Enhancing Success and Safety in Schools
Teaching
Skills for
Success
Mission
Statement
Intervention
Strategies
Encouragement
Strategies
Conflict
Resolution
Function
of
Behavior
Code of
Conduct
Research
Intermediate Unit I
One Intermediate Unit Drive
Coal Center PA 15423-9642
Donna Whoric: 800 328 6481, ext. 238 whoricd@iu1.k12.pa.us
CODE OF CONDUCT
I participate in class activities.
I use my cell phone for
emergency purposes.
I share information with the
entire class.
Challenge
100 YEARS FROM NOW…
A Hundred Years From Now
...it will not matter what my bank
account was,
the sort of house I lived in,
or the kind of car I drove...
but the world may be different
because I was important in the life of
a
CHILD.
2
Donna Whoric, Behavior Consultant, Intermediate Unit I
POSITIVE BEHAVIOR SUPPORT
Objectives
1. Participants will
understand that appropriate
behaviors must be taught.
2. Participants will identify
key prevention strategies.
3. Participants will practice
intervention strategies with
respect and dignity.
3
Donna Whoric, Behavior Consultant, Intermediate Unit I
PREVENTION
STATATEGIES
4
KWL CHART
K
now
W
ant
5
L
earned
Donna Whoric, Behavior Consultant, Intermediate Unit I
SYSTEMS OF BEHAVIOR SUPPORT
Tertiary, Individual Student
Systems for Students with
High-Risk Behavior
1-7%
Primary,Universal Supports
Whole School,
Classroom, and
Non-Classroom
Systems for
All Students,
Staff, & Settings
Secandary,Group
Interventions
Specialized Group
Systems for Students
with At-Risk Behavior
5-15%
80-90% of Students
Positive Behavior Support,University of Oregon
6
Donna Whoric, Behavior Consultant, Intermediate Unit I
MYTHS OR FACTS?
Myths or Facts about Discipline?
1. Punishment has power.
“I can make you.”
2. Role bound authority has power.
“Because I’m your mother.”
3. Emotional intensity has power.
“I really mean it this time.”
Randy Sprick, Safe and Civil Schools
Historical Approach to Discipline
A More Promising
Approach to Discipline
*Reactive
*Negative
*Exclusionary
*Proactive
*Positive
*Instructional
Discipline =?
What is Positive Behavior Support?
“Process for understanding the purpose of challenging behaviors and
developing a plan that promotes the development of new skills while
reducing the individual’s need to engage in challenging behavior.”
Dunlap, Vaughn, & O’Neill, 1998
Nothing excuses
inappropriate behavior!
7
Donna Whoric, Behavior Consultant, Intermediate Unit I
Let’s Take a Look
Randy Sprick
BEHAVIOR SUPPORT ASSUMPTIONS
Behavior Support
Assumptions
Assumption 1: There is no place for ridicule or
humiliation of children in the process of
managing behavior.
Assumption 2: Inappropriate behaviors are
learned and predictable.
Assumption 3: A learner’s inappropriate
behavior is his/her best effort to be successful
in meeting his/her needs.
Knoster, Timothy A Quick Glance: Establishing An Ecology of Behavior Support in
Schools Pennsylvania Department Education
8
Donna Whoric, Behavior Consultant, Intermediate Unit I
PROBLEM BEHAVIORS
A
Antecedent
B
Behavior
C
List Problem Behaviors
Consequence
COMMON INTERVENTIONS
List Common Interventions
to Inappropriate Behaviors
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Donna Whoric, Behavior Consultant, Intermediate Unit I
QUESTIONS: PAST… PRESENT
1.
What were the issues in school?
2.
Who were the delinquents?
3.
What methods were used by students (with each other)
for conflict resolution?
4.
What were the drugs?
5.
What were the headlines?
6.
What were attitudes towards parents?
Family
Peers
Student
School
Community
10
Donna Whoric, Behavior Consultant, Intermediate Unit I
IDENTIFY NEEDS
IDENTIFY BASIC
NEEDS OF ALL
PEOPLE
IDENTIFY WHAT
HAPPENS WHEN
NEEDS NOT MET
Abraham Maslow
11
Donna Whoric, Behavior Consultant, Intermediate Unit I
BASIC NEEDS
William Glasser
The Quality School
Fun
Freedom
Power, Achievement
Belonging
Survival
Abraham Maslow’s
Hierarchy of Needs
Self-Transcending
Self- Actualization
Esteem
Belongingness
Safety Needs
Physiological
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Donna Whoric, Behavior Consultant, Intermediate Unit I
THE FOUR GOALS OF MISBEHAVIOR
Let’s Fight!
Look
at me!
To Get/To Avoid
Leave
me alone!
I’ll get
even!
Behavior is a choice!
Rudolf Driekers, Children the Challenge
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Donna Whoric, Behavior Consultant, Intermediate Unit I
Cha l l e ngi ng
Be ha vi or
P e rsona l
growt h
i m prove s
se l f c ont rol
Im prove d
qua l i t y of
l i fe
P e rc e pt i on of
unm e t ne e ds
Inc re a se i n
opport uni t i e s for
c onne c t e dne ss
Re duc t i ons i n
c ha l l e ngi ng
be ha vi ors by
l e a rni ng a l t e rna t i ve
sk i l l s
Knoster, Timothy A Quick Glance:
Establishing An Ecology of Behavior Support
in Schools
Pennsylvania Department
Education
Me e t ne e ds
i n a m ore
soc i a l l y
a c c e pt a bl e
m a nne r
.
