Introduction Article 1 Title Source Article $ % Title : Are You With It? : www. Pecentral.or !cli"ate!articlearchi#es.

.ht"l : &lassroo" 'eha#ior (ana e"ent : A Do)en &o""on (ista*es and What to Do Instead &ontents Writer(s) : 'arbetta+ Patricia+ ,orona+ -athleen .eon + 'icard+ Da#id Source : Pre#entin School /ailure0 S1rin $223+ 4ol. 56 Issue 7+ 1 11%16+ 61 (web.cortland.edu!anders"d!1s8321!1$.ht") 9ist o: Article 1 (isbeha#iour is co""on in an8 classroo" and in order to o#erco"e it a teacher needs to "a*e use o: certain techni;ues or strate ies. -ounin<s disci1line "odel can be utili)ed b8 teacher in order to a#oid or "ini"i)e the occurrences o: student "isbeha#iour in a classroo". This "odel co"es with a set o: 1re#entati#e techni;ues which s1eci:icall8 desi ned to uide teacher to deal with "isbeha#iour e::ecti#el8. /urther"ore+ these techni;ues will also boost a 1ositi#e learnin and teachin en#iron"ent. The techni;ues are based on si= essential *e8 ideas na"el80 ri11le e::ect+ withitness+ o#erla11in + e::ecti#e transitions+ class "ana e"ent+ and satiation. The si= techni;ues stated abo#e re;uire a hu e a"ount o: ener 8 and a1titude :ro" teacher. It is so because teacher needs to be 1roacti#e and an e::ecti#e "ana er in the classroo". /ailure to do so will result in "isbeha#iour co""its b8 students. In usin the techni;ues+ teacher acts as "isbeha#iour corrector and ou ht to con#ince students that their attitudes are bein "onitored closel8. Teacher has to scan the class and be #er8 shar1 in identi:8in the student who co""its "isbeha#iours. ,e=t+ teacher also needs to "ultitas* in :ul:illin the needs o: students. It will hinder "isbeha#iour :ro" occurrin or at least reduce the nu"ber o: the". >ther than that+ s"ooth and e::ecti#e transitions are crucial in a lesson. Students should not be con:used with len th8 e=1lanation. Teacher "ust be clear in i#in instructions and it

Writer(s) : Deb Wuest

will be rewardin i: he or she is able to "a*e it brie: 8et "eanin :ul. 'esides+ teachers can utili)e e::ecti#e rou1in rou1in techni;ue in hel1in the" to o#erco"e "isbeha#iour. In :act+ rou1 will enhance the en a e"ent o: students to the tas*s assi ned.

?owe#er+ their 1ro ress needs to be :acilitated at all ti"e to a#oid o::%tas*

"e"bers. /urther"ore+ teachers are res1onsible to sustain the interest and in#ol#e"ent o: the students b8 a#oidin satiation :ro" occurrin durin the lesson. Satiation will lead to the e"er ence o: un1ro"isin beha#iours. Puttin it in a nutshell+ teacher ou ht to ha#e awareness all the ti"e and *now when to inter#ene and sto1 "isbeha#iour :ro" ettin serious. Then+ he or she "ust learn how to :ul:ill the de"ands o: the students e::ecti#el8 and elicit their attention consistentl8. /inall8+ a teacher should "aintain the in#ol#e"ent o: students and reduce the satiation throu h #arious teachin strate ies. 9ist o: Article $ The article discusses the issues that co""onl8 occur while dealin with student "isbeha#iour in a classroo". It is stated that teachers ha#e si ni:icant in:luence o#er students< beha#iour. There:ore+ teachers "ust be 1roacti#e in sol#in "isbeha#iour usin e::ecti#e a11roach in "ana in the". It is :urther stated that 1re#ention is the "ost 1ower:ul tool to control students< "isbeha#iour. ,e#ertheless+ at so"e 1oint in dealin with the 1roble"atic students+ teachers co""it #arious "ista*es due "isinter1retation and "is@ud ed o: the "isbeha#iour. >ne o: the "ista*es is to de:ine "isbeha#iour at the su1er:icial le#el. Teachers need to understand that "isbeha#iour has theirs :unctions. /or instance+ certain "isbeha#iour occurs because the students are lon in :or attention whereas at ti"es the8 occur due to lac* o: "oti#ation in classroo". There:ore it is a "ust :or teachers to de:ine "isbeha#iour b8 their :unctions. ,e=t+ it is #er8 co""on :or teachers to as* the students wh8 the8 "isbeha#ed in the classroo". The idea will not wor* because students are not aware o: wh8 the8 "isbeha#ed and so"eti"es the8 "a8 co"e out with un1leasant answers. Thus+ it is bene:icial :or teacher to assess the beha#iours strai ht awa8 and deter"ine the :unctions.

>ther than that+ so"e teachers wor* reall8 hard in dealin with "isbeha#iours. The8 do not reali)e that when their strate ies do not wor*+ the8 should chan e the" to suit the needs. There is no 1oint to tr8 hard when the outco"es will @ust a::ected students% teachers relationshi1 ne ati#el8. A1art :ro" that+ teacher should not #iolate an8 1rinci1les o: ood classroo" rules. The 1rinci1les should be :ollowed consistentl8. In a wa8 it hel1s to disci1line the students. Then+ so"e teachers o:ten 1ercei#e that o::%tas* students do not want to do their tas*s without noticin the realit8 which is the8 cannot do the tas* due to lac* o: 1rior *nowled e and 1rere;uisite s*ills. /ailure to 1lan :or transition ti"e will also contribute to "isbeha#iour. ?ence+ teachers "ust 1lan and 1la8 their roles as :acilitator and "oti#ator durin transition ti"e e::icientl8. 'eside that+ so"e teachers tend to i nore the "isbeha#iour totall8 and this will not hel1 to i"1ro#e students< attitudes. We should i nore wisel8 usin beha#iour% buildin strate ies to i"1ro#e students< beha#iour. ,e=t+ teachers o:ten o#eruse ti"e out. Ti"e out should be used scarcel8 to ether with 1re%correcti#e+ beha#iour% buildin strate ies and rein:orce"ent. >ther than that+ teachers should not ha#e inconsistent e=1ectations and conse;uences as it "a8 ha"1er the students. A=1ectations "ust be bac*ed u1 with rein:orce"ent :or co"1liance and reasonable ne ati#e conse;uences :or nonco"1liance. /urther"ore+ teachers should not 1ercei#e the"sel#es as the sole classroo" "ana er when in realit8 the8 are other 1arties such as students+ 1arents and school authorities in "ana e"ent e::ort to hel1. The8 should be wor*in to ether to sol#e "isbeha#iour. 'esides+ there is "issin lin* between instruction and beha#iours. It will de:initel8 lead to "isbeha#iour. Teachers can use acade"ic instruction as a beha#ior "ana e"ent tool and it "ust be e::ecti#e and clear. /inall8+ so"e teachers ta*e "isbeha#iour 1ersonall8 whereas the8 should be dealt with 1ro:essionall8. It is "ore :ruit:ul to s1ent ti"e and ener 8 on students< success rather than bein u1set all the ti"e.

Be:lection!Discussion I ha#e chosen two articles which are related to techni;ues and strate ies :or dealin with "isbeha#iour e::ecti#el8. The articles hi hli hted -ounin<s disci1line "odel and also the Do<s and the Don<ts in sol#in "isbeha#iours. This to1ic has been "8 interest e#er since I started teachin . (ore o#er+ I belie#e that the abilit8 to deal with such 1roble"s will deter"ine the success o: e#er8 lesson I conducted. /irst and :ore"ost+ C"isbeha#iour can be de:ined as beha#iour that is not acce1table to other 1eo1le.D (&ollin &obuild Ad#anced Dictionar8+ $22E). In the classroo" conte=t+ "isbeha#iour is beha#iour that will disru1t the lesson and distort the s"oothness o: its :low. (isbeha#iour is also re:ers as o:: tas* beha#iour. >:: tas* beha#iour has been de:ined as Cthat which is not co"1atible with the wor* re;uested b8 teacher.D('i s F Wat*ins+ 1667) In "8 hu"ble o1inion+ "isbeha#iour o: students is co""on in an8 classroo". Teacher will ha#e to :ace a :ew students who will choose not to in#ol#e the"sel#es in classroo" acti#ities. The8 occur in e#er8 sin le lesson and di::er in ter" o: seriousness. It de1ends on how the teachers "ana e the 1roble"s e::ecti#el8+ thus+ it will lea#e a si ni:icant i"1act on teachers the"sel#es and students too. (ost o: the ti"e teachers will 1ut on their Thin*in &a1 in anal8)in the 1roble"s lo icall8. 'esides+ teachers &a1 and /eelin &a1 in sol#in so"eti"es decided to 1ut on their /eelin &a1 and the heart will ob#iousl8 ta*es o#er. Personall8+ I a reed on 1uttin about the". I thin* that in dealin co"1osure in dealin with "isbeha#iour e#er8 teacher will e=1ect 1ositi#e to Willia" Stewart (166G) outco"es to e#entuall8 e"er e. There:ore+ a ood teacher will alwa8s "aintain his or her with "isbeha#iours. Accordin Ce"otions are in:luenced b8 :eelin s+ and in turn in:luence beha#iourD and C1ositi#e e"otions create 1ositi#e beha#iour0 ne ati#e e"otions create ne ati#e beha#iour.D These two ;uotes share with us the i"1ortance o: bein 1ositi#e e"otionall8 because it will a::ect beha#iours. ?ence+ i: we intend to chan e the undesirable attitudes o: our students to a better one+ we should :irst 1ortra8 1ositi#e attitudes oursel#es. on both Thin*in "isbeha#iours. Students need to *now that "isbeha#in is wron and their teacher care

