Calm Down Strategy

For today's blog we wanted to share a strategy that can be used to teach a student techniques to calm down. See the "Calm Down Strategies" cards Option 1 & Option 2. These are just a starting point, you may choose to make your own calm down strategies to suit you and your environment. If you would like to keep track of the student's progress and reinforce appropriate behavior, please click here to view a sample chart.

Calm Down Directions

• This is a pre-taught skill.  The steps need to be taught, modeled, and practiced prior to the moment of anger. 
• A pre-determined quiet area should be selected within the classroom.   
• Teacher gives a “calm down card” to cue the student to take a break.
• The student should move to the area and go through the practiced calming techniques.
• The teacher will continue with the classroom instructions or other activities. 
• The student should be invited to rejoin the class after demonstrating controlled behavior.
• The incident should be reviewed between teacher and student at a later time. 
• The goal would be for the student to recognize his/her need to take a break.  The teacher and student could agree on a silent signal to indicate the need.

Whole Class Discipline Policy

We found this discipline policy online and had to share.  This is a parent letter defining the whole class management system used in a Kindergarten classroom, however, can be adapted and used in a variety of grades.  See the behavior calendars here that are used to document the students' day.  These cannot be changed due to the pdf format, but provide an idea of how it would look if you want to use this plan in your room.  

Polka Dot Patch

Discipline Policy 

Dear Parents,

In order to guarantee your child and all the children in our classroom the excellent learning climate they deserve, we are utilizing the following discipline plan.  As you know, good behavior and learning go hand in hand.  Simple class rules have been established to ensure your child has a positive and safe learning environment.

OUR PHILOSOPHY:

We believe that even at the age of five, children need to learn the importance of accepting responsibility for their actions.  All children are expected to follow classroom rules and procedures, and we will help them learn to do so in a positive, fair, and equitable manner.  Good discipline allows us to teach, and students to learn.  This is the right of every student.

OUR CLASS RULES:

1.         Listen when your teacher is talking.

2.         Follow directions quickly.

3.         Keep your hands and feet to yourself.

4.         Raise your hand to speak and stand.

5.         Be safe, be kind, be honest.

***Each rule has a gesture that goes along with it to help us learn and remember it.  I’m sure you will be hearing and seeing these soon!! J***

This year we will be using a colored “clip chart” to monitor our behavior and classroom choices.  Your child will have a clip that they will physically move up or down the chart, depending on their choices.  Please keep in mind that your child may not move every single day!  In order to move up, students must go above and beyond in their behavior choices.  The chart below explains how the clip chart works. 

Clip Chart

Red Outstanding!	Students who reach the Red level will be rewarded for their positive choices by adding a jewel to their clip and receive a special certificate of recognition.  Conduct Grade: E+
Orange Great Job!	Students who continue to make positive choices move up to the orange level.  They are one step closer to having outstanding classroom behavior!  Conduct Grade: E
Yellow Good Day	Students who make positive choices will receive recognition as they move up the chart.  Conduct Grade: S+
Green Ready to Learn!	Everyone starts the day “Ready to Learn”! Students can “clip up” or “clip down” throughout the day depending on their behavior choices.  Conduct Grade: S
Blue Think About It!	Students who receive a warning will move to blue.  This serves as a reminder to students to think about the choices they make.  Conduct Grade: S-
Purple Teacher’s Choice	Students, who continue to make poor choices, will move to purple.  This will result in a consequence that is appropriate for the choice that was made.  Different choices require different consequences. Children are different so consequences will vary depending on the child and the choices made. (Time out, loss of privilege, loss of playtime, loss of ice cream etc…) Conduct Grade: NI
Pink Parent Contact	Students who move to pink will require parental contact by me.  Parents will be contacted via telephone, email or note depending on the severity of the behavioral choice.   Conduct Grade: U

Each day, your child’s conduct will be marked on his or her Behavior Calendar that is found inside the D.O.T Book.  We will simply mark the color that your child has ended the day on in the correct date on the calendar. I will put a behavior code (1, 2, 3 etc...) next to the color on the calendar (if needed) so you will know what exactly happened that day and so you will be able to have some dialogue with your child about their day.  Using these codes is a quick and efficient way to record daily behavior and keep you, the parent as informed as possible.  There will be a key for the behavior codes in the D.O.T Book for your reference.  We ask that you check your child’s Behavior Calendar each day and initial it so we know that you have seen your child’s conduct grade.