14
Look t o
unde rst a nd
ne e ds a nd
de ve l op
hypot he se s
De si gn a nd de l i ve r
pre ve nt i on/ i nt e rve nt i on
st ra t e gi e s ba se d on
hypot he se s
Donna Whoric, Behavior Consultant, Intermediate Unit I
THE GOOD NEWS
There are many schools that have well-managed classrooms
and school buildings, regardless of:
a. size
b. socioeconomic influences
c. student composition
d. geographic setting
NOT A PRODUCT OF CHANCE!!!!
Punishing problem behavior without a school-wide
system is associated with increased:
a. aggression
b. vandalism
c. truancy
d. tardiness
e. dropouts
Mayer & Sulzer-Azeroff
Approaches that are effective include:
a. social skills training
b. academic/curricular restructuring
c. behavioral interventions.
Lipsey (1992), Tolan & Guerra (1994), Gottfredson
AND...
Classroom Management
Wong, Brophy, Goodlad
15
Donna Whoric, Behavior Consultant, Intermediate Unit I
VIOLENCE PREVENTION
• Positive, predictable
school-wide climate
• High rates of academic &
social success
•
Surgeon
General’s
Report on Youth
Violence (2001)
•
Coordinated
Social
Emotional &
Learning
(Greenberg et
al., 2003)
•
Center for Study
& Prevention of
Violence (2006)
•
White House
Conference on
School Violence
(2006)
• Formal social skills
instruction
• Positive active supervision
& reinforcement
• Positive adult role models
• Multi-component, multiyear school-familycommunity effort
INVITING SCHOOL SUCCESS
Discussion:
1.
Consider your perception of what an ‘inviting school’
would look like. Write down several specific aspects
to discuss i n your group.
2.
Reflect on your experiences of the past few days.
Identify any that you would classify as inviting or
disinviting.
3.
Pretend that you are a visitor to your school. After
being in the building for 15 minutes, what initial
impression do you think you would have of your
school? What caused those perceptions?
4.
Describe the characteristics of a student-teacher
relationship that reflects mutual respect. What are
specific ways to enhance this kind of relationship?
Purkey, William, Inviting School Success
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Donna Whoric, Behavior Consultant, Intermediate Unit I
CODE OF CONDUCT
17
THE CODE OF CONDUCT
The Code of Conduct
1. I am responsible.
2. I am safe.
3. I am respectful.
___Created by teacher and students.
___Written in the first person.
___Identifies the appropriate behavior.
___Taught to students.
___Used for self-evaluation
___Reviewed daily/weekly.
___Displayed in the classroom.
___Sent to parents.
Albert, Linda; Cooperative Discipline
Positive Behavior Support,University of Oregon
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Donna Whoric, Behavior Consultant, Intermediate Unit I
Panther PRIDE
• P – Preparation
• R – Respect
• I – Integrity
• D – Dedication
• E - Excellence
P.A.W.S.
________________was caught
following the
P.A.W.S. guidelines.
P = Please listen
A = Always be prepared
W = Work/act responsibly
S =Show respect
Caught by: ________________
T-CHART
Code:
I am responsible
Skill:
Put away materials
Looks like
Sounds like
1. Materials on shelves
2. Labeled items
3. Turn taking
4. Clean area
5. Check-list/pictures of
materials
Code:
Skill:
1. “Excuse me”
2. “Good job!”
3. Quiet voices
4. “It’s my turn”
5. ”I know where it is!”
I am respectful
Hand raising
Sounds like
Looks like
1. Hand raised in air
2. Seat on seat
3. Feet on floor
4. Material on desk
5. Pleasant expressions
1. Student asking/answering
2. Teacher asking/answering
3. “Nice hand raising!”
4. Smiles
5. One person
talking at a time
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Donna Whoric, Behavior Consultant, Intermediate Unit I
PROCEDURES/ROUTINES
Examples:
•attendance/tardiness procedures
•heading papers
•assigning and collecting work
•homework
•procedures for when there are classroom visitors
•transitioning individual to group work
•lining up
•attention signal
•sharpening pencils
•organizing desks/workspace
•restroom breaks
•preparing for and returning from recess/assembly
•requesting assistance
Additional:
20
Donna Whoric, Behavior Consultant, Intermediate Unit I
T-CHART
Code:
Skill:
Looks like
Sounds like
Positive Behavior Support,University of Oregon
21
Donna Whoric, Behavior Consultant, Intermediate Unit I
THE EFFECTIVE TEACHER
THREE CHARACTERISTICS
1.
Positive
Expectations
2.
Classroom
Management
3.
Mastery
Teaching
How do positive expectations impact your role?
Harry Wong, The First Days of Schools
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Donna Whoric, Behavior Consultant, Intermediate Unit I
Let’s Take a Look
Harry Wong
CLASS MEETINGS
23
THE CLASS MEETING
THE BASICS
___Form a circle.
___Agenda setting.
___Set the code.
___Select partners.
___Pose the problem/question.
___Personal reflection.
___Signal for quiet.
___Partner talk.
___Whole group discussion.
___Close the meeting.
WAYS TO CLOSE A CLASS MEETING
1. Review: If the meeting produced an agreement, review it.
2. Round the horn: “Let’s go around for final, brief comments: you may pass
if you wish.”