We should alwa8s sta8 on the 1ositi#e trac* as it will de:initel8 hel1 us to tac*le the 1roble" usin e::ecti#e and well or ani)ed strate ies. When we are e"otionall8 a::ected b8 our students< "isbeha#iour+ it will drain awa8 the ener 8 and ulti"atel8 there will be no rein:orce"ent :or the beha#iours to chan e. 'esides+ I stron l8 belie#e that it will a::ect students%teachers relationshi1 ne ati#el8. There:ore+ teachers will ha#e to e=a"ine the :actors that tri er "isbeha#iour to ta*e 1lace in their classroo". Bichard I. Arends ($22E) has stated :our "a@or causes o: "isbeha#iour: 1) students 1ercei#e that schoolwor* is borin and irrele#ant and the8 will tr8 to esca1e it+ $) students< out%o: school li#es (:a"il8 or co""unit8) 1roduce 1s8cholo ical and e"otional 1roble"s that the8 1la8 out in school+ 7) rebellious students 5) attention see*in which is 1art o: rowin 1rocess. When I was a be innin teacher+ I used to search )ealousl8 :or causes o: "isbeha#iour and in the lon run I was e=tre"el8 :rustrated. There are "an8 :actors to be considered and nor"all8 I :ail to co1e with students< "isbeha#iour e::ecti#el8. ?owe#er+ throu h "8 13 8ears o: teachin e=1erience+ I stron l8 belie#e "8 techni;ues in o#erco"in "isbeha#iour ha#e been 1er:ected. ?a#in "8 own *ids has added "ore )est to the techni;ues I a" utili)in . -ounin<s techni;ues are de:initel8 hel1:ul and the8 send si nal to students that teacher reall8 has e8es in the bac* o: her head. A1art :ro" that+ I stron l8 a reed that teachers "ust learn how to 1re#ent 1roble"s be:ore the8 start. Plannin is #er8 essential and well%1lanned lesson will 1ut a sto1 to "isbeha#iour. CDealin with beha#iour 1roble"s not onl8 wastes #aluable teachin ti"e but also 1roduces a hi h de ree o: stress :or e#er8one in#ol#ed. The s"art teacher uses 1lannin and in enuit8 whene#er 1ossible to a#oid disci1line 1roble"s.D (Y#onne 'ender+ $22H). As 8ears 1assed I learned that I "8sel: was so"eti"es the cause o: the "isbeha#iour to cro1 u1. When I started teachin + I s1ent al"ost 12 "inutes @ust to *ee1 the students in order and sit res1ect:ull8 at their res1ecti#e 1laces. The class was e=tre"el8 chaotic and "ost o: the ti"e I was an r8 with "8 own sel:. .uc*il8 I reali)ed that the students were not clear o: the basic 1rinci1les o: class rules. Their beha#iour chan ed raduall8 as I alwa8s re"ind the" and rein:orce the rules re ularl8.

. ,e=t+ at ti"es "8 lessons were not suitable :or the class0 so"eti"es the8 are too eas8 and so"eti"es too tou h :or the students. 'oth situations contributed to o::%tas* students and I was so :rustrated because the students did not res1ond li*e another teacher<s class. Accordin to Y#onne 'ender ($22H) the d8na"ics in classroo"s are di::erent. ?ence+ we ha#e to be realistic with our students< ca1abilit8. A#er since then+ I alwa8s chec* on the students< abilit8 and their ca1acit8 to en a e in e#er8 lesson. The results are :ruit:ul and less "isbeha#iour too* 1lace in "8 class. In dealin with "isbeha#iour+ I o1ted :or usin 1raises as a :or" o: reward consistentl8 to "aintain ood beha#iour a"on students. I learn how to i nore certain "isbeha#iour and :ocus on "ore serious cases which will lead to :urther and widenin "ana e"ent 1roble"s. I rarel8 use 1unish"ent unless the cases are #er8 serious and threatenin . I belie#e 1unish"ent will a::ect students%teachers ra11ort ne ati#el8. C?on -on research indicates that students li*e to be rewarded b8 their teacher (b8 wa8 o: 1raises or other rewards+ whether 1ublicl8 or 1ri#atel8+ and enerall8 belie#e that rewards are "ore e::ecti#e than 1unish"ents in "ana in student beha#iourD ('i s F Wat*ins+ 1667) 'esides 1raisin the students+ I belie#e that teachers need to 1ut in their heart and soul in "ana in students< beha#iour. It re;uires certain a"ount o: ti"e in e=1lorin students< :eelin and it ta*es ti"e :or teachers to connect to students< heart. When the connection is well%established+ it will be easier :or teachers to handle "isbeha#iour. C'8 connectin with "8 students< hearts I build ra11ort+ en a e e"otions+ and increase learnin D (Abernath8 F Beardon+ $22H). This e=cer1t tells us that at the end o: the da8 we want our students to s1end a "a=i"u" ti"e :or learnin and it can be achie#ed throu h 1ositi#e ra11ort with teachers. >ther than that+ I stron l8 belie#e that incor1oratin @o8 in a lesson will hel1 to reduce the nu"ber o: "isbeha#iour. Accordin to Ste#en F 9oldber ($22H) hu"an bein s are born with a natural abilit8 to e=1erience @o8. ?ence the innate abilit8 can be used as an ad#anta e to 1ro"ote 1ositi#e learnin en#iron"ent and indirectl8 hel1s teachers to curb "isbeha#iour 1roble"s.

In conclusion+ "isbeha#iour is co""on and an una#oidable. -ounin<s strate ies can be used as a uideline and teachers "ust be #er8 "eticulous in deter"inin the "isbeha#iour cases which re;uires i""ediate attention and which are not. (oreo#er+ teachers "ust a#oid :ro" "a*in "ista*es in sol#in "isbeha#iour. Success:ul classroo" "ana er will ensure that "isbeha#iour will not let the lesson :ailed and will deal with it usin intelli ence and rationalit8. A ood teacher will ne#er let e"otions to con;uer the" when :acin students< "isbeha#iours. References : Deb Wuest .A1ril 1666.Are you with It? www.Pecentral.or !cli"ate!articlearchi#es.ht"l 'arbetta+ Patricia+ ,orona+ -athleen .eon + 'icard+ Da#id Classroom Behavior Management : A Dozen Common Mistakes and What to Do Instead Contents. Pre#entin School /ailure0 S1rin $223+ 4ol. 56 Issue 7+ 1 11%16+ 61 web.cortland.edu!anders"d!1s8321!1$.ht" Iohn 'i s and Da#id Wat*ins. 1663.Classroom Learning Aducational Ps8cholo 8 :or the Asian Teacher. Sin a1ore : Prentice ?all. Bob Abernath8 and (ar* Beardon.$22H. ?ot Ti1s :or Teachers% !" # $te%s to $tudents &ngagement. Selan or : (aster1iece Publication Sdn. 'hd. Y#onne 'ender. $22H. The ,ew Teacher<s ?andboo*% 'ra(ti(al $trategies ) *e(hni+ues ,or $u((es in the Classroom. Selan or : (aster1iece Publication Sdn. 'hd. Bichard I. Arends. $22E. Learning to *ea(h. ,ew Yor* : (c 9raw ?ill.

