Managing Classroom Behavior

Increased academic performance comes from: 1) actual time teaching (time spent on instruction) and, 2) student on-task behavior. When teaching is interrupted by inappropriate behavior or students are not on task, the question is how do we manage behavior? Generally, the teacher has two overall goals: First, to stop inappropriate behavior, and second, to increase appropriate behavior.

Define teacher expectations

Problems occur where there is a discrepancy between what the teacher expects and what students do. Thus,

we are dealing with two dimensions: 1) teacher expectations and 2) student behavior.  If we want to increase appropriate behavior, a necessary first step is for the teacher to explicitly, clearly, fairly, define behavioral expectations.

Where do expectations come from? Such expectations evolve from the teacher's values and beliefs about how students should behave in the classroom. It is important to note that a student's behavior can be seen differently in different situations.

Set Rules

Clear rule setting is helpful for all students. Expectations should be explicit, fair, and within the student's range of achievement. Example: Elementary teacher sets the following rules:

a) Stay on task and follow directions

b) Have school supplies ready and assignments completed

c) Raise your hand to receive permission to talk

d) Walk to and from classes in line with no talking

Rules about Rules

· Rules should be reasonable - but to whom? Teachers, administrators, parents, students? If rules are to be effective, they must be developed and owned by all stakeholders.

· Rules should be objective. They should be stated in behavioral terms. What is meant by behavioral?

· The fewer the better. Consider important aspects and ignore the minor.

· Consistent consequences - use positive reinforcement for compliance with rules and use negative consequences for breaking rules.

Involve parents and students in setting rules if possible. Put rules in writing and post them in class, particularly at the beginning of the school year. Review rules with the class on a periodic basis to discuss any needed changes. The four rules mentioned above have equal weight. Only in combination will they be effective in controlling behavioral problems.

Negative Consequences: Continuum Of Aversive Consequences

Negative consequences for inappropriate behavior can be effective in managing behavior. There are several types of consequences that can be used by teachers.

Verbal aversive: Teacher informs the student that the behavior is unacceptable and demands that it cease. There is peer pressure in these situations, which may support the teacher's demand. There is also an implied threat of informing parents, being sent to the principal, lowering of grades, etc.

Response cost: There is a cost to inappropriate behavior. The cost is a loss of some portion of a desired activity or tangible item. Response costs can vary over a wide range of things depending on age, ability level of student, subject matter of the class, and physical arrangement of the room. Sometimes the simple act of removing the student's right to select their preferred seating is effective. Proximity to the teacher can be effective or require the student to sit in an isolated portion of the classroom.

Detention: Enforced period of homework under supervision at a time when the student would usually be free to do other things. It is the loss of freedom that is aversive to the student, not study period, since the homework still has to be done. Some cautions:

a) Transportation options - bus may be the only way home,

b) Assignments must not involve new concepts as the student should be isolated during detention from either peer or teacher assistance.

c) Parents need to be notified at least one day before the student is assigned detention - lose the impact of immediate consequence to inappropriate behavior.

d) Be careful of accommodating the student. Homework has to be done anyway. The clever student may schedule detention to fit his or her own schedule.

e) Detention can become a positive reinforcement - a better place to go instead of an empty house - a place to be with friends - etc.

In-school Suspension: Same as detention, except that the student is required to miss all regular classes for the day(s) spent in in-school suspension. Must guard against making this aversive a positive reinforcement.

Home Suspension: Used in extreme cases. Usually involves some danger to other students or a teacher and always requires parental conferences and the application of due process rights. In case of students with an IEP, it cannot be used over 10 days cumulatively without reconvening the IEP team.

Expulsion (or Exclusion from School): The final aversive action on the continuum is expulsion, wherein the school admits its inability to deal with the student. Such action involves very serious misconduct on the part of the student, and usually will require a clear record of efforts by the school to correct the situation.