3. Remembering: “What’s something somebody said that you thought was a
good point, even if you didn’t agree with it? Take a moment to think . . .then
share.”
4. Learning: “Think of something you learned from today’s meeting . . .”
Then go around, or ask for volunteers.
5. Questions: “What’s a question that’s still on your mind?”
6. Complete the sentence: Invite all to complete a sentence starter (e.g., “At
the end of this meeting, I think . . .” or, “I feel . . .” or, “I hope . . .”).
7. Partners: Students respond to any of the above, then share it with their
class meeting partner (or change partners).
8. Future topics: “Suggested topics for our next meeting?”
9. Silence: “Take a minute to think about today’s meeting . . . a new idea you
got . . . something you’ll do differently as a result of our discussion .. . Write it
down or just keep it in mind.”
10. Evaluation: “What did you like about today’s meeting? What made it a
good discussion? What could we do better or differently next time?”
Thomas Lickona, Educating for Character
24
Donna Whoric, Behavior Consultant, Intermediate Unit I
THE CLASS MEETING
CLASS MEETING EVALUATION
1. Circle the word that best describes this class meeting:
Excellent
Very Good
Good
Fair
Poor
2. Circle the word that describes what you think of this meeting:
Wow
So-so
Yuk
3. Complete these sentences:
a. This class meeting was
________________________________________________________________
b. In our meeting we decided
______________________________________________________
__________
c. I helped this meeting by
______________________________________________________
__________
d. I think the class meetings have helped
______________________________________________________
__________
e. Since we have class meetings, people have
______________________________________________________
__________
f. Our class meeting would be better if
______________________________________________________
__________
Thomas Lickona, Educating for Character
25
Donna Whoric, Behavior Consultant, Intermediate Unit I
THE CLASS MEETING
Compliments and Thank you’s
1. “I would like to compliment ___
for ____”.
2. Compliments are given for:
2.Helpfulness
2.Accomplishments
2.Sharing
3. Just Say Thank you!
QuickTi me™ and a
decompressor
are needed to see this picture.
Thomas Lickona, Educating for Character
25
Donna Whoric, Behavior Consultant, Intermediate Unit I
ENCOURAGEMENT
STRATEGIES
26
THE 3’c OF ENCOURAGEMENT
•Confidence Builders
Capable
•Acknowledge Achievement
•Learning is Tangible
•Make Mistakes O.K.
•Success-Revisit It
•Acceptance
•Attention
•Appreciation
•Affirmation
•Affection
Connected
•Students
•The Class
•The School
•The Community
•The Environment
•The World
Contributing
Linda Albert, Cooperative Discipline
27
Donna Whoric, Behavior Consultant, Intermediate Unit I
READING ABOUT THE 5 A’s
Read 5 A’s Article
Linda Albert, Cooperative Discipline
Donna Whoric, Behavior Consultant, Intermediate Unit I
APPLYING THE 3 C’s
Time
CAPABLE
CONNECTED
CONTRIBUTING
Linda Albert, Cooperative Discipline
28
Donna Whoric, Behavior Consultant, Intermediate Unit I
MISSION STATEMENT
 A Mission Statement should be that statement which
says and documents what is most important to you, and
guides your interactions with students, parents, staff, and
community members.
 The mission statement also reflects your core values.
 It does not reflect the environment around you because
that will change.
 It directs all your actions and reactions in a changing
work environment.
 It is also the standard that you evaluate your daily
performance.
Adapted from Steven R. Covey, The 7 Habits of Highly Effective People
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Donna Whoric, Behavior Consultant, Intermediate Unit I
Let’s Take a Look
Mr. Holland’s Opus
INTERVENTION
STRATEGIES
“What
am
I
going
to
do
with
this
kid?”
30
DATA COLLECTION
31
Name______________________Dates ________
Setting ___________________________________
Time
Antecedent
Behavior
32
Consequence
Donna Whoric, Behavior Consultant, Intermediate Unit I
FUNCTION OF
BEHAVIOR
Attention
Power
Avoidance
Revenge
Communication
Sensory
33
THE FOUR GOALS OF MISBEHAVIOR
Let’s Fight!
Look at
me!
Leave
me alone!
I’ll get
even!
Mistaken Goal Chart
What’s the
student
message?
“Look at me!”
How do I
feel?
(Clue 1)
What do I
usually
do?
(Clue 2)
What does
the student
do?
(Clue 3)
Irritated,
annoyed
Remind,
nag, scold,
rescue
Stops
temporarily
Fight back,
give in
Continues,
stops on own
terms,
“Let’s fight”
Angry,
frustrated
“I’ll get even!”
“Leave me
alone.”
Continues,
intensifies,
stops on own
terms
Anger, hurt,
disappointed,
sense of
dislike
Retaliate,
punish
severely,
withdraw
Professional
concern,
frustration
Give up
trying, refer
student
Linda Albert, Cooperative Discipline
34
Continues
avoiding
tasks
Goal
Attention
Power
Revenge
Avoidance
of Failure
Donna Whoric, Behavior Consultant, Intermediate Unit I
ATTENTION
35
ATTENTION
Describe the student’s attention seeking behavior:
Antecedent
Behavior
Consequence
__________________________________________
__________________________________________
__________________________________________
Prevention
Intervention
Linda Albert, Cooperative Discipline
36
Donna Whoric, Behavior Consultant, Intermediate Unit I
ATTENTION
INSTRUCTIONAL STRATEGIES
Notice Appropriate Behavior
___Use proximity praise.
___Use compliance praise.
___Make recordings.
___Give a standing ovation.
Clarify Desired Behavior
___Use “when-then” statements.
___Use “target-stop-do”.
Legitimize the Behavior
___Create a lesson.
___Go the distance.
___Have the class join in.
___Use a diminishing quota.
Do the Unexpected
___Turn out the lights.
___Play a musical sound.
___Lower your voice.
___Change your voice.
___Talk to the wall.
___Use one-liners.
___Cease teaching briefly.
Distract the Student
___Ask a direct question.
___Ask a favor.
___Give choices.
___Change the activity.
Minimize the Attention
___Refuse to respond.
___Give “The Eye”.
___Stand close by.
___Use name dropping.
___Send a general signal.
___Send a secret signal.
___Give written notice.
___Use an “I message”.
___Consider seating arrangement.
Linda Albert, Cooperative Discipline
37
Donna Whoric, Behavior Consultant, Intermediate Unit I
ATTENTION: INTERVENTION
Component Skills:
•Moving
•Scanning
•Encouraging
•Proximity praise with follow-up
Characteristics of Effective Attention
•Be sincere
•Use eye contact
•Make it descriptive
•Vary the statements
Research:
Before grade 3:
Attention for appropriate behaviors is
evident.
Beginning grade 3:
More attention for inappropriate behavior
38
Donna Whoric, Behavior Consultant, Intermediate Unit I
STOP AND THINK
1.
Is there a problem?
2.
Make a decision.
Is it a Good choice or Poor choice?
3.
Determine steps.
Steps to Good Choices:
1.___________________________
2. .__________________________
3.___________________________
4.
Implement choices.
Just Do It!
5.
Evaluate.
How did I do?
.___________________________
.___________________________
George M. Batsche, University of South Florida
39
Donna Whoric, Behavior Consultant, Intermediate Unit I
POWER AND
REVENGE
40
DEESCALATION
STRATEGIES
41
DEESCALATION STRATEGIES
FIVE GUIDELINES TO AVOID AND DEFUSE CONFRONTATIONS
1. Focus on the behavior, not the student.
2. Take charge of negative emotions.
3. Avoid escalating the situations.
4. Discuss the misbehavior later.
5. Allow students to save face.
PERSONAL SPACE
 Respectful
 Safe
 Nonthreatening
PARAVERBALCOMMUNICATION
 Tone
 Volume
 Rate
BODY LANGUAGE
 Theirs…
 Yours…
Nonviolent Crisis Intervention
42
Donna Whoric, Behavior Consultant, Intermediate Unit I
GRACEFUL EXITS
State the message. Go!
1. ACKNOWLEDGE STUDENTS’ POWER
A student refuses to complete an assignment. Teacher responds, “I
can’t make you do the work, you have the assignment-it is your
choice.” The expectation has not changed though the teacher has
chosen not to fuel the confrontation and create a power struggle.
2. REMOVE THE AUDIENCE
When a student demonstrates inappropriate behavior which does
not require immediate action from the teacher, the intervention can
be to remove the audience's attention. The teacher can make an
important announcement or begin a new activity to redirect the
attention of the class from the student.
3. TABLE THE MATTER
A student has chosen to ‘push our buttons’. To deescalate the
situation, the teacher may respond by discussing the matter at a
later time or using the ‘gripe box’ in the classroom. The student is
directed to write the complaint and place it in the “talk” box.
4. SCHEDULE A CONFERENCE
Keep a clipboard handy with the time available for student
conferences. When a student begins to challenge you, indicate that
he may sign-up for a conference to discuss the issue.
43
Donna Whoric, Behavior Consultant, Intermediate Unit I
GRACEFUL EXITS
5. AGREE WITH THE STUDENT
A student states that you are the “worst teacher”. The teacher responds,
You may be right, now let’s begin the lesson.” The student will realize that
he is not able to engage the teacher in a power struggle that the teacher
refuses to join.
6. CHANGE THE SUBJECT
We can respond to verbal attacks by changing the subject. The student
realizes the teacher will not argue with him. This does not condone the
behavior: our goal is to end the misbehavior-and seek solutions later.
7. STATE BOTH VIEWPOINTS
The outline for this technique is “To you_______, to me_______.” For
example, “To you the science experiment seems foolish, to me it is an
important concept that you need to know.” If the student continues to
argue, specify the difference between understanding and agreeing. The
student does not have to agree with our viewpoint-that would extend the
power issue.
8. REFUSE RESPONSIBILITY
When a student provides excuses for not meeting expectations, a comment
such as, “I know you can figure it out” or “You are able to complete the
assignment” does not provide the student with additional justification to
argue.
9. DODGE IRRELEVANT ISSUES
A student may begin arguing about an assignment and then include
relevant issues to confuse the situation. Use a simple response, such as,
“That is not the issue, the issue is ________.”
10. DELIVER A CLOSING STATEMENT
his technique uses one-line statements to indicate to the student that
the confrontation has ended for us. Sarcasm is not acceptable. An
example is: “You’ve mistaken me for someone who wants to argue.”
Linda Albert, Cooperative Discipline
44
Donna Whoric, Behavior Consultant, Intermediate Unit I
GRACEFUL EXITS
1.I don’t know why I have to be in
this dumb class anyway.
____________________________
____________________________
2. You’re the worst math teacher
I’ve ever had.