Willia" Stewart. $222. 'uildin Sel:%Astee"% ?ow to re1lace sel:%doubt with con:idence and well bein . -uala .u"1ur : 9olden 'oo*s &entre Sdn. 'hd. Iud8 Ste#ens and Dee 9oldber . $22H. /or the .earners< Sa*e% A 'ra(ti(al -uide to *rans,orm .our Classroom and $(hool.. Selan or : (aster1iece Publication Sdn. 'hd. &ollins &obuild Ad#anced Dictionar8.$226. J-: ?ar1er &ollin Publishers. A11endices 1st Article

Are You With it? By Deb Wuest

Do 8our students thin* 8ou ha#e Ke8es behind 8our head?K &an 8ou deal e::ecti#el8 with the de"ands o: se#eral students at the sa"e ti"e? Are 8ou e::ecti#e at "aintainin lesson "o"entu"+ chan in acti#ities when interest is wanin or "odi:8in acti#ities to *ee1 students bus8? I: so+ 8ou are usin "an8 o: the techni;ues incor1orated b8 -ounin into his disci1line "odel. -ouninLs "odel :ocuses on 1re#enti#e disci1line %% techni;ues and strate ies desi ned to 1re#ent the occurrence o: disci1line 1roble"s in the :irst 1lace. Accordin to -ounin+ ood classroo" "ana e"ent de1ends on e::ecti#e lesson "ana e"ent. -ouninLs *e8 ideas include the Kri11le e::ect+K Kwithitness+K Ko#erla11in +K e::ecti#e transitions+ class "ana e"ent+ and satiation. Ripple Effect. The Kri11le e::ectK occurs when the teacher corrects a "isbeha#ior in one student+ and this 1ositi#el8 in:luences the beha#ior o: other nearb8 students. The ri11le e::ect is in:luenced b8 the clarit8 and :ir"ness o: the correction. The e::ect is reater when the teacher clearl8 na"es the unacce1table beha#ior and i#es the reasons :or the desist. /ir"ness+ that is+ con#e8in an KI "ean itK attitude+ enhances the ri11le e::ect. The ri11le e::ect is reatest at the be innin o: the 8ear and di"inishes as the 8ear 1ro resses. At the hi h school le#el+ -ounin :ound that res1ect :or the teacher alon with hi h "oti#ation to learn leads to the reatest student in#ol#e"ent and "ini"u" "isbeha#ior b8 students. Withitness. KWithitnessK is a ter" created b8 -ounin to describe the teacherLs awareness o: what is oin on in all 1arts o: the classroo" at all ti"es. We co""onl8 re:er to this as Kha#in e8es in the bac* o: the head.K To be e::ecti#e+ the students "ust 1ercei#e that

the teacher reall8 *nows what is oin on in the 8"nasiu". I: students are o::%tas* and :oolin around+ the teacher needs to send a clear "essa e that co""unicates to the students that the teacher sees that the8 are not wor*in and the8 need to et started. Withitness can be i"1ro#ed with 1ractice+ such as learnin how to e::ecti#el8 use s8ste"atic techni;ues to scan the class. -ee1in 8our Kbac* to the wallK as 8ou "o#e throu hout the class hel1s 8ou see the broader 1icture and be "ore aware o: what is oin on. The e::ecti#eness o: withitness is increased when the teacher can correctl8 identi:8 the student who is the insti ator o: the incident. Teachers who tar et the wron student :or a desist or a re1ri"and are 1ercei#ed b8 the students are not *nowin what is reall8 oin on (i.e.+ not KwithitK). When se#eral incidences o: "isbeha#ior occur at the sa"e ti"e+ it is i"1ortant that teachers deal with the "ost serious incidence :irst. Ti"in is another as1ect o: withitness. Teachers should inter#ene earl8 and ;uic*l8 in dealin with "isbeha#ior. /ailure to do so allows the "isbeha#ior to s1read. Overlapping. >#erla11in is attendin to two or "ore e#ents at the sa"e ti"e. /or e=a"1le+ the teacher can i#e a student indi#idual :eedbac* at one station and+ at the sa"e ti"e+ o::er a ;uic* word o: encoura e"ent to students who are wor*in at another station. >r+ a teacher can deal e::ecti#el8 with an interru1tion while *ee1in an e8e on the ha11enin s across the 8". -ounin :ound that teachers who are s*illed at o#erla11in also were also "ore aware o: what is oin on in the classroo" or de"onstrated withitness. Students are "ore li*el8 to sta8 on%tas* i: the8 *now that the teacher is aware o: what the8 are doin and can hel1 the" when needed. Transitions. Student beha#ior is in:luenced b8 the s"oothness and e::ecti#eness o: transitions between tas*s in a lesson. /ailure to ain the students attention+ unclear and con:usin directions+ usin len th8 e=1lanations+ dwellin too "uch on the details rather than :ocusin on *e8 1oints+ and allowin students to ta*e too "uch ti"e "o#in :ro" one tas* to the ne=t contribute to student "isbeha#ior. Well%established routines+ a consistent si nal :or ainin the class attention+ clear directions+ 1re1arin students to shi:t their attention :ro" one tas* to another+ and concise e=1lanations that hi hli ht the "ain 1oints o: the tas* hel1 reduce student "isbeha#ior. -ounin :ound that s"ooth and e::ecti#e transitions are one o: the "ost i"1ortant techni;ues in "aintainin student in#ol#e"ent and class control. Group Focus. The abilit8 to *ee1 "e"bers o: the class or rou1 1a8in attention to the tas* is essential in "aintainin an e::icient classroo" and reducin student "isbeha#ior. A::ecti#e rou1in "a=i"i)es acti#e 1artici1ation and *ee1s students en a ed in learnin . Accountabilit8 is a 1ower:ul :orce in *ee1in students on%tas*. Accountabilit8 "easures can include record%*ee1in %% both teacher % and student%"aintained (chec*lists+ tas* cards+ etc.)+ 1ublic reco nition+ s*ill testin + and written wor*. When students *now that the8 will be held accountable :or their learnin and beha#ior and teachers *now how each student is 1ro ressin + student "isbeha#ior decreases. Another i"1ortant techni;ue is alertin %% :ocusin the attention o: the rou1. Directin students attention to the critical cues in the de"onstration+ usin ;uestions to chec* :or students understandin +

and #ar8in the student who is called u1on to i#e an answer are so"e wa8s to :ocus the class attention. Student in#ol#e"ent is increased and "isbeha#ior reduced when teachers hold the attention o: the class. Maintaining Interest an Involve!ent. Satiation+ which "eans bein satis:ied or ha#in enou h+ is used b8 -ounin to describe students 1ro ressi#e loss o: interest in the tas*. When students e=1erience satiation or boredo"+ other beha#iors e"er e. Students "a8 introduce #ariations into the tas*+ wor* "echanicall8 on the tas* without i#in it "uch thou ht+ or tr8 to create so"e e=cite"ent throu h :oolin around with a class"ate or en a in in other :or"s o: "isbeha#ior. -ounin su ests reducin satiation b8 1ro#idin students with a :eelin o: 1ro ress+ o::erin students challen es throu hout the lesson+ and bein enthusiastic. 4ariet8 reduces satiation and alle#iates boredo". &han in the le#el o: challen es+ restructurin rou1s+ e=tendin the tas*+ and usin di::erent teachin st8les add #ariet8 to the lesson. "u!!ary. I"1le"entation o: -ouninLs techni;ues :or class "ana e"ent can reduce the incidence o: student "isbeha#ior and contribute to a 1ositi#e learnin en#iron"ent. ?ereLs a short su""ar8 o: how 8ou can 1ut -ouninLs ideas to wor* :or 8ou.

'e aware o: what is ha11enin in all areas o: the 8". Scan :re;uentl8 and s8ste"aticall80 -ee1 8ou bac* to the wall. Inter#ene earl8 be:ore the beha#ior escalates. &orrect the a11ro1riate student and deal with the "ost serious issues :irst. .earn to deal with co"1etin de"ands at the sa"e ti"e. 9ain the students attention. Jse routines+ concise e=1lanations+ and s"ooth transitions to *ee1 students on%tas*. -ee1 students in#ol#ed throu h acti#e su1er#ision and accountabilit8. Beduce satiation or boredo" b8 usin challen es+ e=tendin tas*s+ in:or"in students o: 1ro ress+ and addin #ariet8 to lessons.

$nd Article #lassroo! Behavior Manage!ent: $ Do%en #o!!on Mista&es an What to Do Instea #ontents Authors: 'arbetta+ Patricia+ ,orona+ -athleen .eon + 'icard+ Da#id Source: Pre#entin School /ailure0 S1rin $223+ 4ol. 56 Issue 7+ 111%16+ 61

>ne o: our 1ri"ar8 res1onsibilities as teachers is to hel1 our students learn. It is di::icult :or learnin to ta*e 1lace in chaotic en#iron"ents. Subse;uentl8+ we are challen ed dail8 to create and "aintain a 1ositi#e+ 1roducti#e classroo" at"os1here conduci#e to learnin . >n an8 i#en da8+ this can be ;uite a challen e. In our atte"1ts to :ace this

12

challen e+ we :ind oursel#es "a*in co""on classroo" beha#ior "ana e"ent "ista*es. This article is desi ned to 1resents so"e o: these co""on "ista*es :ollowed b8 >ne o: our 1ri"ar8 res1onsibilities as teachers is to hel1 our students learn. It is di::icult :or learnin to ta*e 1lace in chaotic en#iron"ents. Subse;uentl8+ we are challen ed dail8 to create and "aintain a 1ositi#e+ 1roducti#e classroo" at"os1here conduci#e to learnin . >n an8 i#en da8+ this can be ;uite a challen e. In our atte"1ts to :ace this challen e+ we :ind oursel#es "a*in co""on classroo" beha#ior "ana e"ent "ista*es. su estions as to what we should do instead. The "ista*es 1resented are co""itted :re;uentl8+ at "an8 rade le#els and in all t81es o: learnin en#iron"ents. Aach su estion is relati#el8 eas8 to i"1le"ent and use:ul :or all t81es o: learners.

