Classroom_Management

B. Direct Instruction 1. Goals for Classroom Behavior a. Goal 1 Students will be on task and engaged, participating in class discussion and or activities. 2. Rule 1 Show respect to your teacher and classmates by not talking when it is not your turn. a. Consequence Writing the students name on the board. Minus marks are added, as needed, which equal loss of free time. b. Reinforcement Verbal reminder and praise for students who are on task and engaged, participating in class discussion and activities. For example… I like the way Suzy is raising her hand to answer the question, good job Suzy! Cooperative Work 1. Goals for Classroom Behavior a. Goal 1 Students will work cooperatively in small groups to complete an assigned task or activity. 2. Rule 1 All members of the group will respectfully work together to finish the task neatly and on time. a. Consequence Moving of student personal visual aid, such as a frog, to from green to yellow. Green = good Yellow = be careful Red = stop Black = Phone call to parent. b. Reinforcement Teacher will “wander” checking progress of groups. Groups will be awarded “team” positive check mark on the board. Teams who earn 3 checks are sent home with a participation award. Assignments 1. Goals for Classroom Behavior a. Goal 1 Follow directions, quickly and quietly and do own work. 2. Rule 1 Students will stop what they are doing and listen to directions then quietly do their own work a. Consequence Student will be moved from his current “place” in the class to a seat closer in proximity to the teacher or to a table away from the other students. b. Reinforcement Teaher will pass out good slips, or good behavior coupons, for students who she “catches” using appropriate classroom behaviors. C1. The first technique I plan to use for individual students is high levels of specific praise. Positive reinforcement that is specific and detailed because the student is told exactly what he or she did to earn the praise. Using extrinsic reward, praise, to promote the intrinsic desire for more praise and achieve the desired behavioral results. Students typically respond well to praise for their behavior or educational achievement on tasks. When other students see this they develop the desire to receive praise themselves and will therefore adjust their behavior or make greater effort on their academic work to receive praise. Even simply saying “I like the way Suzy is standing, waiting quietly arms folded, ready to go into the hall, excellent job Suzy!” will have the effect of other students looking at Suzy and immediately mimicking Suzy’s behavior. The second technique I plan to utilize for individual students is the use of tangible reinforcement systems for appropriate social, and or classroom behavior. The class I currently work in uses “good slips” that the individual students can earn for appropriate behavior, or excellent schoolwork. Examples of appropriate classroom behavior would include: sitting quietly on the mat waiting for the next instructions; waiting your turn to get a drink at the drinking fountain; walking quickly and quietly to the next center; keeping your hands to yourself; and listening when it is the teachers turn to talk. I plan on using good behavior coupons that the student will receive for appropriate classroom behaviors. The students will then be able to redeem their good behavior coupons, once a month, at the “class store”. Student’s love being rewarded as individuals and tangible rewards are a great positive reinforcement tool. The third technique I plan on using in my classroom will be a visual reinforcement of appropriate classroom behaviors. I plan on having the students’ names on a large, easily visible chart, where I can put positive check marks next to their names as they exhibit the desired behaviors. When a student has earned 3 positive check marks a positive note is sent home with the child telling of his or her achievement. Students, especially younger grades, love for their parents to know they are being good at school. This method would make it possible for the student to receive positive attention both from school and at home. As the year progresses more behaviorally is expected of the students so it will become progressively harder to earn the positive check marks. The fourth technique would be the “reward” of an extra activity for students who complete their assigned work quickly and correctly. The “reward” activity would be giving the students the choice between two of the following: 1) extra independent reading time; 2) educational board game; 3) doing puzzles; 4) educational file folder games; and 5) a “Fun” worksheet. So when Suzy completes all her assigned tasks I can say, “Great Job on your math assignment Suzy. You answered all the questions correctly. What activity would you like to do' Would you like to read quietly or play a file folder game'” I think it is important that the students be given a choice as to what their reward is. That way they still feel like they are the ones with the freedom, even though their “freedom” is limited by the teachers activity choices. C2. The first reinforcement technique I plan on using for groups of students would be the puzzle technique. The students first pick an activity they would like to earn such as 1) extra playground time; 2) a pizza party; or 3) a read-a-thon. Then we make or choose an appropriate picture such as: 1) a picture of the play ground for extra playtime; 2) a picture of a pizza for a pizza party; 3) or a book for a “read-a-thon” party and so on. Then we take the picture and cut it into puzzle pieces. After a discussion on the “criteria” for earning pieces of the puzzle the students will slowly “earn” pieces of their puzzle. When their puzzle is complete they earn the reward they have chosen. The criteria would, of course, be the observance of appropriate classroom behaviors such as being prepared, keeping hands to self, staying on task and so on. The second technique for groups would be team-based rewards. Tables or “teams” would receive special privileges or awards for positive behavior or academic achievement. Paper awards or certificates for different behaviors such as working hardest, getting along the best, listening to each other, cleaning up the teams area, and so on could be awarded. Also, rewards such as drawing from the prize box, extra computer time or being the teachers special helpers would be given to team members based on behavioral or academic criteria. The third technique would be a system called Behavior Bingo. The teacher has a laminated 100 chart and a jar with the numbers 1-100 cut up in it. When the class displays good behavior the teacher draws numbers out of the jar and colors them in on the chart with a dry erase marker. When the students get a “BINGO” (straight line) they are rewarded with a small treat such as stickers, a dip in the pencil box, extra 10 minutes of recess, popsicles and so on. When the whole class displays good behavior such as working quietly the teacher would reward them with 2 or 3 numbers being pulled from the jar. If the whole class receives a compliment from another teacher about their behavior in the hallway the teacher would reward them with 3-5 numbers being pulled from the jar. Another situation that could merit numbers being pulled from the jar might be perfect daily attendance (everyone is present and on time) equals 5 numbers being pulled from the jar. And the big one might be thirty numbers being pulled from the jar after a good report from a substitute teacher. The final technique I plan on using as a teacher will be “Fun Friday” afternoons. Students who have completed all their weekly work and homework will be rewarded with 30 minutes of “free time” on Friday afternoons. Students will be able to play boards games, read, do puzzles, draw, play file folder or card games for the last 30 minutes of school on Friday’s. If the entire class has completed and turned in all their weekly work and homework the entire class might be taken out for extra PE time or I might bring a small treat or let them watch a short movie. Students who have not completed their weekly work will have to continue working toward getting their weekly work turned in. If they complete their work during the party they may join in the activities, if not they will continue working until the end of the school day but will hopefully try harder the next week so they can participate on the next “Fun Friday”.