I have found this system to be very successful in Kindergarten, and with all the modeling and practice we do at the beginning of the year, most of my students are able to be very successful with their behavior.  Of course, if there is a continued pattern of negative behavior, I will call for a conference with you so we can discuss the issues and solve the problem together.

We look forward to establishing the best possible learning environment for your child.  With teamwork and cooperation among parents, teachers, and students, we will have a terrific year!  We will be in close contact with you regarding your child’s progress in our classroom this year and appreciate your support.  If you have any questions or comments, please feel free to contact us.

Thanks so much for your help and support,

Mrs. Nichols        

Mrs. Swearingen

Fair but not Equal

"I'll Treat Everyone Fairly but not the Same"

Ø Treating everyone fairly does not mean treating everyone the same:  Students need to realize that fairness does not mean treating everyone the same.  Fairness is providing students the individualized approaches they need to be successful.  This means giving some students with special needs the extra attention, support or modified assignments that other students might not need.

Ø Fair is not equal discussion:  The following discussion should be held with the students at the beginning of the year:  "Class, I want everyone to understand that we are all different.  We have different hair, different skin, different eyes, etc. We also have different ways of learning.  Some people may need different types of help in order to do their best in this class.  Please understand that this is why at times I will treat people differently".

Working Successfully With Difficult And Disruptive Students Strategies That Work (resource handbook by Mark Boynton)

Have you ever used a wheelchair ramp instead of the stairs when entering a building?  Although it was built to accommodate a handicapped person, we all benefit.  That idea carries over to the classroom.  When a student's behavior has improved because of an intervention, everyone gains.

Effective Teacher Commands

As classroom managers, teachers regularly use commands to direct students to start and stop activities. Instructors find commands to be crucial tools for classroom management, serving as instructional signals that help students to conform to the teacher's expectations for appropriate behaviors. Attached is a form to use to self monitor commands.

Teachers frequently dilute the power of their classroom commands, however, by:

·         Presenting commands as questions or polite requests. Commands have less impact when stated as questions or requests, because the student may believe that he or she has the option to decline. The teacher who attempts, for example, to quiet a talkative student by saying, "Tanya, would you mind keeping your voice down so that other students can study?" Should not be surprised if the student replies, "No, thank you. I would prefer to talk."

·         Stating commands in vague terms. A student may ignore a command such as "Get your work done!" because it does not state specifically what behaviors the teacher expects of the student.

·         Following up commands with excessive justifications or explanations. Because teachers want to be viewed as fair, they may offer long, drawn-out explanations for why they are requiring the class or an individual student to undertake or to stop a behavior. Unfortunately, students can quickly lose the thread of the explanation and even forget the command that preceded it.

Using Effective Commands-Teachers can reduce problems with student compliance and make their commands more forceful by following research-based guidelines (Walker &Walker, 1991) 

Effective commands:

·         Are brief. Students can process only so much information. Students tend to comply best with brief commands because they are easy to understand and hard to misinterpret.

·         Are delivered on one task or objective at a time. When a command contains multi-step directions, students can mishear, misinterpret, or forget key steps. A student who appears to be noncompliant may simply be confused about which step in a multi-step directive to do first.

·         Are given in a matter-of- fact, businesslike tone. Students may feel coerced when given a command in an authoritarian, sarcastic, or angry tone of voice. For that reason alone, they may resist the teacher's directive. Teachers will often see greater student compliance simply by giving commands in a neutral or positive manner.

·         Are stated as directives rather than questions. Perhaps to be polite, teachers may phrase commands as questions (e.g., "Could we all take out our math books now?". A danger in using 'question-commands' is that the student may believe that he or she has the option to decline. Teachers should state commands as directives, saving questions for those situations in which the student exercises true choice.