We ha#e based our su estions on se#eral assu"1tions and belie:s. /irst and :ore"ost+ teachers ha#e considerable in:luence o#er student beha#ior. This is 1articularl8 true i: inter#entions be in earl8 and are su11orted at ho"e. ,e=t+ "ost student "isbeha#iors are learned and occur :or a reason. It is our @ob to deter"ine those reasons and teach a11ro1riate beha#iors to re1lace those "isbeha#iors. We belie#e that 1re#ention is the "ost e::ecti#e :or" o: beha#ior "ana e"ent. That is+ the "ost e::icient wa8 to eli"inate "isbeha#iors is to 1re#ent their occurrence or escalation :ro" the be innin . Jsin a 1roacti#e a11roach also allows us to :ocus "ore on teachin a11ro1riate beha#iors rather than eli"inatin ne ati#e beha#iors. >ur e=1erience tells us that "ana e"ent s8ste"s should be :le=ible enou h to "eet the chan in needs o: our classroo"s. /inall8+ students+ 1arents+ and other 1ro:essionals can be e::ecti#e 1artners in beha#ior "ana e"ent.

Mista&e '(: Defining Misbehavior By )o* It +oo&s

When atte"1tin to chan e "isbeha#ior+ we o:ten describe it b8 onl8 how it loo*s (e. .+ callin out+ hittin + ettin out o: seat). De:inin "isbeha#ior b8 how it loo*s onl8 1ro#ides us with an inco"1lete 1icture o: the beha#ior0 it tells us little about wh8 it occurred and doesnLt hel1 "uch in our beha#ior%chan e e::orts. /or e=a"1le+ a student who is o:: tas* is a co""on classroo" 1roble". I: two o: our students are o:: tas* re ularl8+ the8 "a8 or "a8 not be o:: tas* :or the sa"e reason. I: the8 are o:: tas* :or di::erent reasons+ our a11roaches to chan e their beha#iors "a8 need to di::er. Actuall8+ a strate 8 that will eli"inate the o::%tas* beha#ior o: one student "i ht worsen the o::% tas* beha#ior o: the other. De:inin a "isbeha#ior b8 how it loo*s tells us nothin about wh8 it occurred and o:ten doesnLt hel1 in our beha#ior%chan e e::orts. Iust because two beha#iors loo* the sa"e+ doesnLt "ean the8 are the sa"e.

11

Instead: De:ine (isbeha#ior '8 Its /unction

To de#elo1 a better strate 8 to "ana e "isbeha#iors+ we need to as* oursel#es+ KWhat was the :unction o: this "isbeha#ior?K >r "ore si"1l8+ KWhat did the student ain :ro" the "isbeha#ior?K Thou h our studentsL "isbeha#iors a11ear to occur :or no reason+ the8 do ser#e a 1ur1ose+ otherwise the8 would not occur. Althou h so"e beha#ior 1roble"s are the result o: or anic issues (e. .+ h81eracti#it8) "ost "isbeha#iors :unction :or one o: /or e=a"1le+ the two o::%tas* students "entioned 1re#iousl8%%one student "i ht be o:: tas* to et our attention+ whereas the other "i ht be o:: tas* because his or her assi n"ent was too di::icult. (e. .+ :ewer 1roble"s to sol#e+ clearer directions) "i ht eli"inate the o::%tas* beha#iors. &learl8+ these "isbeha#iors ser#e dissi"ilar :unctions and need to be sol#ed di::erentl8.

Mista&e ',: $s&ing- .Why Di That0.

/ou Do

Althou h we are te"1ted+ it is not a ood idea to as* our students+ KWh8 did 8ou do that?K /irst+ "an8 ti"es our students will not *now the reasons wh8 the8 "isbeha#ed. Second+ we o:ten will not li*e their answers. /or e=a"1le+ i: 4ictor is 1la8in at his des* durin our lesson and we as* hi" wh8+ he "a8 #er8 well sa8+ K'ecause this lesson is so borin .K We are not li*el8 to be 1leased with that res1onse.

Instead: Assess the 'eha#ior Directl8 to Deter"ine its /unction

The :unction o: a beha#ior is the 1ur1ose it ser#es the student (i.e.+ what the student ets :ro" it). As stated 1re#iousl8+ "ost "isbeha#iors ser#e a ettin or an a#oidin :unction. To deter"ine a beha#iorLs :unction+ we need to stud8 what is ha11enin in the classroo" be:ore and a:ter it occurrs. This in:or"ation% atherin 1rocedure is called a :unctional assess"ent. An Antecedent%'eha#ior%&onse;uence (A'&) chart can be used as a :unctional assess"ent tool. An A'& chart has three colu"ns on which we record the beha#ior and what ha11ened be:ore and a:ter it. The standard wa8 to "a*e this chart is to se1arate a sheet o: 1a1er into three colu"ns and label the :irst Antecedent+ the second

1$

'eha#ior+ and the third &onse;uence. When the "isbeha#ior occurs+ it is written down in the beha#ior colu"n+ then the obser#er records what ha11ened i""ediatel8 be:ore (recorded in the antecedent colu"n) and a:ter its occurrence (recorded in the conse;uence colu"n). To "a*e data collection si"1ler+ a "odi:ied A'& chart can be used that contains se#eral 1redeter"ined cate ories o: teacher or 1eer antecedent beha#ior+ student res1onses+ and conse;uential e#ents (See /i ure 1).

A :unctional assess"ent i#es us a "ore co"1lete 1icture o: the "isbeha#ior b8 includin the en#iron"ental antecedents and conse;uences in its descri1tion (Alberto F Trout"an+ $227). >nce we deter"ine the :unction o: a "isbeha#ior (Kwh8K it occurs)+ we need to teach and rein:orce an a11ro1riate re1lace"ent beha#ior that ser#es the sa"e :unction as the "isbeha#ior. /or instance+ i: a :unctional assess"ent re#eals that >li#ia teases her :riends at recess because it is the onl8 ti"e that she ets their attention+ we need to teach >li#ia a11ro1riate "ethods to et 1eer attention+ such as sharin or as*in to be in#ited to @oin in a a"e. A :unctional assess"ent "i ht re#eal that chan es in our teachin "ethods are needed. /or instance+ i: Bicardo tends to act out durin "ath class+ a chan e in how or what we are teachin "a8 be in order. The 1roble" "i ht be that Bicardo is "issin so"e 1rere;uisite "ath s*ills. '8 re#iewin those 1rere;uisite "ath s*ills+ we could reduce his :rustrations and actin out+ and "a=i"i)e his learnin .

(an8 ti"es+ an A'& anal8sis is all that is needed to deter"ine a :unctional assess"ent. /or co"1le= beha#ior 1roble"s+ a "ore detailed+ "ulti:aceted :unctional assess"ent "a8 be needed. At those ti"es+ we should contact a beha#ior%"ana e"ent s1ecialist+ school 1s8cholo ist+ or other trained 1ro:essional :or a "ore thorou h assess"ent. &onductin a :unctional assess"ent can be ti"e consu"in . ?owe#er+ research shows that beha#ior% chan e 1ro ra"s desi ned :ro" this 1rocess tend to be "ore e::ecti#e than those be un without the co"1rehensi#e in:or"ation 1ro#ided b8 this assess"ent (-a"1s+ $22$). /or additional in:or"ation on conductin a :unctional assess"ent+ we reco""end #isitin the &enter :or A::ecti#e &ollaboration and Practice Web site at htt1:!!cec1.air.or !:ba!.

Mista&e '1: When an $pproach Isn2t Wor&ing- Try )ar er

When a "ana e"ent a11roach isnLt wor*in + our :irst tendenc8 is to tr8 harder. The 1roble" is that we "ost o:ten tr8 harder ne ati#el8. We "a*e loud+ disa11ro#in state"ents+ increase ne ati#e conse;uences+ or re"o#e "ore 1ri#ile es. This does not do

17

an8thin to teach a11ro1riate beha#ior. Instead+ our increased ne ati#it8 results in i"1aired student%teacher relationshi1s and increases the li*elihood o: our students :eelin de:eated.

Instead: Tr8 Another Wa8

When an a11roach is not wor*in + instead o: tr8in harder+ we should tr8 another wa8. So"e e=a"1les include #erbal redirectin + 1ro=i"it8 control+ rein:orcin inco"1atible beha#iors+ chan in the acade"ic tas*s and 1ro#idin additional cues or 1ro"1ts. These a11roaches are "ore e::ecti#e+ si"1ler to use+ and create a "ore 1ositi#e classroo" cli"ate than tr8in harder. I: two o: our students+ Dann8 and Sara+ are tal*in in class+ instead o: re1ri"andin the"+ we could wal* in their direction (use 1ro=i"it8 control)+ "a*e e8e contact+ and 1ro#ide a non#erbal cue to et on tas*. This a11roach allows Dann8 and Sara to sa#e :ace with their 1eers and 1ro"otes teacher res1ect.