____________________________
____________________________
Graceful exit__________________
Graceful exit__________________
3. Who ever told you that you knew
how to coach?
4. I can’t learn anything the way
you teach!
___________________________
___________________________
Graceful exit__________________
___________________________
___________________________
Graceful exit__________________
5. This sucks.
__________________________
__________________________
6.I can’t wait for the bell to ring.
This place is driving me nuts!
_________________________
_________________________
Graceful exit__________________
Graceful exit__________________
7. Who needs to learn this stuff
anyway?
__________________________
__________________________
8. You can’t make me do this.
Graceful exit__________________
Graceful exit__________________
9. You’re not being fair…no one
else gives so much work.
____________________________
___________________________
10. I told you I am not staying after
class.
__________________________
__________________________
____________________________
___________________________
Graceful exit ___________
Graceful exit__________________
45
Donna Whoric, Behavior Consultant, Intermediate Unit I
POWER
UNDERSTANDING-NOT EXCUSING THE HOSTILITY CYCLE
Student
Impulsive, Acting-Out, Refusal to Cooperate
(Has a hostile world view)
Teacher
Teacher
Feels more
threatened
(More fight or
flight)
QuickTime™ and a
d eco mpres sor
are nee ded to s ee this picture.
Feels attacked
(Fight-flight,
accepts
challenge)
Student
Accepts challenge from “Hostile Adult” (Increased Rage
LAAD: ENDING THE HOSTILITY CYCLE
L
Listening
“ You are upset, I’ll respect that.” This requires that the person receiving the
message (teacher) hears the content and mood of the student and calmly
restates that understanding to the student.
A
Acknowledging
“ I hear you saying that you are not planning to do what was asked. Did I hear
you correctly?” Acknowledge by verbal response or a head nod that you heard
the student and redirect attention back to the lesson.
A
Agreeing
“You are right, I cannot make you do things. The real question is whether you
will make yourself do it.” This is very powerful because it shifts the
responsibility back to the student.
D
Deferring
“I am not sure why you said that in front of the class, let’s talk after class.”
This option provides time to talk-without an audience.
Richard Curwin, Allen Mendller, Discipline with Dignity
46
Donna Whoric, Behavior Consultant, Intermediate Unit I
THE FOUR Rs OF PUNISHMENT
RESENTMENT
REVENGE
REBELLION
RETREAT
1.
People adapt to punishment-needs to be more severe each time to be
effective (can become neutral “So what?”or even reinforcing).
2.
Punishment can lead to lying, sneaking, aggression toward others,
avoidance or escape behavior, or the substitution of other behaviors.
3.
Punishment often works only while punisher is present or during those
exact conditions, and for a limited amount of time.
4.
Inconsistency, variability, and delay between behavior and punishment
decreases effectiveness.
Alternative: Teach & strengthen acceptable behavior
rather than attempting to punish unacceptable behavior.
SOME PEOPLE BELIEVE
THAT IN ORDER TO MAKE
A CHILD BE “GOOD”YOU
MUST MAKE HIM FEEL “BAD”.
Becky Bailey, There’s Got To Be A Better Way,
47
Donna Whoric, Behavior Consultant, Intermediate Unit I
SETTING LIMITS
THE KEYS TO SETTING LIMITS
1.
Explain exactly which behavior is inappropriate.
Do not assume that the student knows which
behavior is unacceptable. Be specific.
2.
Explain why the behavior is inappropriate. Do not
assume the student knows why the behavior is
unacceptable.
3.
Give reasonable choices and consequences.
Present them in a positive context.
4.
Allow time. If you do not allow time, it may be
perceived as an ultimatum and the situation will
escalate.
5.
Enforce the consequences. Limits are most
effective as a teaching tool when the consequences
are followed through.
Keep it simple, sweetie!
How to Set Verbal Limits, Crisis Prevention Intervention
48
Donna Whoric, Behavior Consultant, Intermediate Unit I
CONFLICT RESOLUTION
1. Define the Problem
2. Describe the Feelings
3. Declare the Needs
4. Discuss and Evaluate Potential Solutions
Advantages
Disadvantages
5. Decide on a Plan
6. Determine Effectiveness
Signatures
Date
Review Date
49
Donna Whoric, Behavior Consultant, Intermediate Unit I
REDIRECTING
The Need for Prestige
By Will Roy
A m iddle school assistant principal asked me the following: ŅIÕmwalking around the
cafeteria when I spot a milk carton on the floor. I say to the kid nearest to it, ŅHey, Tony, pick up
that carton of milk.ÕTony answers, ŅIt ainÕ
t mine and I ainÕtpicking it up.Ó What am I supposed to
do, thereÕ
s 135 kids watching me? Ó
My reply: ŅThere are 135 kids watching Tony also; and there are 7 at his table taking
side bets on who is going to win. Whose prestige is most at stake?Ó Both have the need to be
in charge: both wan t to save face. While many adults might disagree, I believe that Tony is in
the most precarious position. He has only two choices: The assistant principal has more
options.
HereÕ
s the dilemma. If Tony decided to be defiant, there is r eally nothing that anyone
can do to make him pick it up . At this point, Tony will risk any consequen ce. LetÕ
s go
backward a moment. How m ight we get the carton picked up?
1. Make a general announce ment abou t cleaning around oneÕ
s table.
2. If any out side activity follows lunch, a choice can be provided:
When the area is clean, we will be ready to go out.
