1. Effective Behavior Management and Supports for Students In Crisis Stephanie Mikles Behavior Specialist for Harford County Public Schools stephanie.mikles@hcps.org
12. The best way to address undesirable behavior… …is to prevent it from happening in the first place!
13. Why behavior problems occur… Bored or frustrated with academic materials. Students see no relevance for work. Work is too challenging.
14. Why behavior problems occur… Students may not understand behavioral expectations. Teachers send inconsistent expectations.
15. Three Steps to Teaching Routines Explain- state, explain, model and demonstrate the procedure. Rehearse- practice the procedure. Reinforce- reteach, rehearse, practice, and reinforce so that it becomes a habit. l
18. Children engage in behavior to "get" what they find reinforcing or to "avoid" what they find aversive.
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21. You can be the reason some student gets up and comes to school when his/her life is tough. You can be the reason some student ‘keeps on keeping on. Even on your worst day on the job, you are still some student’s best hope.
22. But the student is so angry, distant, rejecting……. We can establish rapport by; • Talking to students about topics that interest them • Sharing our interests. • Giving emotional support. • Letting students perform activities in which they excel. • Greeting students by name. • Recognizing special events in students‘ lives. • Displaying kindness. • Spending informal time with students. • Complementing students
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24. Preventing Escalating Behavior Recognize the behavioral signs for escalation Avoid escalating responses Maintain calmness, respect, and detachment Use suggested response strategies. 20
25. Anxiety 21 Decrease in Behavior 1. Stares into space 2. Language subdued 3. Hands contained 4. Withdraws from group 5. Off-task, “Frozen” Increase in Behavior 1. Eyes dart 2. Language non- conversational 3. Busy hands 4. In and out of group 5. Off-task / On-task
31. Proximity Control 24 “Effective teachers know that either you work the crowd or the crowd works you.” Fred Jones, Tools for Teaching Standing near a student who is experiencing difficulty Moving around the room helps students stay on task because of your “proximity” to them. The students know you’re aware of what’s going on – and “with it.”
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33. Manipulating, these objects and moving helps us manage stress and regulate, or balance out, our sensory systems and energy.
34. Try to replace inappropriate or socially unacceptable fidgeting. Examples of Fidgets Hands; stress ball, putty, clay, pencil grip, zipper, beanbag, gloves, bracelet, hand-held game, drawing/notepads. Mouth; gum, chewing tubes, and suckers, mints. Foot; foot rests/massagers and resistance bands
53. Look at ______! Be SILLY! Taco Drop all your change Knock over something Talk to yourself Swat flies Coughing attack 33 Creative Behavior Management Do something out of context
64. 36 Facilitate relaxation Acknowledge the person is upset Instruction in relaxation Model relaxation position and movement Counting Move to quiet place Decrease volume and slow movements
65. Brainstorming New Ideas What is working? What isn’t working? What resources do we have? What are the child’s needs?
66. Murphy’s Laws of Behavior Management The first myth of "quick and easy" discipline is that it actually exists. (Quick and easy discipline isn't.) Any positive behavior you have instilled in a "difficult" student will disappear over the holiday break. Your worst behaved student will have a perfect attendance record.
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