Behavior Management Strategies PDF

strategies to student needs. 1. Behavior- is the reaction and action of an Behavior management is a whole school individual or group to other individual or approach. - It includes creating a...

strategies to student needs. 1. Behavior- is the reaction and action of an Behavior management is a whole school individual or group to other individual or approach. - It includes creating a positive groups of people , events, or the environment for learning and uses environment. strategies that encourage positive behavior - It is influenced by many things like age, in schools. personality, interactions with others, - It also involves a range of strategies to culture, home environment gender. reduce the chance of poor or antisocial 2. Positive behavior- cooperating, paying behavior. attention in class and sharing with classmates. Behavior Management is also about 3. Poor student behavior- includes talking having effective ways to deal with poor when supposed to be working and being behavior so that students can learn from late in class. their mistakes and at the same time, take 4. Anti social behavior- is a behavior that is responsibility for wrong doing. harmful and not accepted in society such as drug and alcohol use, graffiti and bullying. Six Principles of Behavior Management Research studies and evidence-based best Principle 1: Negative consequences practices have identified the following sometimes change behavior, but they do principles in relation to students’ not change attitude. behavior. Principle 2: Only positive reinforcement Behavior is learned and therefore can be strategies produce long-term attitudinal unlearned. Each student is unique and change. therefore requires an individualized approach based on the purpose or function Principle 3: Negative consequences do not of the student’s behavior. improve the behavior of impulsive children The first step of an intervention is to and frequently increase the frequency and identify the purpose or function that the intensity of misbehavior. current behavior serves. Principle 4: Cognitive control of behavior Behavior is influenced by the type of can be learned through the use of reinforcements or other consequences appropriate positive reinforcement received after the behavior occurs. - systems. Teachers and school based teams need observational Principle 5: Positive reinforcement data to determine the function of the systems must be incremental in nature behavior and the effects of such that the child can directly observe - antecedents and consequence behavior even small improvements in behavior. Teachers and school-based teams need Principle 6: You must always reinforce the to understand the function of behavior in final compliance with adult authority no order to select appropriate teaching matter how long it takes to get there. strategies. Altering the setting or environment may Behavior management plan is a plan improve student behavior. made up of procedures that are in place to Data collection is the basis for initial hold students accountable for their decision making as well as for continuously behavior. monitoring the programming. Teachers and school-based teams can enhance their -A behavior management plan is not competency and capacity for meeting the synonymous with discipline. learning needs of students with behavior disabilities by working through a process -Discipline is one aspect of a behavior management that consists of: plan. -understanding and observing behaviors - A behavior management plan is -implementing positive behavior supports developed long before the first student -matching appropriate teaching walks through your door in August.  Consequences will depend on the grade To write your behavior management level and school, but should include things plan, there are a few simple steps to be like time out, notes home, calls home, followed: detention, etc. 1.Develop procedures 4. Make time for praise and rewards - What is the procedure for turning in Students need to be recognized when they papers? Sharpening pencils? Going to the are doing something right, especially bathroom? Lining up? Silent reading time? those students that struggle with behavior. Think these through ahead of time, Catch them being good, reward them and communicate the procedure to your praise them for it, and it could make a students, and, most importantly, practice huge difference in their behavior and how the procedure with them several times. they respond to you. 2. Write rules - Behavior Management policy outlines helps if you write the rules with your rules as well as acceptable and non- students. Students consistently come up acceptable conduct that can help to address with more rules than you could ever and correct student behavior. It consists of imagine on your own. However, it is best to mission statement, expectations and rules, have only a handful (4-5) of rules. The procedures, consequences, and crisis plan. rules students come up can often be sorted into the four or five major rules that you - Discipline comes from the word want to have for your class. It also helps to ‘disciple’ which means ‘to instruct’. state rules in a positive manner. -School discipline is about teaching 3. Establish consequences children the rules of acceptable behavior, Students should be informed on day one of and helping them to understand what is what the consequences are for rules broken expected of them in their society. or procedures mishandled. This should also be clearly communicated to parents. - Effective discipline ensures there their behavior, character, values or life is a sense of order amongst students circumstances. and school are safe places where learning can take place without Guiding Principles of Behavior interference. Management Policy Principle 1: -Punishment is when a negative and unpleasant consequence is Right to education given to an individual. -Often