3. Ask a student in a more respectful tone, ŅTony, please help out here.
4. Ask informal leaders to Ņplease make su re the areas gets cleaned up.Ó
5. Simply pick it up with or without commen t (if there is a commen t, it
should not be sa rcastic).
Suppo se we are already in the situation as was originally posed by the administrator?
We now have all the possible negative options we can think ofÉdeten tion, report to the office,
suspension, a call to parents, etcÉYe t, the milk carton remains on the floor. Sen sing a powe r
struggle, we could simply pick up the carton and say, ŅNot yours Tony. I guess I can handle it.Ó
There is no doubt that I ha ve Ōspit in TonyÕssoupÕ. He did not expect that response. I also pose
this question: ŅIf a 40 year old man does not have the courage to pick up the carton; why is so
much courage expe cted from a 13 year old?Ó Or, I c ould say, ŅIÕllget it Tony, a clean cafeteria
is a r esponsibility that we all share. Maybe youÕ
d be willing to help next time.Ó Keep it brief:
donÕtlecture or moralize.
A f inal commen t. Experience has proven that the next time I spot a carton of milk near
Tony and s ay, ŅHey Tony, look at this. Ano ther carton. Whose turn is it?Ó ThereÕsa good
chance heÕllpick it up. If not, I know I ha ve my work cut out to encourage him to become a
contributing membe r of the school community.
50
Donna Whoric, Behavior Consultant, Intermediate Unit I
ADDITIONAL INTERVENTIONS
WHEEL OF CHOICE
Count to
ten and
cool off
Apologize
Ask if there
is a problem
Select
another
activity
Ignore
Tell
them
to stop
I
Use an “I”
message
Walk away
Try at least two, in case of an emergency, get an adult.
Jane Nelsen, Positive Discipline
51
Donna Whoric, Behavior Consultant, Intermediate Unit I
ADDITIONAL INTERVENTIONS
CONSEQUENCES AND SOLUTIONS
___Reasonable
___Related
___Respectful
___Reliably Enforced
___Helpful: Solutions
Advantage
Disadvantage
____________________________________
____________________________________
___Reteach Appropriate Behavior
___Code of Conduct
___T-Chart
___Procedures/Routines
___Role Play
___Modeling by teacher/peers
The “Rs” of RECOVERY
___Recognize the mistake with
responsibility instead
of blame.
___Reconcile by apologizing to
those offended or hurt.
___Resolve the problem, when
possible, by working
together on a solution.
I MESSAGES
I Feel…
When…
Because..
What I need is …
Jane Nelsen, Positive Discipline
52
Donna Whoric, Behavior Consultant, Intermediate Unit I
POWER HIERARCHY
Begin with the Least Intrusive Intervention, if necessary, proceed on the continuum.
As you intervene with Power behaviors, employ the deescalation techniques to
maintain the dignity of all.
Least Intrusive Strategies:
First Options:
__Planned Ignoring
__Acknowledge Appropriate Behavior:
__Proximity Praise
__Use Compliance Praise
__Make Recordings (Posting of Positive Behaviors)
__Give A Standing Ovation
__Review Code of Conduct
Successful intervention, no immediate action needed.
Later, follow COPING during Therapeutic Rapport (CPI)
If intervention not successful,
Second Options:
Graceful Exits: (Albert)
__Acknowledge Student Power
__Remove The Audience (their focus on the student)
__Schedule A Conference
__Agree With The Student
__Change The Subject
__State Both Viewpoints
__Refuse Responsibility
__Dodge Irrelevant Issues
__Deliver A Closing Statement
__Take Teacher Time-Out
Successful intervention, no immediate action needed.
Later, follow COPING during Therapeutic Rapport (NCI).
53
Donna Whoric, Behavior Consultant, Intermediate Unit I
POWER HIERARCHY
If intervention not successful,
__Choose another graceful exit
Successful intervention, no immediate action needed. Later, follow COPING during
Therapeutic Rapport (CPI)
If intervention not successful,
Third Options:
__Use an “I” message (Curwin and Mendler)
“When________I feel________because________
So, what I need is________.”
__Active Listening (LAAD)
Successful intervention, no immediate action needed. Later, follow COPING during
Therapeutic Rapport (CPI)
If intervention not successful,
Fourth Options:
__Set Limits (NCI):
__Clear
__Enforceable
__Reasonable
__Use when-then statements: (NCI) " When
you have _______, then you may ___________."
__Give Limited Choices (Nelsen)
__Wheel of Choice (Nelsen)
__The Four Rs of Solutions (Nelsen)
__Related-the solution is related to the behavior
__Respectful-respect and dignity is maintained
__Reasonable-not adding punishment
__Revealed-students know solutions in advance
__Positive Time-Out (Nelsen)
__Ask the student if they need time to chill to feel
better so that he/she will behave better
__Use the Language of Choice: (Albert)
__"You may sit quietly and not disturb instruction, or
you may ___________. You decide."
54
Donna Whoric, Behavior Consultant, Intermediate Unit I
POWER HIERARCHY
Conflict Resolution (Albert)
__Define the Problem
__Describe the feelings
__Declare the needs
__Discuss/evaluate solutions
__Decide on a plan
__Determine effectiveness
__The Rs of Recovery (Nelsen)
__Recognize the mistake with responsibility/not blame
__Reconcile by apologizing those offended or hurt
__Resolve the problem, work on a solution
Successful intervention, no immediate action needed.
Following, use COPING during Therapeutic Rapport (NCI).