·         Avoid long explanations or justifications. When teachers deliver commands and then tack lengthy explanations onto them, they diminish the force of the directive. If the instructor believes that students should know why they are being told to do something, the teacher should deliver a brief explanation prior to the command.

·         Give the student a reasonable amount of time to comply. Once the teacher has given a command, he or she should give the student a reasonable time span (e.g. 5-15 seconds) to comply. During that waiting period, the instructor should resist the temptation to nag the student, elaborate on the request, or otherwise distract the student.

Reference Walker, H.M. & Walker, J.E. (1991). Coping with noncompliance in the classroom: A positive approach for teachers.  From the website http://interventioncentral.com

Jennifer Gnau

Behavior Coach

SEC 339-4054

M-F  8:00-12:00

gnaujen@usd437.net

School Tools (fidgets)

School Tools (Fidgets)
for the Classroom

*Attached you will find guidelines for implementation and a rule book that can be adapted for your age group. 

Where and When?
Use school tools during meeting or group times, in a quiet area, or for specific lessons.
If the tool distracts the student or their neighbor, it needs to be put away then and
reintroduced.

Why?
School tools help children regulate their nervous system. They give proprioceptive feedback allowing children to settle and are alerting to help children listen and focus.

Who?
Tools can be for everyone! Even you! Invite your whole class to use a school tool. If you set up rules and the students view them as part of your classroom, you will discover how helpful they can be. Over time, these learning tools will eventually be used by those who really need them.

How?
Have a basket of tools in your meeting area. Introduce them with a lesson explaining why you will be using the tools and have the children create rules for using them. Rules could include that the tool must stay in the lap or that it must be used as a tool vs. toy. Also, decide on what will happen if a rule is broken. This way you set up exactly what is expected and can welcome everyone to use them.

Some Considerations
· Do you want them all to be the same to avoid arguments or different to invite variety?
· How durable are they? Can they be picked, pulled, or otherwise destroyed?
· Make sure they are quiet to avoid distraction.
· How will you store them?


http://www.therapro.com/Tools-for-the-Hands-C5977.aspx?p=0

Behavior Management During Assemblies

Check this document out....:)


Click here

Taming the "Tattling Monster" in Your Classroom

1. Understand Why Children Tattle. Children tattle for a variety of reasons. Most young children use tattling as a means to help them learn the difference between right and wrong. Older elementary-age students often tattle to gain attention from adults, use adults to solve problems, get someone else in trouble, or to be perceived as “good” or “better than” others.


2. Teach the Difference Between Tattling and Reporting. Children should know where to “draw the line” when it comes to tattling. They need to be taught the difference between tattling and reporting at an early age. In simple terms, telling on another person for the sole purpose of getting him or her into trouble is tattling. Reporting, on the other hand, is telling on another person to keep him or her from doing something dangerous or destructive.
Examples of tattles:
· “Julie and Marcy won’t play with me.”
· “Heather said my shirt was too small.”
· “Nicholas looked at me funny.”
Examples of reports:
· “Michael copied my test answers.”
· “Grayson fell off the swing and she’s crying.”
· “Celia is talking to a stranger on the other side of the fence.”

3. What You Can Do
·         Set up a situation box. Let students know that if they have a concern about a classmate and need your help dealing with it.  They can write a note and leave it in the box. Tell them that you will read the notes before the end of the day and follow up with each student. Reassure them that they can still see you without leaving a note to report a student doing something harmful or dangerous.
·         Lead a class discussion asking students how it feels to be “tattled” on. This will help those who are prone to tattling understand that their actions have consequences. Ask for input from your students to help those frequent “tattlers” learn the difference between “tattling” and “reporting.”
·         Make your classroom a safe environment for reporting. Students need to know they’ll be protected if they report information to an adult in an effort to keep their peers safe.
·         Encourage students to ignore behavior that does not affect them. When a student complains about behavior that is not destructive or dangerous and does not affect her, let her know that it is not her concern. You might say, "I'm happy to see that you know how to behave, but I would prefer that you not tell me about behavior that does not concern you."
·         Encourage students to settle problems on their own. For example, if students are fighting over something, you can ask them, “Is this my problem?” then encourage them to figure out a solution.
·         Don't automatically dismiss a student's concern. Be especially attentive to reports that suggest that a student is being bullied, especially if you get similar reports from more than one student. Follow your school’s guidelines for bullying.
·         Stop a student before they get a chance to tattle. If you sense that a student is about to tattle, stop the student before they complete their thought.  Ask, "Are you about to tattle, or are you going to tell me about a student who is doing something harmful or dangerous?" If they tell you the latter, let them finish their thought.
·         Avoid putting students in charge of their classmates. Putting a student in a position of authority may encourage student conflict.

