2. Conversation Voice Level 0-No Talking unless
you have permission to do so.
Help Raise your hand and wait for
recognition.
Activity Whole class instruction and
discussion when appropriate.
Movement Water, restroom, stretching.
Participation (What does the Listen, answer, ask questions,
activity look like? and/or share.
Success Awesome Job!
3. (High-Risk Students)
Individual Intervention
5-10% of Students Targeted
(FEW)
(At-Risk Students)
Selected Classroom/Small Group Strategies
(SOME) 15-25% of Students
(All Students)
School-wide Systems of Support
75-80% of Students
4.
5. You have made
reservations to your
favorite restaurant.
It is packed, full of
anxious
people, waiting to be
seated.
It takes you 10
minutes to squeeze
through to the host.
He is so busy, he does
not hear you politely
stating that you have
reservations.
6. After 10 minutes of
being polite, you begin
to raise your voice and
finally catch his
attention.
He checks the
reservation book and
informs you that your
reservation was for 20
minutes ago and cannot
seat you at this time.
You angrily state that
you had arrived 20
minutes ago, but were
only now able to get his
attention.
7. You are finally
seated but are so
agitated that you do
not notice the
excellent food and
wait staff.
8. Imagine the same
scenario, but this
time you find that
the restaurant is so
organized, you
easily get to the
host, who politely
greets you and leads
you to your seat.
You find the service,
food, and price to be
fantastic.
9. Notice how the degree
of organization has
affected no just your
behavior, but your
attitude toward the
setting.
Can this be true for
our students’ behavior
and their attitude
about their classroom
and school?
10. To effectively manage
and motivate a class of
students, you need a
clear vision of your ideal
classroom.
What should it look like?
What should it feel like?
What do you want your
students to accomplish?
Once you have a clear
idea of what you want for
your classroom, you can
design procedures that
will ensure that you
achieve those goals.
11. Task 1-Understand
How to Shape
Behavior
Task 2-Understand
Motivation
Task 3-Identify
Long-Range
Classroom Goals
Task 4-Develop
Guidelines for
Success
12. Task 5-Maintain
Positive
Expectations
Task 6-
Implement
Effective
Instructional
Practices
Task 7-Initiate
and Maintain
Family Contacts
13. Objective: I can develop an
understanding of fundamental
management principles so that
I can make effective decisions
and take appropriate actions to
help students learn to behave
responsibly.
14. Objective: I can develop an
understanding of
________________ so that I can
make effective decisions and
take appropriate actions to
help students ____________.
15. Some tendencies and
personality traits seem to be
present from birth.
However, most human
behavior is learned, which
means it can also be
unlearned, or shaped into a
more desirable form.
16. When a student frequently behaves
irresponsibly, it’s likely that the
student hasn’t experienced the
benefits of responsible behavior
enough, or even at all.
It’s also likely that this student has
learned that irresponsible behavior
is a more effective or efficient way
of getting his needs
met……power, control, admiration
from peers
Even your best students can behave
irresponsibly when no one notices
that they are on
task, works, hard, and is respectful
to others.
17. Structure your class to promote
responsible student behavior.
Effectively acknowledge responsible
student behavior.
Effectively respond to irresponsible
student behavior.
18. A-Antecedents B-Behavior C-Consequences
Consequences-
Pleasant
Outcomes
result in
Conditions- behavior
What is Behavior-What increasing.
prompting or is the person
enabling the doing? Consequences-
behavior? Unpleasant
Outcomes
result in
behavior
decreasing.
19. Effective teachers spend
more time promoting
responsible behavior
than responding to
irresponsible behavior.
Effective teachers
recognize that
misbehavior occurs for
a reason, and they take
that reason into account
when determining a
response.
20. You will prevent most misbehavior from
ever occurring when you focus the majority
of your time and energy on these three
major categories of teacher based actions
for promoting responsible behavior.
Conditions
Implement pleasant consequences.
Eliminate unpleasant consequences.
21. Make sure students understand what the
behavioral expectations are and how they can
meet them.
Physical space.