Behavior management plan: Assumptions, steps, reinforcement, and intervention strategies

(a) Behavior management is based on three assumptions:

1. Behavior is influenced by the consequences following it.

2. Behavior-change programs must be focused on specific, observable behavior.

3. Data collection is necessary to alter behavior thoughtfully and systematically.

Note: Most teachers find that no more than 5% to 10% of their students require behavior management methods. When needed and used, behavioral intervention is effective in reducing student misconduct.

Steps in developing a behavioral intervention plan

1. Observe classroom behavior.

2. Record the occurrence of specified behaviors before an intervention plan is implemented.

3. Chart the baseline data on a graph.

4. Select and implement a behavioral intervention system when results of initial observations (baseline data) indicate the need for such a system.

5. Observe the occurrence of specified behaviors after the intervention plan is in place.

6. Chart all subsequent observation data on the graph containing the baseline data so that student progress can be evaluated.

Reinforcement - (Terminology)

Reinforcement - If a response increases in rate as a result of a positive or negative procedure, the operation is termed reinforcement.

Punishment - If a response decreases in rate, the operation is termed punishment.

Positive Reinforcement is the presentation of a stimulus or event following a response, with an increase in the rate of that response.

Negative reinforcement is the removal of a stimulus or event following a response, with an increase in the rate of that response.

Positive punishment is the presentation of a stimulus or event following a response, with a decrease in the rate of that response.

Negative punishment is the removal of a stimulus or event following a response, with a decrease in the rate of that response.

The effects of punishment are not always predictable and can produce undesirable side effects, such as avoidance of the person who punishes (teacher), aggression, fear, withdrawal, or anxiety. Teachers should use punishment only as a last resort.

Hierarchy of Reinforcement Categories (Neisworth & Smith, 1973)

1. Self-generated reinforcers (i.e., satisfaction with a job well done, etc.)

2. Self-management of tangible reinforcers (allowing yourself to watch TV only after you've completed an unpleasant chore)

3. Social approval, attention

4. Management of tangible reinforcers (food, tokens, trinkets, tickets, etc.) by others

Behavioral Intervention Strategies

1. Shaping - The process of reinforcing a student's behavior so that it more closely approximates the desired

behavior.

2. Chaining - Chaining occurs when one response links to another response. The complete behavior is broken down into small steps to be learned one at a time and chained together to obtain the desired behavior.  Reinforcement is delivered after the last step. Example: putting a puzzle together. Start with only the last piece missing, when placed, reinforce.

3. Fading - Fading involves the use of a stimulus to bring about a desired behavior, and after the behavior is

acquired, the stimulus is gradually removed.

4. Modeling - Modeling involves a model (teacher, peer, or volunteer) who demonstrates a desire behavior while the student observes.

5. Cueing - Cueing consists of increasing the salience of an antecedent event. For example, physical prompts, verbal instructions, etc.

6. Tangible rewards - Tangible rewards are also known as primary reinforcements. When paired with praiseand approval, they can be used less frequently. Non-tangible reinforcement, i.e., praise or approval, will then be effective.

7. Social reinforcement - This is also known as attention and can be quite effective. Approval from the teacher and from peers can promote desirable behavior in most students.

8. Token economy - Students are presented with tokens after a specified behavior has occurred. The token is a generalized reinforcer which can be exchanged for primary reinforcers of a great variety, e.g., money, food, etc.  Token systems are highly individualized.

9. Contingency management - The term contingent implies a relationship between what one does and what happens afterward. For example, salaries are contingent on job performance; teaching positions are contingent on certification. A teacher can control student behavior by arranging contingencies. This can be done by contractual agreements between teacher and student.

10. Verbal reprimands consist of giving students verbal feed back about their behaviors. Say it and leave it!

11. Time-out periods - This means removing the student to an isolated spot. It can be effective in reducing the occurrence of inappropriate behaviors. The time-out should never exceed 5 minutes.