If intervention is not successful, and instruction can not continue:
Fifth Options:
__Student is directed to go to _____.
__If student refuses, the audience is removed to
designated area.
__Student remains in class with teacher or other staff
__ Following, use COPING during therapeutic Rapport
(CPI)
__Employ previously stated consequences.
Last Resort: Most Intrusive:
__If the student becomes physically acting out at any
time and is a danger to himself, students, or staff,
NCI physical interventions are used by the team
trained and certified by Nonviolent Crisis Intervention
to ensure the care, welfare, and safety of all.
55
Donna Whoric, Behavior Consultant, Intermediate Unit I
AVOIDANCE
56
AVOIDANCE OF FAILURE
INSTRUCTIONAL STRATEGIES
Modify Instructional Methods
___Use concrete learning materials.
___Use computer-based instruction.
___Teach one step at a time.
___Teach to the seven intelligences.
Encourage Positive Self-Talk
___Post positive classroom signs.
___Require two “put-ups” for every
put-down.
___Encourage positive self-talk before
tasks.
Reframe the “I Can’t” Refrain
___State your belief in students’ abilities.
___Stage an “I can’t” funeral.
___Teach students to set goals.
Teach Procedures For Becoming Unstuck
___Brainstorm ask-for-help gambits.
___Use sequence charts.
___Provide tutoring.
Linda Albert, Cooperative Discipline
57
Donna Whoric, Behavior Consultant, Intermediate Unit I
ADDITIONAL
RESOURCES
58
POSITIVE BEHAVIOR SUPPORT
Enhancing Success and Safety in Schools
PREVENTION STRATEGIES
EDUCATOR’S MISSION STATEMENT
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
THE CODE OF CONDUCT
THE CLASS MEETING
___created by teacher and students.
___written in the first person.
___identifies the appropriate behavior.
___taught to students.
___used for self-evaluation
___reviewed daily/weekly.
___displayed in the classroom.
___sent to parents.
___Form a circle.
___Agenda setting.
___Set the code.
___Select partners.
___Pose the problem/question.
___Personal reflection.
___Signal for quiet.
___Partner talk.
___Whole group discussion.
___Close the meeting.
ENCOURAGEMENT STRATEGIES
HELP STUDENTS FEEL CAPABLE
Make Learning Tangible
___“I-Can” cans.
___Accomplishment albums.
___Checklists of skills.
___Flowchart of concepts.
___Talks about yesterday, today and
tomorrow.
___Organize materials, use subject
folders.
Recognize Achievement
___Select good citizen for the day/wk/mo.
___Applause and assemblies.
___Exhibits.
___Acknowledge student progress
o parent.
Make Mistakes Okay
___Talk about mistakes.
___Equate mistakes with effort.
___Minimize mistakes’ effects.
___Plan for the future.
Build Confidence
___Focus on improvement.
___Notice Contributions.
___Build on strengths.
___Show faith in students.
___Acknowledge a task’s difficulty.
___Limit time on difficult tasks.
Focus On Past Successes
___Analyze past success.
___Repeat past success.
59
Donna Whoric, Behavior Consultant, Intermediate Unit I
HELP STUDENTS CONNECT
Acceptance
___Accept students’ cultural differences.
___Accept students with disabilities.
___Accept students’ personal style.
___Accept the doer, not the deed.
___Celebrate diversity.
Appreciation
___Appreciate the deed, not the doer.
___Use three-part appreciation statements.
___Give written words of appreciation.
___Teach students to give appreciation.
Affirmation
___Be specific: affirm the doer, not the deed.
___Be enthusiastic.
___Acknowledge positive traits verbally and in
writing,
___Teach students to be talent scouts: look for
positive character traits.
Affection
___Give affection with no strings attached.
___Demonstrate care when things are difficult.
___Show kindness, and it will multiply and be
returned.
___Show friendship.
___Use high fives and handshakes.
Attention
___Greet students.
___Listen to students.
___Teach students to ask for attention.
___Spend time chatting.
___Talk about life outside of school.
___Mention previous conversations.
___Eat with students.
___Attend school events.
___Complete a project with students.
___Schedule individual conferences.
___Join students on the playground.
___Chaperon school events.
___Recognize birthdays.
___Maker baby-picture bulletin boards.
___Send cards, messages to students.
___Show interest in students’ hobbies.
___Develop a coat of arms.
___Compile a class directory.
___Establish pen pals (e-mail, fax).
HELP STUDENTS CONTRIBUTE
Class
___Involve students in building the learning
environment.
___Invite students’ help in daily tasks.
___Request students’ curriculum choices.
___Designate class liaisons.
___Conduct class meetings.
___Delegate responsibility for specific functions.
___Be a positive role model.
School
___Create a Three C-Team to build a school-wide
community.
___Schedule work service periods.
___Establish a “catch them being good” patrol.
___Complete special projects via an integrated
curriculum.
___Recruit and train students as playground peer
coaches.
60
Community
___Adopt a health care center.
___Adopt a zoo animal.
___Contribute to community drives.
___Promote volunteerism..
___Acknowledge random acts of
kindness.
___Visit, fax, write, or e-mail
residents in nursing homes
Environment
___Join and support worthy cause.
___Participate in school and
community recycling, cleanup
campaigns.
___Establish information/help
centers for school and
community.