punishments are ineffective Principle 2: Right to respect, and even harmful because they based using fear and discomfort. equality and fairness -Corporal punishment (using physical Principle 3: Right to a safe force against a student) is not permitted by the Department of Education. learning environment -Counselling is a process that helps people to cope with issues and reach Principle 4: Right to good quality decisions affecting their lives. education -It involves the counsellor talking with a person (client). in a way that helps Principle 5: Right to fair and consistent rules that person explore their problems, understand the contributing factors and Principle 6: Right to a school behavior identify ways to change or improve management policy  among their peers. - the teaching or Principle 7: Right to access sharing of health information, values, counselling and referral services and behavior in educating others. Principle 8: Best practice and cooperation Who is involved in peer education? Principle 9: Personal responsibility 1. Peers - someone who belongs to the same social group as another person or Responsibilities of the group. The peer group may be based on Stakeholders in Behavior age, sex, job, culture or other factors. Management Policy 2. Peer Educator – student who 1. Principal/Head teacher/Master teacher undergoes training to become a peer to implement the school behavior policy educator in their school consistently throughout the school, and 3. Peer Education Advisor – to report to higher authorities, when teachers trained in peer education requested, on the effectiveness of the who support peer educators. policy. Conflict resolution is a constructive 2. Class teachers to ensure that the process for handling emotion-laden school rules are enforced in their disagreements. This process encourages classes, and that their classes behave in a assertive communication and the responsible manner during lesson time. expression of feeling, but it does not permit that typical verbal free-for-all 3. Support staff should provide a which blocks the resolution of conflict positive model of behavior and ensure which tends to be very destructive of high expectations are made explicit to relationships. It is about solving conflicts the children. They should inform class without resorting to shouting, fighting, teachers of any inappropriate behavior. sarcasm and other harmful behaviors. 5. Parents are expected to adhere to the 1. Some skills to help resolve conflict policy and support the actions of the Stay calm and keep the student calm school. Ask questions to obtain correct information Be assertive in CHAPTER 2 what you want, why you Understanding want it and Classroom management- is classroom state how you feel through a series of strategies and Decision-making techniques that encourage positive Treat people with respect student behavior. Analyzing the problem Proactive and Reactive Behavior Listening attentively Management Strategy Separate the problem from the person Proactive behavior management Showing empathy strategies are ones which a teacher or school puts in place to reduce the risk of 2 Assertive communication behavior problems and encourage good This model is about expressing your behavior. feelings and needs and at the same time. Reactive behavior management 3. Win-win strategy is one which is used when This is a strategy used mostly when there is an incidence of inappropriate dealing with adults in which you behavior and which seeks to stop or negotiate a solution to their needs and reduce that behavior and help the yours. It is useful to identify what both student to improve. parties actually want. Peer education is an approach to Life skills are important skills that a health promotion in which community person should have in day-to-day life members and or groups are supported in order to live a better and positive life to promote health-enhancing change  style. -They include attitudes and skills self confidence related to living with ourselves, Communication relating to other people and relating to the environment around us. Empathy Resisting peer pressure Key life skills for young people include; Negotiate risk behaviors Assertiveness Problem-solving Decision making Self-esteem, self-worth and whole class earns “pressure points” that can be used for no homework passes, postponing Five Types of Intervention Strategies a test, etc. According to Marzano, there are five types of 5. A home contingency is making the interventions: teacher reaction, tangible student’s parents aware of their positive recognition, direct cost, group contingency, and negative behaviors. This is a strategy and home contingency. that many teachers use because it can produce quick, powerful results. Teachers 1. A teacher’s reaction involves a verbal and can send home premade physical acknowledgment that provides a notes or make a quick phone call. consequence for unacceptable behavior. Making eye contact with a student, shaking Four Categories of Disciplinary Behaviors your head, or having a private verbal reminder are some of the consequences 1. Reinforcement–recognition or reward for positive behavior or for the timely 2. Many teachers, especially those in the cessation of negative behavior. younger grades, have used tangible recognition. A tangible item can be a 2. Punishment –some type of negative token, ticket, marble, or a goal sheet. consequences for inappropriate behavior. Tokens are most effective when they are given for positive behaviors and taken 3. No immediate consequence –no immediate away during negative behaviors. consequences for inappropriate behavior 3. Sometimes students have a tough time but involves some type of reminder of accepting the expectations and need more inappropriate behavior. of a direct cost. A direct cost focuses more 4. Combined punishment and on the negative consequence. reinforcement–recognition or reward for 