Website Resources

Meegan and I have some great websites to share:

Autism Resources:

ABC teach has good downloadable info.
http://www.autisminternetmodules.org/

This website has lots of good info.  You just have to create a user name and password, but it is free.
http://www.autisminternetmodules.org/


Behavior Resources:

Intervention Central is a great resource for behavior ideas as well as academic.  It is based on RTI (response to intervention).  Many of the behavior ideas that I share have come from here.  The link I've attached takes you to the behavior part of the site, however, from there you can choose to look at the academics as well. 
http://www.interventioncentral.org/behavioral-interventions


Dr. Mac's Amazing Behavior Management Advice Site:
http://www.behavioradvisor.com/oldindex.html

Witch Intervention

WHOLE CLASS MANAGEMENT PLAN – This plan was developed to specifically address frequent blurt-outs during a large group math lesson; however, it could be adapted to meet whatever “problem behavior” might be driving you CRAZY!  The novelty might catch their attention and make a point right now, but when the holiday passes, it could be expanded and expectations broadened throughout your day.  The important thing is model and practice your desired behavior and then be CONSISTENT with your expectations.  You may choose to use any visual for your intervention, it doesn't have to be the witch and cauldron.  This can also be turned around and used to reward appropriate behavior.  For ex. a leprechaun lowered into a pot of gold, a puppy into a bag of treats, a car to a finish line...

Target Behavior - Blurt outs/interruption of instruction                                   

Target activity - 40 minute Math instruction in afternoon

Criteria - As a class, no more than 5 blurt outs during designated time
A blurt out is defined as any verbalization that occurs without permission from the teacher in the classroom (hand raised and recognized by teacher). A response to a direct question by the teacher is allowed.

Example of set criteria and response to infraction (could be adjusted to your situation and the length of period – this was a very “chatty” class with a high percentage of impulsive little ones)
  
Move the witch closer to the cauldron with each blurt out (or targeted behavior)  Make sure witch ends up in the cauldron after the class reaches your criteria.  For this class it was the 6th blurt out that put the witch into the pot. 

Reinforcement - 5-10 minutes of desired activity (extra recess, game time, etc.) following the targeted period.  An immediate reinforcement is best.  Do not extend the reinforcement earned until the next day and do not exempt students from this reinforcement.  If certain students know they do not have a chance to earn this because of previous issues, they will sabotage it for the rest of the class. 

To Prepare for Implementation:
·       Materials needed - visual (witch) to measure students' progress toward goal + cauldron or whatever you want your witch to land in if they do not meet criteria + rope to lower the witch into the pot.  
·       Review the plan with the students prior to the first day.  Explain the purpose/target behavior to be addressed.  Explain what that behavior looks like (demonstrate, model, give examples).  Explain the desired behavior (demonstrate, model, practice, practice, practice).  Discuss the goal - how it will be measured (movement of the witch) - what their reinforcement might be - how they can work as a class to support each other so that they can get their reinforcement.