Instead o: increasin ne ati#e conse;uences+ we should increase the :re;uenc8 o: contin ent 1raise :or a11ro1riate student beha#ior. Teacher 1raise is eas8 to deli#er and is one o: the "ost 1ower:ul tools a#ailable to us. In :act+ 1raise (or so"e t81e o: rein:orce"ent) should be included in all a11roaches to beha#ior chan e. /or e=a"1le+ when Ia"al is o:: tas*+ instead o: re1ri"andin + we should :ind another student who is on%tas* and 1raise that student. This will rein:orce the on tas* student and has the added bene:it o: noti:8in Ia"al o: his "isbeha#ior+ without sin lin hi" out. When usin 1raise+ we should re"e"ber that it is e::ecti#e when it is 1ro#ided i""ediatel8 ("ini"all8 be:ore the ne=t o11ortunit8 to 1er:or" the beha#ior a ain)+ s1eci:icall8 (b8 identi:8in the beha#ior as we 1raise)+ and :re;uentl8.

>ur "ost challen in students+ such as students with se#ere e"otional and beha#ioral 1roble"s+ o:ten need the "ost rein:orce"ent+ 8et the8 o:ten recei#e the least. Descri1ti#e research o: classroo"s :or children with beha#ior disorders shows low 1raise rates o: onl8 1.$ to 5.3 ti"es 1er hour (9able+ ?endric*son+ Youn + Shores+ F Stowitsche*+ 16G70 Shores et al.+ 16670 4an Ac*er+ 9rant+ F ?enr8+ 166H0 Wehb8+ S8"ons+ F Shores+ 1663). This trend needs to be chan ed.

/inall8+ when we :ind oursel#es "a*in "ore sto1 than start re;uests+ we need to re#erse our beha#ior. /or e=a"1le+ instead o: as*in Sa" to sto1 tal*in + as* hi" to wor* on his assi n"ent. When he co"1lies+ 1ro#ide 1raise. /or e=cellent resources on 1ractical+

15

1ositi#e classroo" "ana e"ent techni;ues+ see Bhode+ Ienson+ and Bea#is (166$) and -err and ,elson ($22$) in the a11endi=.

Mista&e '3: 4iolating the 5rinciples of Goo #lassroo! Rules

&lassroo" rules 1la8 a #ital role in e::ecti#e classroo" "ana e"ent. ?owe#er+ rules alone e=ert little in:luence o#er student beha#ior. Too o:ten+ rules are 1osted at the be innin o: the 8ear+ brie:l8 re#iewed once+ and then attended to "ini"all8. When this is the case+ the8 ha#e little to no e::ect on student beha#ior.

Instead: /ollow the 9uidelines :or &lassroo" Bules

There are se#eral rules :or rule settin that+ when :ollowed+ hel1 create orderl8+ 1roducti#e classroo"s that teach a11ro1riate social s*ills alon with the acade"ic curriculu". To be "ore e::ecti#e+ our classroo"s should ha#e :our%to%si= rules that could o#ern "ost classroo" situations. Too "an8 rules can "a*e it di::icult :or students to co"1l8 and :or teachers to en:orce. Alon with other 1ro:essionals (e. .+ 9athercoal+ 166E0 Paine+ Badicchi+ Bosellini+ Deutch"an+ F Darch+ 16G7)+ we see bene:its to students acti#el8 1artici1atin in rule settin . When students 1la8 an acti#e role+ the8 be in to learn the rules+ and the8 are "ore inclined to ha#e rule ownershi1. The rules beco"e their rules+ not our rules. To include students+ conduct se#eral short rule%settin "eetin s the :irst :ew da8s o: school. /or these "eetin s to be e::ecti#e+ we need to share with our students the rule%"a*in uidelines (e. .+ the rules need to be stated 1ositi#el8+ the8 ha#e to be obser#able and "easurable+ conse;uences need to be realistic). With uidelines in 1lace+ students o:ten select rules si"ilar to the ones we would ha#e selected. Without uidelines+ students are inclined to "a*e too "an8 rules+ "a*e rules that are too strin ent+ and "a*e those that are not s1eci:ic enou h.

&lassroo" rules should be si"1le+ s1eci:ic+ clear+ and "easurable. The de ree o: rule si"1licit8 de1ends on the a e and abilit8 le#els o: our students. /or 8oun er students+ we "a8 want to include 1ictures in the rule 1osters. Bules are s1eci:ic when the8 are clear and una"bi uous. /or e=a"1le+ the rule Kbrin boo*s+ 1a1er+ and 1encils to classK is

13

"uch clearer than the rule Kbe read8 to learn.K &learl8 stated rules are easil8 obser#ed and "easured. The classroo" rules should be 1osted.

Another characteristic o: e::ecti#e rules is that the8 are stated 1ositi#el8. Positi#el8 stated rules are KdoK rules. Do rules 1ro#ide in:or"ation as to how to beha#e and set the occasion :or teacher 1raise. An e=a"1le is KBaise 8our hand :or 1er"ission to tal*.K &on#ersel8+ ne ati#el8 stated rules or KdonLtK rules tell students what not to do and encoura e us to attend to student rule brea*in . An e=a"1le o: a donLt rule is KDonLt call out.K

So"e teachers de#elo1 subrules that corres1ond with each o: the "a@or classroo" rules. /or e=a"1le+ a classroo" rule "i ht be+ K/ollow classroo" e=1ectations.K >ne o: the corres1ondin subrules :or line beha#ior could be K-ee1 8our hands and :eet to 8oursel:.K >nce the subrules are set+ we need to teach or role 1la8 a11ro1riate beha#ior b8 ha#in "ini%lessons ( 7%3"inutes) se#eral ti"es a da8 :or the :irst :ew wee*s o: school. So"e teachers continue to re#iew subrules 1rior to each acti#it8 or 1eriodicall8+ de1endin on their studentsL needs. A si"1le+ ;uic* wa8 to re#iew is to ha#e a student #olunteer to read the 1osted subrules 1rior to each "a@or acti#it8.

We consistentl8 need to carr8 out the conse;uences and nonco"1liance o: our classroo" rules or the8 will "ean #er8 little. I: our students :ollow the rules :or rou1 wor* at the learnin center+ we should #erball8 1raise the" and 1ro#ide additional rein:orce"ent as needed (e. .+ stic*ers+ e=tra :ree ti"e). >n the other hand+ i: the classroo" conse;uence :or :i htin with a 1eer is the loss o: recess+ then we "ust "a*e certain that we :ollow throu h. We need to "a*e clear the conse;uences :or :ollowin and not :ollowin the rules ('ab8a*+ .u)e+ F -a"1s+ $222).

We o:ten need re"inders to 1raise our students throu hout the school da8. >ne wa8 is to 1lace a si n in the bac* o: the roo" that sa8s+ K?a#e 8ou 1raised 8our students latel8?K Aach ti"e we notice the si n+ we should 1raise a student or the rou1 :or :ollowin one o: the classroo" rules. Another wa8 is to *ee1 a runnin tall8 o: our 1raise co""ents on an inde= card or on a card cli11ed to a strin that han s :ro" our nec*s (si"ilar to those used with "an8 school identi:ication cards).

To su""ari)e+ the uidelines :or classroo" rules include the :ollowin : (a) de#elo1 5%H "easurable+ obser#able+ 1ositi#e classroo" rules and include students in rule

1H

de#elo1"ent0 (b) teach the rules and subrules directl80 (c) 1ost the rules and re#iew the" :re;uentl80 and+ (d) be sure to carr8 out the conse;uences :or rule co"1liance and nonco"1liance.

Mista&e '6: Treating $ll Misbehaviors as .Won2t Dos.

When students "isbeha#e+ it o:ten see"s as thou h it is e=clusi#el8 a "oti#ational issue. At ti"es+ this is true. >n those occasions+ we need to increase the rein:orce"ent :or a11ro1riate beha#ior and eli"inate it :or ina11ro1riate beha#ior. ?owe#er+ se#eral "isbeha#iors are due to a lac* o: a11ro1riate s*ills not a lac* o: "oti#ation. We call these beha#iors KcanLt dos.K

Instead: Treat So"e 'eha#iors as &anLt Dos

&anLt dos occur because o: lac* o: s*ills not lac* o: "oti#ation or rein:orce"ent. We should deal with canLt do "isbeha#iors the sa"e wa8 that we deal with studentLs acade"ic "ista*es. When students "a*e re1eated errors durin our lessons+ we "a*e chan es in how we teach (e. .+ 1ro#ide "ore e=a"1les+ allow students to 1ractice "ore)+ and 1ro#ide "ore intensi#e instruction. >ur i"1ro#ed lessons "a*e us "ore 1roacti#e teachers+ decreasin the li*elihood o: chronic+ acade"ic errors bein re1eated. This 1re#entati#e a11roach is re:erred to as 1recorrection (&ol#in+ Su ai+ F Patchin + 1667). In contrast+ when students chronicall8 "isbeha#e+ we are "ore inclined to re"ain reacti#e+ 1ro#ide onl8 correction 1rocedures (si"1l8 tell the" that the8 are "isbeha#in )+ and increase the intensit8 o: our ne ati#e conse;uences. We would be "ore e::ecti#e in sol#in chronic "isbeha#iors i: we "o#ed into the 1recorrecti#e "ode.