12. Response cost - Response cost results in the loss of some portion of  a desired activity or tangible reward.

13. Behavior contracts are specific, written agreements designating the  exact behaviors a student agrees to perform. The contract contains a time frame and the specific reinforcement or punishment associated with performing or failing to perform the behaviors agreed to in the contract. The student should be involved in determining the terms of the contract.

The ultimate goal of a behavior management system is to assist all students in the development of self-management skills.  All students need environments that build self-esteem, respect individual differences, are physically comfortable, and are rich in instructional materials and equipment.

Contingency Contracting

Procedures in Contingency Contracting

1. Mutual agreement on tasks to be accomplished. This includes the teacher, student, and parent, if involved.  Clear expectations of tasks to be accomplished must be established. Directions must be clear.

2. Identify what will serve as reinforcers. A RE Menu is a listing of high probability behaviors. Reinforcers are available only upon completion of a low-probability behavior (specified task).

3. Arrange the classroom

4. Identify how the student will earn reinforcers (By accomplishing either part or all of the tasks).

5. Identify the criteria for mastery of each task (time, achievement level, how they will be evaluated).

6. State when the reinforcer will be received.

7. Any contingency contract must be signed by all parties, with copies to given to each, and with a review date specified.

Advantages of contingency contracting: RE items are not consumable. They do not cost a lot. There is typically little opposition from parents or school critics because the reward is an activity. This system involves the student in the decision-making process and leads toward self-determination.

Explaining Contingency Contracting

IF

Other Behavior Management Strategies

1. Sufficient teacher preparation - Students should be busy and interested. Typically, the busier the students, the fewer the behavior problems. "The best defense has been an aggressive offense". Keep the students so busy that they do not have time to get into trouble.

 

2. Individualized instruction - Tailor instruction to the student's performance level. Instruction should be engaging, challenging, and interesting. For example, when working with a student who has a short attention span, plan for frequent breaks. After 10 minutes, channel interests to other activities and then return to the initial task.

 

Some behavior problems are the result of frustration with material that is too difficult or too easy for the particular student. Vary the classroom activities.

 

3. Four communication (especially in conflict situations) guidelines:

 

a) Focus communication on the student's behavior without judging or attacking. Use "I" rather than "you" messages. "I'm concerned about the number of time you interrupt the conversations of others," rather than, "you are rude and annoying".

 

b) Be firm and consistent in applying rules and assigning consequences.

 

c) Angry feelings are natural, particularly when the student has engaged in behavior that is dangerous to others.  However, anger should be expressed rationally and in a clear fashion without escalating the intensity of your feelings. Self-control is important.

 

d) Teacher confrontations should never occur in front of an entire class. Why? Because (a) Students can gain sympathy and support from other class members and (b) the teacher is placed in the position of proving to be in control.

 

 

Communications should also hinge on catching students being good.

 

Have classroom meetings. Give students opportunities to discuss relevant issues, build trusting relationships with peers, and increase their sense of cohesiveness in the classroom.

 

Room Arrangement

 

The arrangement of the room can influence the degree to which students meet the behavioral expectations of the teacher.

 

· change of pace activities

· special places for individualization

· aids to concentration

· adequate storage for personal belongings

· conducive to cooperative learning

 

 

Assigned Responsibility

 

If a student is seeking attention, assign the student some responsibility, e.g., take attendance, caring for plants, school safety patrol, straightening the room, or running errand.

 

Spin offs - heightened status among peers - a recognition of being trusted, valued.

 

Signals to Students

 

Verbal - direct and/or indirect

 

Non verbal - gestures, facial expressions, turning lights on & off, moving about the classroom, physical proximity

 

 

Parental Involvement

 

a) IEP conference - discussion of needs, strategies to meet needs.

 

b) Parent conferences - notes, phones calls, visits

 

c) Remember to talk about both good behaviors and bad behaviors.

 

d) Include parents in the decisions about intervention strategies and in developing consequences for school behavior.