Transcript Consequences - exe502contmanagement

Behaviorism Paradigm S-R Theory
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A B C MODEL
You cannot directly change a behavior.
You can manipulate the Antecedent
You can manipulate the Consequence
Reinforcement Punishment
Positive
Something added
Negative
Something
withdrawn
Behavior increases
Behavior decreases
Object
Activity
Social
Consequence
Physical
Consequences Removal of a
right, attention
Threats
Annoying
situation
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Behavior Plan
• Sequence of actions to be taken
depending on severity or frequency of a
situation.
• School develops plan
• Most behaviors are managed at the
classroom level
School policies
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Suspension/ in school or out of school
Expulsion
Logical consequences or punishment
Support or Criticism
Use of community service kinds of
consequences
• Cultural expectations: cruelty or behavior
management
• Give your school a grade activity
Love and Logic lists: Classroom
Expectations, (Jim Fay)
• Feel free to do anything that does not cause a problem
for anyone else.
• I teach when there are no distractions or other problems.
• I listen to students who raise their hand.
• I listen to one person at a time.
• Please treat me with the same respect I treat you.
• If someone causes a problem, I will do something.
• What I do will depends on what happened and what the
person is willing to do to solve the problem.
Classroom Expectations
(Example #2)
• I allow students to remain in my classroom as
long as they do not cause a problem for anyone
else.
• If they cause a problem, I will ask them to fix it.
• If they can't or will not fix it, I will do something.
• What I do will depend on the unique situation.
Love and Logic
Establishing a climate for learning
reinforcing, reminding, and redirecting
• Noticing what students do right:
encouraging, specificity, and positive
(show me what you will do…)
• Reinforce group and individual efforts
• Reminding (review and practice)
• Redirection
• Time out (to redirect and think)
• Teach expectations through discussion
and modeling
Behavior Management and
contigency contacts
• Using reinforcement
• Whole class recognition and individual use
of behavioral techniques
• Self use of contingencies
Praise vs. Encouragement
• "You're such a good girl"
• "You did it just like I told
you to."
• "All A's? You deserve a
reward."
• "I'm glad you listened to
me."
• "You really know what
makes me proud."
• "I'm proud of you."
• "I really appreciate your
help."
• "I knew you could do it."
• "You did your best and
you didn't give up."
• "You must be proud of
yourself."
• "I have faith in you."
• "I trust your decision."
• "I love you no matter
what."
Genuine vs. artificial praise
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""Tell Grandma thank-you. Good
girl!"
"Be a good boy and give your
sister the toy... good for you!"
By "genuine praise" I mean loving
words that arise spontaneously
and warmly from the parent's
heart, without any thought of
manipulation of the child's
behavior.
Examples:
"Wow! What a beautiful card you
made for me! Thank you!"
"Oh, you swept the floor! What a
nice surprise!"
• The key difference
between these two
kinds of praise is
our intention.
Verbal Praise by Teacher
• Praise, when used consistently and correctly, can cause
a palpable change in the classroom. Students who have
been disruptive or inattentive, when praised for positive
efforts, can become contributing members of the
classroom.
• To be most effective teacher praise should be personal,
genuine, specific and descriptive.
• For example, instead of good job, a teacher might say,
“Tommy, I like the way you raised your hand when you
knew the answer to the question.”
• This not only encourages the student to raise his hand
instead of yelling out answers, but the rest of the class
as well.
Praising teenagers
• http://www.expertvillage.com/video/41640_
parenting-teens-positivereinforcement.htm
Music Marbles
• A class reward system is used to motivate and praise the
entire class. One type of reward system that works
especially well with primary students is Music Marbles.
• Marbles are placed into a jar for positive student
behavior.
• Marbles can be earned by an individual or the whole
class for behaviors such as completion of homework,
following directions, and working quietly.
• When the jar is full the entire class earns the music of its
choice to be played at different times during the day.
Happy Notes
• Encourage good student behaviors in the
classroom by enlisting parent help.
• Teacher can send home a “Happy Note” on
cheery yellow paper notifying parents of their
student’s success in the classroom.
• The notes should be sent home for both positive
behavior and academic achievement.
Peer Praise
• Student should be encouraged to praise each
other in the classroom.
• Praising other students needs to be explicitly
taught and modeled. The more students practice
praising each other the more natural and
effective the praise is.
• A fun way to praise is to have students clap or
cheer, “Woo Hoo!” when they see a fellow
student doing something positive.
Shining Stars Bulletin Board
• Everyone performs better when their hard work is
rewarded publicly.
• Students maintain proper behaviors more often when
their successes are displayed on a classroom bulletin
board for their peers and visitors to admire.