The :ollowin are se#en "a@or 1recorrection ste1s:

Ste1 1. Identi:8 the conte=t and the 1redictable beha#ior (where and when the "isbeha#ior occurs)0

1E

Ste1 $. S1eci:8 e=1ected beha#ior (what we want instead)0

Ste1 7. S8ste"aticall8 "odi:8 the conte=t (e. .+ chan es in instruction+ tas*s+ schedules+ seatin arran e"ents)0

Ste1 5. &onduct beha#ior rehearsals (ha#e students 1ractice the a11ro1riate beha#ior)0

Ste1 3. Pro#ide stron rein:orce"ent such as :re;uent and i""ediate teacher 1raise0

Ste1 H. Pro"1t e=1ected beha#iors0 and

Ste1 E. (onitor the 1lan (collect data on student 1er:or"ance).

.etLs a11l8 this ste1 to a traditional classroo" beha#ior 1roble"%%callin out durin teacher%led instruction. The "isbeha#ior occurs durin uided instruction (Ste1 1). The beha#ior that we want instead is :or our students to raise their hands and wait to be called on (Ste1 $). To acco"1lish this oal+ we could #erball8 re"ind our students to raise their hands 1rior to each ;uestion and no lon er res1ond to our studentsL call outs. Also+ we could "odel hand%raisin as we as* the ;uestion to 1ro"1t students to do the sa"e (Ste1s 7 and H). 'e:ore our teacher%led lessons+ we could ha#e a short re#iew o: the rules :or a11ro1riate hand%raisin (Ste1 5). When our students raise their hands a11ro1riatel8+ we should 1raise i""ediatel8 and :re;uentl8 and 1erha1s i#e the" bonus 1oints on the classroo" "ana e"ent s8ste" (Ste1 3). /inall8+ to deter"ine i: our 1lan is e::ecti#e+ we should tall8 how o:ten students a11ro1riatel8 raise their hands (Ste1 E).

Althou h initiall8 "ore ti"e consu"in + 1recorrection 1rocedures allow us to be "ore 1roacti#e than reacti#e and to reduce or eli"inate beha#ior 1roble"s be:ore the8 beco"e well established. This+ in turn+ increases the a"ount o: ti"e that we ha#e to rein:orce a11ro1riate beha#ior.

1G

Mista&e '7: +ac& Transition Ti!e

of

5lanning

for

When 1lannin our teachin da8+ 1lannin :or transitions o:ten ets o#erloo*ed. Yet+ a si ni:icant a"ount o: class ti"e is s1ent transitionin :ro" one sub@ect to another or :ro" one 1lace to another. Without 1ro1er 1lannin + transitionin can be one o: the "ost :rustratin ti"es o: the da8 :or teachers. These ti"es see" to in#ite beha#ior 1roble"s. Wh8? At ti"es students are not read8 :or the transition. Inconsistent e=1ectations cause transition 1roble"s. /urther"ore+ because we are o:ten transitionin with the students+ our attention is di#erted awa8 :ro" the"+ "a*in transitions lon er and in#itin e#en "ore "isbeha#ior.

Instead: A11ro1riatel8 Plan :or Transition Ti"e

Success:ul transitionin re;uires @ust as "uch 1lannin as e::ecti#e acade"ic instruction+ but the ti"e is worth it. When transitions are done ;uic*l8 and ;uietl8+ it allows lessons to start on ti"e and can set a 1ositi#e tone :or the lesson+ whereas un1lanned+ 1oorl8 done transitions can waste #aluable ti"e and cause ne ati#e student%%teacher interactions.

Transition 1roble"s can be reduced si ni:icantl8 b8 :ollowin a :ew 1ractical 1rocedures. /irst+ it is best that our transition e=1ectations are consistent+ "eanin the sa"e rules a11l8 :or each t81e o: transition. &onsistenc8 be ins b8 de#elo1in transition rules with our students (e. .+ ;uietl8 1ut "aterials awa8+ *ee1 8our hands and :eet to 8oursel:.)

>nce we ha#e de#elo1ed our transition rules+ we should teach the" to our students. We can do this b8 ha#in brie: lessons at the be innin o: the school 8ear :ollowed b8 :re;uent re#iews. It is a ood idea to 1ost the transition rules+ and ha#e a student #olunteer to read the" be:ore transitionin . We should consistentl8 1ro#ide readiness si nals or cues :or 1endin transitions. We can do this b8 lettin our students *now that in 3 "inutes the ne=t acti#it8 will be in and that it is ti"e to :inish the tas* at hand. We need to :ollow that state"ent b8 1raisin students as we see the" :inishin their tas*s. It is i"1ortant not to "o#e to the ne=t ste1 o: the transitionin 1rocess until e#er8one has

16

:ollowed the 1re#ious ste1s. /or e=a"1le+ i: we as* our students to return to their seats and et out their "ath boo*s+ e#er8one needs to ha#e :ollowed those directions be:ore we be in our "ath lesson. /or rou1s that ha#e a di::icult ti"e switchin ears+ such as "an8 students with learnin disabilities or beha#ior disorders+ 1ro#idin a 72%second rou1 silence at their seats 1rior to be innin the ne=t acti#it8 1ro"otes cal"ness be:ore "o#in on. This is 1articularl8 use:ul when students are returnin :ro" a hi hl8 sti"ulatin acti#it8+ such as 1h8sical education.

(an8 students res1ond 1ositi#el8 to transition ti"in a"es. To do this+ :irst set a ti"e oal (e. .+ e#er8one should be in line within $2 seconds). Jsin a sto1watch+ ti"e their transition and then 1raise indi#idual students or the rou1 :or "eetin the oal. When transitions in#ol#e lea#in the classroo"+ 1rior to lea#in + we should ha#e our students ta*e out the "aterials :or the lesson that is oin to be conducted on their return. This will :acilitate ettin started when the8 return to the classroo".

>ur role as teachers durin transitions should be to "onitor studentsL 1er:or"ance and to 1raise a11ro1riate beha#ior. To do this+ we "ust ha#e our "aterials 1re1ared ahead o: ti"e. When needed+ we should use students or aides to ather "aterials or e;ui1"ent+ allowin us to better attend to our students and 1ro#ide 1raise.

Mista&e '8: Ignoring $ll or 9othing at $ll

I norin can be a #aluable tool in reducin "isbeha#iors when used with beha#ior% buildin strate ies. ?owe#er+ itLs di::icult :or "an8 o: us to deter"ine which beha#iors to i nore and which to i#e attention. We tend to ta*e i norin to e=tre"es b8 i norin al"ost all "isbeha#iors or none at all. ,either a11roach is e::ecti#e.

Instead: I nore Wisel8

/irst+ not all beha#iors should be i nored. We should onl8 i nore the beha#iors "oti#ated :or our attention. /or e=a"1le+ i: .arr8 is 1la8in his :a#orite co"1uter a"e instead o: doin "ath+ i norin hi" will not wor* because his beha#ior is not "oti#ated b8 our attention. ?is "oti#ation is 1la8in on the co"1uter. ?owe#er+ when beha#iors are

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attention see*in we need to i nore continuousl8 (e#er8 sin le ti"e). As soon as we be in to i nore our studentLs "isbeha#ior+ he or she will see* it elsewhere+ "ost li*el8 :ro" 1eers. It can be di::icult :or 1eers to i nore "isbeha#iors. There:ore+ i norin "isbeha#ior should be a classroo" rule that recei#es 1ower:ul rein:orce"ent. Also+ we need to 1lan :or the "isbeha#ior to et worse (ha11en "ore o:ten and "ore intensel8) be:ore it i"1ro#es. When this ha11ens+ we "ust continue to i nore.

I norin "ust be used in co"bination with beha#ior%buildin strate ies+ such as rein:orce"ent o: a11ro1riate beha#iors+ teachin re1lace"ent beha#iors+ and rein:orcin 1eers. I norin teaches students what not to do+ but does not teach the" what the8 should do instead. /or e=a"1le+ a 1reschool student+ (onica+ has a tendenc8 to tu at our clothin or 8ell to et our attention. In this scenario+ we should i nore these "isbeha#iors. In addition+ we need to teach (onica a11ro1riate wa8s to ain our attention (e. .+ raisin her hand+ sa8in Ke=cuse "eK) and 1raise her each ti"e she uses these re1lace"ent beha#iors. To add to the e::ecti#eness+ we could also 1raise 1eers who+ in her 1resence+ a11ro1riatel8 see* our attention.

