with TRI-PART SYSTEM
Skilled behavior managers have learned to entice rather than coerce their students into behaving appropriately. Research indicates that behavior is more likely to change for the better when kids are guided and directed to show an appropriate behavior, and then positively recognized (e.g., praise, thanks, rewards) for having done so. This approach also promotes a more cooperative and productive atmosphere in the classroom and builds a positive emotional bond between teachers and students. The days when a stern teacher who kept students "under the thumb" was respected are gone. The educator who yells or demeans needs to learn more about effective positive techniques that make kids feel good about schools, teachers, and themselves.
DIRECTIONS: Consider each of the recommendations below and rate yourself as being "S" (skilled in that area) or "N" (needing improvement). Use those items with an "N" rating to set goals for professional growth. While there are always exceptions to these guidelines, one should be able to justify variations with an argument other than "You gotta be tough with these kids. It's all they understand." Educators should take the roles of leader and mentor, not prison guard. Teaching is much more fun and rewarding for all parties when teachers lead rather than drag youth into learning and pro-social behavior.
___ I have a comprehensive behavior management plan which includes:
-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
___ I have submitted my behavior management plan to my administrator and scheduled a meeting to review the plan. If the plan is approved, I will ask for his/her support when a student has reached the last step of my consequence list (removal from the classroom to the school office).
The Implementation of the Plan
___ My plan applies equally to all students. I do not allow myself to be intimidated by certain students. I do not let crying or pleas for leniency keep me from administering consequences (unless I have made a mistake in judgement).
____ I see the humor in situations and chuckle at some of the things my students do. I don't penalize "nutty" behavior that will go away in a second.
___ I use humor or distraction to redirect mild misbehavior.
___ I avoid "empty comments" (e.g., "Your book bag is in the aisle."; "You're talking.") unless I am purposefully trying to give hints to behave.
___ When students are misbehaving, I give them clear, firm directions to do something (e.g., "Open your book to page 67."; "Please go to your seat now.") or I ask "What should you be doing right now?"
(If they don't know, I give hints or politely tell them.)
(If they don't know, I give hints or politely tell them.)
___ If my direction is not followed, I administer the first consequence from my list. I continue through the list until I gain compliance. I encourage that compliance all along the way rather than using the next consequence to threaten students.
___ I CONSISTENTLY enforce rules by moving through the hierarchy of consequences.
__ I am in control of my emotions when disciplining.
__ I NEVER (ever) yell at students (except situations in which someone is in danger).
__ I use respectful terminology when disciplining my students.
__ I use a calm, firm, respectful tone of voice when administering consequences.
__ I NEVER "nag" or lecture students who have misbehaved (Because they stop listening after the 4th word).
___ I NEVER plead with students to behave. They obey my direction or receive a penalty from the list of consequences. Compliance to my direction is met by a polite "Thank you".
___ If I decide that it is best to purposefully ignore a student's behavior, I am praising other students for showing appropriate behavior.
___ I constantly watch for opportunities to positively react to students who are behaving.
___ I am a good role model for the courteous and respectful behavior I desire from my students.
Prevention Instead of Reaction
___ I pleasantly greet my students at the classroom door to keep rowdy behavior from entering my room. Students must first calm themselves before entering.
___ A "Do now" activity is written on the board for students to see as they enter the room. They know that they are to begin that short, simple assignment immediately (before the bell sounds). This activity focuses students and prepares them for the upcoming lesson.
___ Although I'm flexible in my approach to kids, my classroom is a structured place.
___ I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom use, asking questions, lining up, etc.
___ I maintain a warm, helpful, and positive learning environment.
Managing Behavior By The Way I Teach
___ I am organized and prepared for each lesson.
___ My lessons are well paced. I start promptly, keep things moving, and allow a few minutes before the bell for a quick review and/or clean up.
__ I vary my methods. I know that teaching involves more than giving out dittos and photocopies.
___ I make my lessons interesting in order to motivate the students (e.g., multi-media use, "hands-on"activities, humor, movement, relating material to student interests, etc.)
___ I relate the lesson material to the students' lives so that they see the relevance of learning it.
___ I ask the question before I select a student to answer it. (Otherwise, the other students will
stop listening/thinking)
stop listening/thinking)
Outside of the Classroom
___ Knowing that students behave better for teachers they like, I get to know my pupils on a somewhat personal basis and speak with them outside of class. I realize that kids don't listen to the message unless they like the messenger.
___ I seek new teaching ideas and positive ways to manage behavior. I don't just go to the teacher's lounge to complain. I brainstorm with colleagues on better ways to handle concerns.
___ I have set goals for myself in the area of respectful and effective behavior management. I will learn and use more positive ways to promote appropriate student behavior.
CHECKLIST FOR CLASSROOM
Room Arrangement
Effective room arrangement creates natural traffic patterns throughout the classroom, which allow children to be more independent, provide areas for children to play individually and in large and small groups, and give teachers proper supervision of all the children from any area of the classroom to ensure safety and reduce conflict.
Classroom Environment Checklist
_ Is your classroom conducive to learning?
_ Can you stand in any part of the classroom and easily see into all areas of the room so that adequate supervision can be given by sight and sound at all times?
_ Upon entering the room, is there a clear pathway to where children’s personal belongings are stored?
_ Can you stand in any part of the classroom and easily see into all areas of the room so that adequate supervision can be given by sight and sound at all times?
_ Upon entering the room, is there a clear pathway to where children’s personal belongings are stored?
_ Are all exits identified, easily accessible, and uncluttered?
_ Is there an area for the entire group to gather?
_ Is there an area for the entire group to gather?
_ Are there areas for small groups of two to four children to gather?
_ Are there areas for solitary play?
_ Are noisy areas (i.e., block building) and quiet areas (i.e., book corner) spaced as far apart as possible?
_ Are like-areas close together? For example, are the dramatic play and block building area near one another to promote imaginative play?
_ Are the learning centers of adequate size given the number of children in your class?
_ Are the most popular centers of adequate size for your group of children and stocked with the appropriate number of play items and supplies to reduce conflict among the children?
Curriculum
Take time to review and update your curriculum, themes, and other materials, especially if you’re reusing activities and materials from previous years. You may even want to work with other teachers at your facility to coordinate themes so that you can share materials and ideas.
Curriculum Checklist
_ Are the themes and/or activities relevant to your group of young children?
_ Do the activities address the typical developmental needs of the children?
_ Is your material flexible enough to allow for individualizing on a daily basis?
_ Is your material flexible enough to allow for individualizing on a daily basis?
_ Do the activities and themes address the current changing social climate?