4. Group contingency involves everyone appropriate behavior in conjunction with within the classroom. As a class, consequences for inappropriate behavior. everyone must aim to conquer a classroom goal. Assertive Discipline is a systematic approach to classroom behavior There are two types of group contingencies, management. interdependent and dependent. Assertive discipline teaches effective ways Interdependent techniques “require of discouraging unwanted behavior without every student in the group to meet the alienating teachers from students, and behavioral criterion for the group to earn effective ways of rewarding good behavior credit”. in order to encourage students to do right  Dependent techniques “require specific every time. individuals…to meet the behavioral criterion of the group to earn credit”. Using Principles of Assertive Discipline the dependent techniques can involve one The teacher is in control of the class – well student and provides more peer pressure. planned, well prepared and well trained An example of this is the “Pressure Points.” Have a classroom management plan If every student cleans up after class, the Maximize teaching and learning to reduce  problem times Promote effective student counselling skills that they can use to learning and friendly environment support students who are experiencing Reinforce positive student behavior personal or academic problems and need Deal with negative behavior quickly, emotional support. calmly, consistently and assertively Counselling is a process of “helping Three Classroom Behavior Management Styles people to help themselves”. Counselling relies on counsellors being Teachers can be identified as using one non-judgmental, showing empathy, and of three classroom behavior maintaining confidentiality. management approaches to handle student disruptive behavior: School counsellors can help students with poor behavior by supporting them with any 1. Aggressive: Teachers who have an underlying problems, such as family aggressive style use an angry tone of conflict, violent relationships, peer pressure. voice, can be abusive, are authoritarian, Counselling is not a sanction but rather a use name calling and labelling when complimentary behavior management confronted with student misbehavior, uses strategy. high amounts of fear and inappropriate praise 2. Passive: Teachers in this category speak Chapter 3: RESPONDING TO STUDENT ISSUES in small voices, give, inconsistent messages, threaten without following BULLYING - physical, verbal, or social (relational), through on threats, give up, usually ignore four widely accepted factors can be used to identify it: poor behavior when confronted with l Bullying is deliberate - harming another person student misbehavior, use the students to intentionally control the class l Bullying involves a misuse of power in a 3. Assertive relationship Management of Students’ Proactive assertive strategies: Teacher is Behavior and Wellness. engaged in simple and positive rules, procedures and plans, seating plan, l Bullying is usually not a one-off - it is repeated, rewards system, consistent sanctions, or has the potential to be repeated over time. scanning the room, well planned lessons, l Bullying involves behavior that can cause harm small group sizes, not leaving students - it is not a normal part of growing up. unattended BULLYING ROLES - Bullying incidents generally involve three different roles: Reactive assertive strategies: Teacher is calm, firm voice, distraction or redirection, l Initiators - those doing the bullying. highlighting positive behavior, assertive l Targets - those being bullied use of body language, eye contact etc, use l Bystanders - those who witness the bullying. of questions, focusing on the behavior not the student, quick response, cool judgement DIFFERENT TYPES OF BULLYING 1. Physical bullying - This involves hurting School-based counselling is a someone, or damaging or stealing their belongings. It professional activity, delivered by includes: qualified practitioners in schools. l hitting, kicking, pinching, spitting, biting Use of School-Based Counselling l tripping, shoving or intimidating another person Some students behave poorly because they l mean or rude hand gestures have personal problems. Since 2000, the l touching another person when they don't want Department of Education, through the you to Guidance Branch has been training teachers l being made afraid of being hurt to take on the role of volunteer school counsellors. At the end of 2009, around 520 l stealing or damaging possessions school counsellors have been trained. 2. Verbal Bullying - This involves saying or writing mean things. It includes: School counsellors are trained in basic  l Name calling by themselves l Teasing someone in a hurtful way Telling students to avoid social media as a way of avoiding cyberbullying l Making fun of someone Providing one-off activities (i.e., one-shot l Being sarcastic in a hurtful way assemblies or a short motivational speech) l Offensive comments, insults or jokes about Pulling a few bits and pieces from a program, someone and their family because of their or small, piecemeal and uncoordinated race, culture, religion, disability or sexuality. approaches Dealing with individual students who are 3. Social bullying - This involves hurting someone's bullying or being bullied – everyone needs to relationships or reputation. It includes: be involved in bullying prevention. l ignoring or leaving someone out on purpose Responding to Cyberbullying Incidents l Telling others not to be friends with someone l spreading rumors about someone School policies should clearly state what steps will to address incidents of cyberbullying, l destroying relationships and friendships including through social media. embarrassing someone in public Schools may have specific procedures in place l telling lies or stories about someone to make to handle