Teach Behavior

BEHAVIOR… YOU HAVE TO TEACH IT...
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we …teach? …punish?”
John Herner, Counterpoint (1998)

Help misbehaving children to learn new and better ways

-Interact respectfully with misbehaving youngsters.  Treat them as you would like
    to be treated.  Help them to do better.  Be a guide, not a boss.  Be the type of
    teacher you remember fondly from your school days.
        -Talk TO them, not AT them
        -Keep your voice at a conversational level, even when you're perturbed
        -Avoid giving lectures about life
        -Exhibit the self control you wish for them to show
        -Never do anything to them that you wouldn't want done to you
        -Separate the behavior from the kid.  Like the child, dislike the behavior.
-In an incident, don't just find fault, identify what was OK and what wasn't (some %
    of positive).  For example: "Fran, it was noble of you to stand up for your friend.
    Being a loyal friend is important.  However, I can't allow you to hit others.  How
    else could you have handled the situation?"
-Seek win-win solutions.  Look for solutions to problems that don't find blame or punish.
-Help the youngster to display more acceptable behavior:
    -teach it, role-play it, remind him/her to demonstrate it, reward it, and encourage more of it.

Secret Student

Secret Student (from 'Dr. Mac's Amazing Behavior Management Advice Site' )

This technique is a great way to motivate kids to do their best (behaviorally and academically).  Before a class, an activity, a walk back to the room, whatever... draw a name from a pile of paper scraps containing all the student's names.  Keep this name a secret.  The students know (from you having told them) that this selected person will be watched to determine if they have behaved well and are deserving of the reward.  All students in your line or class hope that they have been selected, and then try their best to behave well.  Upon completion of the task, the name of the student is revealed and a prize given if deserved.  Be sure to compliment others who did really well (in comparison with their typical behavior).  A variation: If one of your "more difficult" kids does really well, you might pretend that the drawn name was his/hers (even though you drew another name).  It will help to promote more of this positive behavior in the future.

"Secret Student" procedure:

Clearly state a behavior that one would want to see or change.  For example, "I'll be keeping my eyes peeled for on-task behavior...working hard on the assignments that I give." Or, “I’m looking for quiet behavior...keeping our lips closed unless we have permission to talk.”
1.   State a time frame.  For example, “From now until the end of Morning Meeting”.
2.   Choose a popsicle stick at random from a jar.  Each student has his or her name written on a popsicle stick in that jar.  Place the stick in your pocket.
3.   Share the name of the “secret student” with the class after that given period of time.
4.   Ask the student if he/she displayed the behavior for the whole time period. 
5.   If that student demonstrated the targeted behavior the whole time period, say "Thank you" and everyone in the class receives a reward.  If the student did not follow through with the targeted behavior, give an encouraging statement like, “I know next time you’ll try a little harder!”  You might want to consider rewarding (or failing to reward) only the secret student.  You might also select three secret students, and award a point for each of the students who displayed the behavior consistently.  This variation takes the spotlight off any one particular pupil.  Each point contributes to the number of points needed for a whole-class reward, privilege, or trip.  
6.   The one thing that a teacher must be sensitive to is analyzing whether or not all the students are able to handle the peer pressure put upon them as the “Secret Student”.  If the name of a particularly sensitive student is in one's pocket, and that student does not meet the targeted behavior, you might change the name called to prevent damaging his/her self esteem or causing an avoidable disruption.  Select the name of a student who was on task.  Call the sensitive student's name when he/she has been successful.
7.   Finally, in order for this experiment to work well, the teacher must have a positive rapport with the students and needs to have at least the beginnings of a strong classroom community. 
Ideas for rewards- group games, extra recess, fun day (go shoeless day, backward shirt day etc.) chew gum.

Behavior Monitoring Graphs

Behavior Monitoring Graphs

Last week we sent you charts to monitor targeted behaviors.  This week we want to follow up with graphs to record the data you collect.  They are a wonderful tool to visually display your student’s progress.  Students and parents respond to seeing the behavior graphed.  They can also be invaluable in the SIT process to show the effectiveness of a plan.  One graph is to show percentages; the other is to show frequency.  Both graphs will display a “trend line”.  This shows the average increase or decrease in the behavior. 
Using Behavior Monitoring Graphs

1.     Type the observation data for the target student in ROW #1 at the top of the page.
2.      Column A = Observation #1; Column B = Observation #2, etc...
3.     The data will automatically appear on the graph when you enter the numbers
4.  Row #2 will collect data for a comparison student, if you want to choose a random student to compare the targeted student with.  This is very helpful to determine if the target student's behavior is significantly different than the class on average.