Fast paced schedule and provide interesting
lessons.
Run efficient transitions between activities.
Interact responsibly and respectfully with all
students.
Show an interest in student work.
22. Give verbal praise.
Write positive notes.
Encourage students to praise themselves.
Contact parents regarding students’
responsible behavior.
Occasionally reward individuals or the whole
class with a special activity.
23. Avoid embarrassing students with praise.
Ensure that no student is the target of
laughter for making a mistake during class
participation.
Ensure that no student ever feels like a geek
for behaving responsibly.
Ensure that no one is ridiculed as a teacher’s
pet for behaving responsibly.
24. Often difficult to understand why a student
behaves irresponsibly, even when the
consequences of that behavior are
unpleasant.
25. Student doesn’t know exactly what you expect.
Student doesn’t know how to exhibit the
responsible behavior.
Student is unaware that he or she engaged in the
misbehavior.
Student is experiencing some pleasant outcome.
(likes the attention)
Student is successfully avoiding some unpleasant
outcome by exhibiting the misbehavior. (avoiding
assigned work)
Once you have determined the reasons, you can
take action.
26. Provide lessons to teach the student how to
behave responsibly.
Assign different seats to two students who
talk when they sit together.
Modify work that is too difficult for the
student who is not completing assignments.
Pace lesson more quickly so student are less
likely to get off task.
Provide something for students to do when
they complete classwork.
27. Ignore misbehavior that is designed to get
attention.
Respond calmly to a student who likes to
make adults angry.
Ensure that a student is not excused from
assigned work, as a result of the misbehavior.
28. Use a system of demerits.
Timed owed.
Use a classroom point system.
Contact student’s parents about problem
behavior.
Contact Mr. Castillo
29. Structure your class to promote
_____________________________.
Effectively ___________ responsible
student behavior.
Effectively ___________to irresponsible
student behavior.
30. Objective: I can understand
that a person’s level of
motivation on any given task is
a product of both how much
the person wants the rewards
that accompany success and
how much he or she expects to
be successful.
31. Motivation = “to provide an
incentive, to move to action, to drive
forward.”
Behavior that is repeated is
motivated-behavior does not
reoccur when there is no motivation.
The student who repeatedly
misbehaves is, at the moment, more
motivated to misbehave than to
behave.
The student who does nothing, is
more motivated to do nothing than
to work.
32. Motivation may be intrinsic or
extrinsic.
Intrinsic-a person is motivated
because they find pleasure in
doing something.
Extrinsic- a person is motivated
because of pleasant
consequences.
Motivation for most behaviors is
usually a mix of intrinsic and
extrinsic factors.
33. As teachers, we must enhance
both their intrinsic and
extrinsic motivation.
The extrinsic rewards must be
faded out in favor of more
natural consequences.
Keep in mind……students who
experience a history of failing
are less likely to be motivated
to learn something new.
34. Expectancy-the degree to
which an individual expects to
be successful at the task.
Value-the degree to which an
individual values the rewards
that accompany success.
Student….. Can I be successful
at this?..... How much do I
value the rewards?…….
35. Expectancy and Value can be calibrated
using a scale ranging from 0 to 10.
36. Expectancy Value Motivation
I know I can be I really enjoy the 100
successful in the rewards (intrinsic
classroom. and extrinsic).
10 10
I know I can be I really don’t care 0
successful in the for the rewards
classroom. (intrinsic and
10 extrinsic).
0
It’s hard for me I really enjoy the 0
to be successful rewards (intrinsic
because I don’t and extrinsic).
understand what 10
is expected of
me.
0
37. Objective: I can understand
that a person’s level of
motivation on any given task is
a product of both
______________________________
______________________________
______________________________
_____________________________.
38. Conversation Voice Level 0-No Talking unless
you have permission to do so.
Help Raise your hand and wait for
recognition.
Activity Whole class instruction and
discussion when appropriate.
Movement Water, restroom, stretching.
Participation (What does the Listen, answer, ask questions,
activity look like? and/or share.
Success Awesome Job!