There are occasions when i norin is ina11ro1riate. These include when there are concerns :or obser#ational learnin o: "isbeha#iors+ when our students are en a in in e=tre"e or dan erous beha#iors+ and+ as stated earlier+ when the "isbeha#ior is not attention see*in .

Mista&e ':: Overuse an Misuse of Ti!e Out

Ti"e out occurs when a teacher re"o#es a student :or a s1eci:ic ti"e :ro" a chance to recei#e rein:orce"ent. There are se#eral ti"e%out strate ies ran in :ro" brie: in%class i norin to 1lacin a student in a secluded area. We are te"1ted to o#eruse ti"e out because it results in a re1rie#e :ro" 1roble"atic students. At ti"es+ we "isuse ti"e out b8 inad#ertentl8 rein:orcin "isbeha#iors while usin the 1rocedure.

Instead: /ollow the Princi1les o: A::ecti#e Ti"e >ut

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Ti"e out can be an e::ecti#e tool but onl8 when used a11ro1riatel8 (Turner F Watson+ 1666). /irst+ we "ust re"e"ber that ti"e out is not a 1lace. Instead it is a 1rocess whereb8 all o11ortunities to et rein:orced are withdrawn. &onse;uentl8+ :or it to wor*+ the ti"e%in area (the acti#it8) "ust be "ore rein:orcin than the ti"e%out area. Wa8s to "a*e the ti"e%in area "ore rein:orcin include chan in the acti#it8+ our instructional techni;ues+ and increasin our 1raise. /or e=a"1le+ Tre#or constantl8 disru1ts the lan ua e arts lesson b8 throwin 1a1er or tal*in to 1eers+ resultin in :re;uent ti"e outs in the hall. Ti"e out would onl8 be e::ecti#e i: the lan ua e%arts lesson is "ore sti"ulatin than what is oin on in the hall+ which o:ten is not the case. A better "ethod would be to "a*e the lan ua e%arts lesson hi hl8 sti"ulatin b8 usin coo1erati#e learnin + hands%on acti#ities+ and :re;uent student res1ondin . I: we still need to use ti"e out with Tre#or+ we need to :ind a less sti"ulatin + desi nated ti"e%out area+ such as a 1artitioned corner o: the roo".

/or "ildl8 disru1ti#e "isbeha#ior+ ti"e outs should be done in class. In%class ti"e out in#ol#es the re"o#al o: all :or"s o: rein:orce"ent :or a brie: 1eriod o: ti"e. >ne t81e o: in%class ti"e out is 1lanned i norin + which in#ol#es the brie: re"o#al o: social rein:orcers+ such as attention or #erbal interaction. This in#ol#es loo*in awa8 :ro" the student+ re:rainin :ro" an8 interaction+ or re"ainin ;uiet. A second :or" o: in%class ti"e out is the brie: re"o#al o: the student :ro" an acti#it8 b8 bein 1laced on the outs*irts (i.e.+ a :ew ste1s bac*) but still able to Kloo*K into the "ore rein:orcin ti"e%in settin .

When "isbeha#iors are "ore se#ere+ we "a8 need to send our students to out%o:%class ti"e out. The out%o:%class ti"e out area should be a ;uiet+ noninti"idatin + rein:orce"ent%:ree roo" with no other 1ur1ose. It should not be a hi hl8 sti"ulatin + rein:orcin 1lace li*e the o::ice area+ other classroo"s+ or the hallwa8. I: 1ossible+ we should use the sa"e 1lace :or each ti"e out. Des1ite our :rustrations+ we should ad"inister ti"e out with a cal"+ neutral tone o: #oice. We should also i#e our students a brie: e=1lanation :or the ti"e out to hel1 build an association between the "isbeha#ior and the ti"e%out conse;uence. Ti"e outs should last :or onl8 brie:+ reasonable 1eriods o: ti"e (:ro" a :ew seconds :or in%class to se#eral "inutes :or out%o:%class ti"e outs) and should be "onitored occasionall8 to "a*e certain the student is not recei#in rein:orce"ent. We should collect data to assess the o#erall e::ecti#eness o: ti"e out. /inall8+ ti"e out should alwa8s be used with 1recorrecti#e+ beha#ior%buildin strate ies and rein:orce"ent.

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Mista&e ';: Inconsistent E<pectations an #onse=uences

Students are o:ten i#en "i=ed si nals as to what is e=1ected and what will ha11en i: the8 do not "eet these e=1ectations. Inconsistent e=1ectations cause student con:usion and :rustration. Inconsistent conse;uences "aintain "isbeha#iors and can e#en cause the beha#ior to occur "ore :re;uentl8 or intensel8. In addition+ we :ind oursel#es constantl8 re"indin and threatenin which+ in turn+ enhances our :rustration.

Instead: ?a#e &lear A=1ectations That Are An:orced and Bein:orced &onsistentl8

A=1ectations are clear when the8 are identi:iable and consistent. Be#iewin e=1ectations and rehearsin rules hel1 build routines and "ini"i)e the 1otential :or 1roble"s. We can do this b8 as*in our students to read the e=1ectations 1rior to each acti#it8. When we ha#e te"1orar8 e=1ectation chan es (e. .+ chan es in rules due to a uest bein 1resent or s1ecial school e#ent)+ we "ust in:or" our students.

A=1ectations are 1ointless i: the8 are not bac*ed u1 with rein:orce"ent :or co"1liance and reasonable ne ati#e conse;uences :or nonco"1liance. /or rule co"1liance+ 1ositi#e conse;uences should be a11lied continuousl8 at :irst (e#er8 ti"e the student is a11ro1riate) and then inter"ittentl8 (e#er8 so o:ten). /or e=a"1le+ i: K:ollowin teacherLs directionsK is the classroo" rule+ then we should 1ro#ide so"e :or" o: 1ositi#e conse;uence+ 1erha1s 1raisin the students :or :ollowin directions ;uic*l8 and a11ro1riatel8. At :irst+ 1raise should be deli#ered each ti"e the student :ollows teacher directions. >nce the teacher establishes the beha#ior (in this case+ :ollowin teacher directions)+ we can "o#e to an inter"ittent 1raise schedule. >n the other hand+ ne ati#e conse;uences (1unish"ent 1rocedures) are "ost e::ecti#e when a11lied continuousl8. /or instance+ i: our classroo" conse;uence :or #erbal a ression toward a 1eer is the loss o: recess 1ri#ile es+ then each ti"e one o: our students is #erball8 a ressi#e we should a11l8 that ne ati#e conse;uence. >: course+ to e::ecti#el8 deal with this #erbal a ression+ we also need to i"1le"ent additional 1recorrecti#e "ethods+ such as teachin a11ro1riate e=1ressions o: an er+ 1eer "ediation+ 1ro"1tin and 1ro#idin 1raise :or sociall8+ a11ro1riate interactions.

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(ista*e M12: 4iewin >ursel#es as the >nl8 &lassroo" (ana er

(ana in classroo" beha#ior "a8 be "ore challen in toda8 than e#er be:ore. (an8 teachers :ace lar er class si)es+ "ore students who co"e :ro" stress:ul+ chaotic ho"es+ and increased di#ersit8 in studentsL abilities and cultures (9ross"an+ $225). Yet+ "an8 o: us are deter"ined to "ana e classroo" beha#ior oursel#es. A:ter all+ collaboratin with others ta*es ti"e and ener 8 to build ra11ort and co"e to a consensus on beha#ior% chan e 1riorities and strate ies. ItLs te"1tin @ust to :or e ahead. Althou h+ oin at it alone "a8 see" li*e a ood idea in the short%run+ in the lon run+ we are "ore li*el8 to burn out and lose our e::ecti#eness.

Instead: Include Students+ Parents+ and >thers in (ana e"ent A::orts

/ortunatel8+ there are "an8 others who can assist in our beha#ior "ana e"ent e::orts+ includin students+ their 1eers+ :ellow teachers+ ad"inistrators+ 1arents+ and other school 1ersonnel. >ne e::ecti#e wa8 to include students in their own beha#ior chan e 1ro ra"s is the use o: sel:%"onitorin . With sel:%"onitorin + a student hel1s re ulate his or her own beha#ior b8 recordin its occurrence on a sel:%"onitorin :or". To hel1 ensure accurac8 o: sel:%"onitorin + we should occasionall8 collect the data oursel#es and co"1are our recordin s with those o: our student. I: our student accuratel8 sel:% "onitored+ we should rein:orce his or her accurac8. In addition+ we should hold brie:+ occasional student%teacher con:erences to re#iew the studentLs 1ro ress. /or "ore in:or"ation on sel:%"onitorin + see Alberto and Trout"an ($227) or Webber+ Scheuer"an+ (c&all+ and &ole"an (1667). Also+ o to htt1:!!www.coe."issouri.edu! N$Hsi"0#rcbd to learn about -idTools+ a co"1uter%based 1ro ra" used to hel1 students create and use a #ariet8 o: sel:%"onitorin "aterials. -idTools contains eas8%to%use te"1lates used to create 1ersonali)ed sel:%"onitorin :or"s+ includin 1oint cards+ countoons+ sel: "ana e"ent cards+ "a*e%a%1lan cards+ and contracts. To use this 1ro ra"+ students enter in:or"ation about tar et beha#iors into a te"1late and 1rint out the card :or i""ediate use in the classroo".