cyberbullying incidents, but the others not like them. same principles should apply in responding to CYBERBULLYING - Cyberbullying is bullying any kind of bullying. (social and verbal bullying and physical threats) that Schools should support the target to build uses digital technology in some way. Although coping strategies and resilience. cyberbullying shares some of the same elements as ‘traditional’ bullying, bullying using technology can Responding to Bullying Incidents be more complex and harder to deal with. discipline approaches, including escalation processes Key Elements of an Effective Bullying Prevention how the school will respond to cyberbullying Approach how the school will communicate with students and parents about bullying incidents Bullying prevention that is a permanent part of process for managing complaints when the the school environment, not a temporary school will involve other agencies. remedial program how the school will respond to bullying that Strategies and practices that are takes place outside of school premises, but is comprehensive and embedded, not fragmented affecting students' wellbeing at school. or ‘added-on’ Information on the nature and dynamics of CRITICAL INCIDENTS- A critical incident or bullying that is easy to understand for the emergency is an event which teachers, students and whole-school community, who all respond parents are not prepared for that may cause effectively when they see or experience disruptions to a school’s daily routine, creating danger bullying or risk and causes a situation where they feel unsafe, Bullying prevention material needs to be vulnerable and under stress or being traumatized. provided in multiple ways (e.g., curriculum, policies, parent information) and co-ordinate with other existing programs examples of CRITICAL INCIDENTS and Approaches that have a positive effect on emergencies in school students and on the school climate, and go beyond the problem of bullying. Frequent- Student fights and violence, accidents such as broken arm and cuts, blood spill, teacher absence, death in the family of a student or teacher, serious illness like malaria, Common and Avoidable Misdirection in Bullying petty crime. Prevention less frequent- Natural disaster such as Zero tolerance and disciplinary measures (i.e., tsunami, fire, earthquake, flood, high winds, school suspensions and expulsions) rape and sexual assault, student riot, Expecting students to solve bullying problems landowner dispute, serious crime such as  arson, epidemic (typhoid) teacher strike, years of age or those over but are unable to fully take overdose or attempted suicide. care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or discrimination managing CRITICAL INCIDENTS because of a physical or mental disability or condition; (RA 7610). For purposes of this When responding to critical incident, teachers should: Department Order, the term also includes pupils or Stay calm and in control students who may be eighteen (18) years of age or Try to think clearly older but are in school. Stop to assess the situation and decide who is 2. Children in School – refers to bona fide pupils, at risk and what help is required students or learners who are enrolled in the basic Protect yourself and other students first education system, whether regular, irregular, Decide if emergency services are needed transferee or repeater, including those who have been (police, fire, ambulance) temporarily out of school, who are in the school or Send a reliable, sensible person for help with learning centers premises or participating in clear instructions school-sanctioned activities. Teachers who are trained in first aid should help any injured person on the scene 3. Child Protection – refers to programs, services, Control and reassure any crowds and make procedures and structures that are intended to prevent sure they are not in the way of danger. and respond to abuse, neglect, exploitation, Keep appropriate people informed of the discrimination and violence. progress on the situation. This may mean contacting parents. 4. Child Abuse – refers to the maltreatment of a Be available to speak to any assisting child, whether habitual or not, which includes any of personnel (police) the following: Write an incident report to assist further investigation psychological or physical abuse, neglect, Arrange for debriefing of victims, witnesses, cruelty, sexual abuse and emotional and others if necessary. maltreatment; any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity of a child as a human being; CHILD PROTECTION unreasonable deprivation of the child’s basic needs for survival, such as food and shelter; or DepEd Child Protection Policy- The Department of failure to immediately give medical treatment Education (DepEd), in collaboration with its partners to an injured child resulting in serious and stakeholders, shall ensure that all schools are impairment of his or her growth and conducive to the education of children. The best development or in the child’s permanent interest of the child shall be the paramount incapacity or death (Sec. 3 [b], RA 7610). consideration in all decisions and actions involving children, whether undertaken by public or private 5. Discrimination against children – refers to an act social welfare institutions, courts of law, of exclusion, distinction, restriction or preference administrative authorities, and legislative bodies, which is based on any ground such as age, ethnicity, consistent with the principle of First Call for sex, sexual orientation and gender identity, language, Children, as enunciated in the CRC. religion, political or other opinion, national or social origin, property, birth, being infected or affected by DepEd has adopted the policy to provide Human Immunodeficiency Virus and Acquired special protection to children who are gravely Immune Deficiency Syndrome (AIDS), being threatened or