Donna Whoric, Behavior Consultant, Intermediate Unit I
HELP STUDENTS CONTRIBUTE
Other Students
___Create a circle of friends.
___Establish peer tutoring.
___Use students as cross-age tutors.
___Be a peer mediator.
___Teach peer recognition.
___Participate as a study buddy.
INTERVENTION STRATEGIES
ATTENTION-SEEKING
Notice Appropriate Behavior
___Use proximity praise.
___Use compliance praise.
___Make recordings.
___Give a standing ovation.
Clarify Desired Behavior
___Use “when-then” statements.
___Use “target-stop-do”.
Legitimize the Behavior
___Create a lesson.
___Go the distance.
___Have the class join in.
___Use a diminishing quota.
Do the Unexpected
___Turn out the lights.
___Play a musical sound.
___Lower your voice.
___Change your voice.
___Talk to the wall.
___Use one-liners.
___Cease teaching briefly.
Distract the Student
___Ask a direct question.
___Ask a favor.
___Give choices.
___Change the activity.
Minimize the Attention
___Refuse to respond.
___Give “The Eye”.
___Stand close by.
___Use name dropping.
___Send a general signal.
___Send a secret signal.
___Give written notice.
___Use an “I message”.
___Consider seating arrangement.
AVOIDANCE OF FAILURE
Modify Instructional Methods
___Use concrete learning materials.
___Use computer-based instruction.
___Teach one step at a time.
___Teach to the seven intelligences.
Encourage Positive Self-Talk
___Post positive classroom signs.
___Require two “put-ups” for every
put-down.
___Encourage positive self-talk before
tasks.
Reframe the “I Can’t” Refrain
___State your belief in students’ abilities.
___Stage an “I can’t” funeral.
___Teach students to set goals.
Teach Procedures For Becoming Unstuck
___Brainstorm ask-for-help gambits.
___Use sequence charts.
___Provide tutoring.
61
Donna Whoric, Behavior Consultant, Intermediate Unit I
POWER AND REVENGE
GRACEFUL EXITS
___Acknowledge student's power
___Table the matter
___Remove the audience
___Schedule a conference
___Agree with the student
___Change the subject
___State both viewpoints
___Refuse responsibility
___Dodge irrelevant issues
___Deliver a closing statement
___Take teacher time-out
DEESCALATION STRATEGIES
___Revisit belief system
___Focus on the behavior-not the student
___Focus on the present
___Control negative emotions
___Discuss misbehavior later
___Allow students to save face
___Proxemics (personal space)
___Kinesics (body language)
___Paraverbal communication:
___Tone
___Volume
___Rate
6 D’s of CONFLICT RESOLUTION
___Define the problem
___Describe the feelings
___Declare the needs
___Discuss/evaluate solutions
___Decide on a plan
___Determine effectiveness
CONSEQUENCES AND SOLUTIONS
___Reasonable
___Related
___Respectful
___Reliably Enforced
___Helpful: Solutions
Advantage
Disadvantage
3 “Rs” of RECOVERY
___Recognize the mistake with
responsibility instead
of blame.
___Reconcile by apologizing to
those offended or hurt.
___Resolve the problem, when
possible, by working
together on a solution.
___Reteach Appropriate Behavior
___Code of Conduct
___T-Chart
___Procedures/Routines
___Role Play
___Modeling by teacher/peers
ENDING THE HOSTILITY CYCLE
___Listening
Calmly restate understanding
that the student is upset.
___Acknowledging
Acknowledge that student is heard and
redirect back to the lesson.
___ Agreeing
Agree with the student -keep
responsibility with the student.
___Deferring Talk later-without an
audience.
ADDITIONAL INTERVENTIONS
___Wheel of Choice.
___Set limits.
___Student Conference.
___Student-directed plan.
___ “I” messages.
___Active listening.
___Team directed plan.
___Language of choice.
62
Donna Whoric, Behavior Consultant, Intermediate Unit I
BIBLIOGRAPHY
63
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Issues in providing training to achieve comprehensive behavioral support. In J.
Reichle & D.P. Wacker (Eds.), Communicative approaches to the management of challenging
behaviors (pp. 363-406).Baltimore: Paul H. Brookes.
Bailey, J.S., & Pyles,D.A.M. (1989). Behavioral diagnostics. In E. Cipani (Ed.), The treatment
of severe behavior disorders: behavior analysis approaches (pp. 85-107).
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Bambara, L., & Knoster, T. (1996). Guidelines on effective behavioral support.
Pennsylvania Department of Education, Bureau of Special Education.
Bambara, L., & Knoster, T. (1998). Designing positive behavior support plans. Washington,
D.C.:American Association on Mental Retardation.
Bambara, L., Knoster T., Lengyel, L., & Krueger, J. (1995). A five step planning process to
design and deliver an effective behavioral support plan. Instructional Support
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Bellanca, J., & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom.
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Brophy, J. & Good, T. (1974). Teacher-student relationships: causes and consequences. New
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Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994).
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Colvin, G., & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An
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Bambara, L., & Knoster, T. (1996). Guidelines on effective behavioral support.
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Bambara, L., & Knoster, T. (1998). Designing positive behavior support plans. Washington,
D.C.:American Association on Mental Retardation.
Bambara, L., Knoster T., Lengyel, L., & Krueger, J. (1995). A five step planning process to
design and deliver an effective behavioral support plan. Instructional Support
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Bellanca, J., & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom.
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Brophy, J. & Good, T. (1974). Teacher-student relationships: causes and consequences. New
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