The 1ower o: the 1eer rou1 can be used to 1roduce 1ositi#e chan es in student beha#ior. Peers can ser#e as acade"ic tutors and can "onitor and rein:orce each otherLs beha#iors. Also+ rou1%1rocess+ con:lict resolution+ or 1eer "ediation "eetin s can be used in which students 1ro#ide each other with beha#ior "ana e"ent su estions (e. .+ KI nore hi" when he calls 8ou na"esK)+ 1raise each other :or beha#in a11ro1riatel8+ and hel1 each other resol#e a current classroo" beha#ior 1roble" ('arbetta+ 16620 S"ith F Daunic+

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$22$). To hel1 :acilitate rou1 cohesi#eness+ we can use rou1%oriented contin encies in which the class earns its le#el o: 1ri#ile es and rein:orcers as a rou1.

We should also include other adults in beha#ior "ana e"ent. /ellow teachers can 1ro#ide su11ort in se#eral wa8s. >ne wa8 is to schedule re ular "eetin s where we share beha#ior "ana e"ent solutions. >ccasionall8+ we "a8 need so"e e=tra su11ort :ro" a collea ue+ 1articularl8 i: we wor* with students with e"otional disorders. Durin those da8s+ we shouldnLt hesitate to as* a collea ue to sto1 b8 durin his or her 1lannin 1eriod and 1ro#ide us with so"e additional su11ort or a short brea*. I: we :ind oursel#es in a teachin situation with one or "ore #olatile students+ we should de#elo1 a su11ort 1lan with a teacher in a classroo" nearb8 (.indber F Swic*+ $22$). This 1lan could include an a ree"ent that our collea ue will co#er our roo" in the e#ent we ha#e to escort a disru1ti#e student out o: the roo" or contact the 1rinci1al or school securit8. Another e=a"1le o: how we can su11ort each other is b8 1la8in an acti#e role in school%wide beha#ior "ana e"ent (.indber F Swic*). As we "o#e throu hout the school rounds (e. .+ hallwa8+ ca:eteria+ auditoriu"+ 1la8 round)+ we should be aware o: all studentsL beha#iors (not @ust our own students) and 1ro"1t and 1ro#ide 1raise or ne ati#e conse;uences as a11ro1riate.

When includin ad"inistrators in beha#ior "ana e"ent+ we tend to "a*e two "ista*es that are at o11osite ends o: the su11ort s1ectru" (.indber F Swic*+ $22$). We either send students to the" too :re;uentl8 or we wait too lon to et the" in#ol#ed. It is best to resol#e as "an8 beha#ior 1roble"s in our class and onl8 in#ol#e ad"inistrators :or "ore serious situations+ such as 1h8sical a ression.

Parents and teachers who wor* acti#el8 to ether "a*e a 1ower:ul tea". (ost 1arents can 1ro#ide use:ul in:or"ation about their child (i.e.+ "edications+ aller ies+ issues at ho"e). So"e 1arents can assist in our beha#ior "ana e"ent e::orts at ho"e b8 1ro#idin their child additional 1ro"1tin and rein:orce"ent. Althou h+ there are "an8 bene:its to wor*in with 1arents+ so"e teachers are reluctant due to the challen es that o:ten e=ist. The 1otential bene:its+ howe#er+ "a*e it worthwhile in "ost situations+ and there are "an8 wa8s to increase 1arent%teacher tea" e::ecti#eness (See Iones F Iones+ $22$ in a11endi=). As teachers+ it is our res1onsibilit8 to build 1roducti#e and 1ositi#e 1arent% teacher 1artnershi1s. We can do this b8 contactin 1arents when their child does well+ treatin the" with res1ect durin con:erences+ "aintainin 1ositi#e and on% oin co""unication+ and #alidatin an8 concerns the8 "a8 ha#e.

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School counselors+ 1s8cholo ists+ and other 1ro:essionals can be in#aluable resources. We should see* out their assistance when needed :or su11ort+ uidance+ and additional strate ies.

Mista&e '((: Missing the +in& Bet*een Instruction an Behavior

At ti"es there is a direct lin* between our lessons and student "isbeha#ior. Perha1s our lesson is too eas8 or di::icult+ ine::ecti#e+ or nonsti"ulatin + which can lead to student "isbeha#ior (&enter+ Deit)+ F -au:"an+ 16G$).

Instead: Jse Acade"ic Instruction as a 'eha#ior (ana e"ent Tool

The :irst line o: de:ense in "ana in student beha#ior is e::ecti#e instruction. 9ood teachers ha#e alwa8s *nown this and research su11orts this notion (A#ertson F ?arris+ 166$). Iones (1661) :ound that when teachers de"8sti:8 learnin + achie#e"ent and beha#ior i"1ro#e dra"aticall8. A=a"1les o: how to de"8sti:8 learnin include students establishin his or her learnin oals+ students "onitorin his or her own learnin + in#ol#in students in de#elo1in classroo" rules and 1rocedures+ and relatin lessons to studentsL own li#es and interests.

A::ecti#e teachin 1ractices include (but are not li"ited to) instruction that is :ast 1aced+ includes hi h rates o: acti#e student res1ondin + in#ol#es "odelin new beha#iors+ and 1ro#ides uided 1ractice and 1ositi#e and correcti#e :eedbac* (A#ertson F ?arris 166$0 Su ai F Tindal+ 1667). A::ecti#e instructional strate ies include the use o: res1onse cards+ uided notes+ and 1eer tutorin (?eward+ $2270 ?eward et al.+ 166H0 (iller+ 'arbetta+ F ?eron+ 1665). &onsistent use o: these strate ies+ and others that share the characteristics o: e::ecti#e instruction+ hel1s create hi hl8 e::ecti#e learnin en#iron"ents+ which+ in turn+ reduces the li*elihood o: beha#ior 1roble"s.

(ista*e M1$: Ta*in Student 'eha#ior Too Personall8

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When students "isbeha#e+ it o:ten :eels li*e a 1ersonal attac*+ and :or ood reason. So"e o: our students are #er8 ood at "a*in it :eel 1ersonal. When we ta*e studentsL "isbeha#ior 1ersonall8+ we tend to lose our ob@ecti#it8+ loo* :or ;uic* "ana e"ent :i=es that rarel8 wor*+ and et e"otionall8 u1set+ which ta*es ti"e and ener 8 awa8 :ro" our teachin .

Instead: Ta*e Student (isbeha#ior Pro:essionall8+ ,ot Personall8

When we ta*e "isbeha#ior 1ro:essionall8+ we #iew beha#ior "ana e"ent as our res1onsibilit8. Pro:essionals *now the i"1ortance o: ha#in a sound "ana e"ent s8ste" in 1lace that deals with classwide issues and indi#idual student 1roble"s. Pro:essionals ha#e realistic e=1ectations :or i"1ro#e"ent in beha#ior and *now that there are no ;uic* :i=es with lastin e::ects. (ost i"1ortantl8+ con:ident 1ro:essionals as* :or assistance when it is needed.

Althou h handlin "isbeha#iors "a8 be "ore challen in than teachin acade"ics+ there are "an8 e::ecti#e strate ies we can use that will "a*e our classroo" da8s "ore 1leasant and less chaotic. When we are "ore e::ecti#e+ weLre cal"er and less li*el8 to react 1ersonall8 to student "isbeha#ior. Althou h so"e student "isbeha#ior "a8 a11ear to be tar eted toward us+ these beha#iors "a8 be an outco"e o: their own wants and needs+ lac* o: s*ills+ or e"otional di::iculties and :rustrations. The ti"e and ener 8 wasted bein u1set at our studentsL "isbeha#ior is better s1ent celebratin our studentsL success.

&onclusion

This article brie:l8 re#iewed co""on beha#ior "ana e"ent "ista*es that we "a*e as teachers and 1ro#ided nu"erous strate ies as to what to do instead. We belie#e these su estions will be use:ul in the conte=t o: de#elo1in and i"1le"entin a co"1rehensi#e beha#ior "ana e"ent 1lan. '8 no "eans do these su estions re1resent a co"1lete list o: e::ecti#e strate ies. /or "ore thorou h in:or"ation on so"e o: the reco""ended strate ies+ re:er to the re:erence list

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