• A “Shining Stars” bulletin board that displays each
student’s picture on a star and the accomplishments of
the class recognizes the diligent efforts of the group.
• Praise and the use of token reward systems can
motivate students and create a safe, open atmosphere.
As students begin to exhibit desired classroom
behaviors, teachers need to raise behavior expectations
and begin to wean reward systems to encourage intrinsic
motivation.
Awards Ceremonies
When children break the rules
• Logical consequences
--You break it, you fix it
• Lose privileges
• Time out
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• Sample strategies
– Apologies
– Finding the solution
– Conflict resolution
– Contracts
• Consequences - Allowing children to
experience the consequences of their
behavior can be more meaningful than any
action a caregiver could take. A child who
experiences unpleasant consequences of
behavior will not be likely to act that way
again.
consequences
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• Natural - A child who acts bossy may spend a lonely day after
playmates decide to leave.
• Logical - A child who rides a bike in the street is not allowed to use
the bike for a period of time. Logical consequences are used when
the natural consequences (being hit by a car while riding a bike in
the street) would effect a child's health or safety. Sometimes it is
difficult for a caregiver to allow a child to experience consequences
but it is important to remember that the child is learning.
• Problem Solving - You can talk with the child about why she is
behaving in a certain way, why the behavior is unacceptable and
how you might work together to change the behavior. (Example:
When the child is angry, she slams her door, this causes the pictures
to fall off the wall. Next time she is angry, she will tell you how she
feels.)
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Keep calm: Stabilization and
Reframing
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This class sucks:
Is that how you really feel,
Yes
I appreciate your honesty and courage to
tell me how you feel. Let’s sit down and
decide how to make things better for both
of us.
Reframing: Defiance
• I love the way you keep working and don’t
give up. Most students stop when things
get difficult. Not you. You have the guts to
keep going. But it is not going to work in
this case. So you need to stop.
• You are so stubborn. When are you going
to listen to me.
All about delivery
• It is not the what but
the how
• State rule,
consequence, and
value
• Power of proximity
• Direct eye contact
when you deliver
consequence
• Soft but firm voice
• Don’t embarrass
students in front of
peers
• Be firm and anger
free when giving
consequence
• Don’t accept excuses
but keep door open
for another solution
Unconventional strategies
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Legitimitize the behavior (social time)
Use coupons (complaints –five)
Reverse roles—here you teach
Humor
Agree with the put down or criticism—you
might be right
• Answer improbably—I am out of here
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Behave paradoxically
Non verbal message
Have a temper tantrum on purpose
For every 8 minutes of listening should be
2 minutes of activity
• Videotape students
• Put kids in charge of the consequence
(incompatible substitute)
mak
Rules
Rewards
Consequences
NOTE: Behavior Recording Sticks with
pictures describing actions are placed
in the child's behavior pocket each
time a rule is broken.
• Hand - Touching, hitting, or pushing
• Bug - Bugging others or disrupting
learning
• Lips - Excessive Talking, Talking out,
or Mean Comments
• Turtle - Slow to obey or finish work
• Octopus - Touching or destroying
other peoples property
• Fish - Swimming out of seat or
designated area
Reasons for misbehaviors
Dreikus
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Control
Attention
Power
Revenge
These usually include: getting attention, seeking
power, taking revenge and avoiding failure.
When we look carefully at the misbehavior we
can usually find that the reason lies in one of
these four goals.
Problem solving meetings
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To help each other and to solve problems
Rules:
Try to solve problems
Support one another
Listen and don’t interrupt
Use the I voice—I have trouble
concentrating when all are talking
Problem solving meetings
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Introduce problem and review class rules
Gather information
Create a focus question
Brainstorm solutions
Choose a plan
Set up progress and consequences: How do we
know it’s working?
• Close meeting
Social Conferences
• Establish what the teacher and student
notice
• Naming the problem and the need to solve
it.
• Generating alternatives
• Establishing an agreement to try
• Pp 310-338
Contract
• Individual
• Needs special consideration
• Other more general strategies have not
worked
Contract Components
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Description of desired behavior
Parties involved
Reward (reinforcement vs consequence)
Time frame
Signatures
In Patricia Polacco’s
new book, Mr.
Lincoln’s Way, a bully
overcomes his
prejudice when an
African American
principal invites him to
help attract birds to
the school atrium.
He led Eugene to the window
of the atrium. It was alive
with the songs of the birds. ‘I
see sparrows, jays,
cardinals, nuthatches and
the mallards. Don’t all of
those beautiful types and
colors make this a beautiful
place to be – for all of
them?’"