or student if able) to explain why the card s on red. This system is used with students who are aware of being responsible for their actions. Verbal praise should always be used with any system to reinforce appropriate behavior. GREEN YELLOW ORANGE RED You are doing what works!! Pick from the green basket (this has the best toys). Warning. Pick from the yellow basket (less desirable toys). This is unacceptable. Pick from orange basket (crayons, paper, etc.). Note home. No picking from any basket. This system works well for students who do not need constant visual rewards. The students pick at the end of the day, play for about 5 minutes, then put the toy back in the appropriate basket to pick again the next day. It is important that students are still verbally praised often using this system. If this system does not seem to work, the teacher should try a more structured system.