endangered by circumstances pregnant, being a child in conflict with the law, being which affect their normal development and a child with disability or other status or condition, and over which they have no control, and to assist which has the purpose or effect of nullifying or the concerned agencies in their rehabilitation. impairing the recognition, enjoyment or exercise by all persons, on an equal footing, of all rights and freedoms. Some Important Terms in the DepEd Child Protection Policy 1. Child – refers to any person below eighteen (18) 6. Child exploitation – refers to the use of children for someone else’s advantage, gratification or profit psychological nature that are prejudicial to the often resulting in an unjust, cruel and harmful best interest of the child. treatment of the child. These activities disrupt the child’s normal physical or mental health, education, 8. Bullying or Peer Abuse – refers to willful moral or social emotional development. It covers aggressive behavior that is directed, towards a situations of manipulation, misuse, abuse, particular victim who may be out-numbered, victimization, oppression or ill-treatment. younger, weak, with disability, less confident, or otherwise vulnerable. Two (2) main forms of child exploitation that are recognized: 9. Corporal Punishment – refers to a kind of punishment or penalty imposed for an alleged Sexual exploitation – refers to the abuse of a or actual offense, which is carried out or position of vulnerability, differential power, or inflicted, for the purpose of discipline, training trust, for sexual purposes. It includes, but it is or control, by a teacher, school administrator, not limited to forcing a child to participate in an adult, or any other child who has been prostitution or the production of pornographic given or has assumed authority or materials. responsibility for punishment or discipline. Economic exploitation – refers to the use of the child in work or other activities for the 10. Positive and Non-Violent Discipline of benefit of others. Economic exploitation Children -is a way of thinking and a holistic, involves a certain gain or profit through the constructive and pro-active approach to production, distribution and consumption of teaching that helps children develop goods and services. appropriate thinking and behavior in the short and long-term and fosters self-discipline. It is 7. Violence against children committed in schools – based on the fundamental principle that refers to a single act or a series of acts committed by children are full human beings with basic school administrators, academic and non-academic human rights. personnel against a child, which result in or is likely to result in physical, sexual, psychological harm or STRESS MANAGEMENT suffering, or other abuses including threats of such Stress is a physical reaction to a acts, battery, assault, coercion, harassment or arbitrary person's emotions. Both positive deprivation of liberty. events and negative events can cause Physical violence refers to acts that inflict stress. When you feel an emotion that bodily or physical harm. It includes assigning triggers stress, your adrenal gland children to perform tasks which are hazardous releases cortisol -- the hormone to their physical well-being. responsible for the 'flight-or-fight' Sexual violence refers to acts that are sexual response. In a dangerous situation, this in nature. It includes, but is not limited to: response can save your life. However, rape, sexual harassment, acts of too much cortisol can have a lasciviousness, making demeaning and long-term, negative impact on your sexually suggestive remarks, physically metabolic rate, memory formation, and attacking the sexual parts of the victim’s body; blood sugar regulation. forcing the child to watch obscene three forms of stress publications and indecent shows or forcing the child to do indecent sexual acts and/or to acute stress- As the most common stress engage or be involved in, the creation or form, acute stress occurs due to day-to-day distribution of such films, indecent publication stressors, such as waking up late, running to or material; and class, or receiving a bad grade. Fortunately, Psychological violence refers to acts or most acute stress fades quickly and has little omissions causing or likely to cause mental or mental or physical impact. emotional suffering of the child, such as but episodic acute stress- As its name suggests, not limited to intimidation, harassment, episodic acute stress develops when someone stalking, damage to property, public ridicule experiences acute stress multiple times over or humiliation, deduction or threat of an extended period. Common symptoms that deduction from grade or merit as a form of college students experience include migraines punishment, and repeated verbal abuse. and tension headaches. Other acts of violence of a physical, sexual or  Chronic acute stress- Chronic acute stress happens when someone cannot avoid a long-term stressful situation. For example, degree-seekers struggling academically in a course that their major requires for graduation. This stress can lead to weight gain, sleep deprivation, and anxiety in college students. Stress Management- Stress management is the use of specific techniques, strategies, or programs—such as relaxation training, anticipation of stress reactions, and breathing techniques—for dealing with stress-inducing situations and the state of being stressed. 6 Simple Ways to Reduce Student Stress in The Classroom 1. Create learning spaces that promote creativity 2. Give students work in their Zone of Proximal Development 3. Make learning relevant and feedback specific, useful, and easy to understand. 4. Have clear learning goals that students can articulate in student-friendly language 5. Create a schedule that supports students 6. Promote a growth mindset and healthy ‘self-talk’ and metacognition.