Before printing the graph, CLICK ONCE ON THE BODY OF THE GRAPH. This tells the computer you only want the graph printed off and not the spreadsheet. (printing the spreadsheet causes A LOT of pages to print)

GRAPHS:
Frequency graph
Frequency graph example
Percentage graph
Percentage graph example

Data Collection

Behavior Charts

Considering that everything is data driven, we thought we would give you a few examples of charts that can be used to monitor targeted behaviors.  The data that you receive is good to share with parents, students, administrators, and SIT teams. 

Important considerations:

     *Limit number of targeted behaviors
     *Start with the behavior that is driving you "crazy"
     *Define the behavior in measurable terms: instead of saying "on task", say "eyes on    work, followed along in book, eyes on speaker, produced work"
     *Collect a count of targeted behavior prior to intervention (baseline)
     *Determine meaningful rewards that will shape the desired behavior
     *Explain the chart to the student, parents, and all involved staff
     *Consistently collect data for at least 3-4 weeks

We tried to include at least 1 appropriate chart for each level (elementary, middle, high). All but two of these can be saved and modified to suit your specific needs...

CHARTS:
Intermediate tally chart
Quarterly data collection chart
Primary daily behavior chart
Scatterplot
Self-monitoring work completion chart
Work completion form (daily)
Work completion form (weekly)
Tally chart
Focus chart
Focus chart 2
Paying attention chart
Behavior chart, all grades
Organizing check list
Behavior chart, Star Wars

Behavior Jeopardy Game

*The linked template was created by Heidi Holloman and Mandy Hammersmith at Williams Elementary. 

This Jeopardy game was developed to review PBS (Positive Behavior Support) rules; however, it can be adapted for use with your classroom/school rules or even for academic review. 

You have probably seen the game show Jeopardy, and know the format.  Have some fun with the kids as they take "Classroom" for 200. 

The first link shows the Williams template; the second link is for you to individualize and make your own game.  To play with the Williams example, choose the number of teams from the drop down menu and click start.  Choose one of the squares under a category, click, and the answer will appear.  Click "Correct Response" to view question.  If the team has given the correct "question", click + at the bottom, and for incorrect, click -.  These will automatically add or take away points for that team. 

To make your own game, choose the second link, you must first put in a password and confirm it under "No".  Once you have created and saved your own game, you will be able to modify it from the area that says "Yes".

To create your game, click on the categories and type in your own.  Next, click on a point square and enter your answer and question.  It will remove the point value for all squares you have changed.  This aids in knowing what you have completed. Once you save, the point values will show again.

http://jeopardylabs.com/play/positive-behavior-support
http://jeopardylabs.com/confirm/positive-behavior-support

Attention Signals

Getting and holding student's undivided attention is an important management responsibility for all individuals working with children.

Considerations for choosing your signal:
· Can be used from any location in your room
· Can be used outside of the classroom (hall, field trip, recess)
· Has both a visual and auditory component
· Should be age appropriate

Suggestions for implementing your signal:
· Teach what the signal is and how students are to respond
· Re-teach and continue to practice

· If attention is not gained, re-teach, practice, and provide positive reinforcement to students who respond appropriately
· Signal is maintained throughout the year for consistency

click picture for printable doc of phrases

More Signal examples:
· Use a "key phrase" for attention, followed by a visual signal
Give me five! (raise hand in the air)
1. Eyes are on the speaker
2. Lips are closed
3. Ears are listening
4. Sit up or stand straight
5. Hands and feet are quiet
"Salami!" This is the signal for Stop and Listen to Me
(funny word, gets attention)
· Song or chant with actions
1. Teacher says: "hocus pocus"
Students say: "everybody focus"
2. Teacher says: "hands on top" (students put hands on head)
Students say: "everybody stop"
3. Teacher says: "stop"
Students say: "collaborate and listen" (in the words of Ice, Ice, Baby-Vanilla Ice)
4. You say "Class!" and they reply "Yes!".

Next is the catch, the hook that makes this fun, and gets them invested in it in a way that will have them looking at you and grinning rather than continuing their conversations. When you say 'Class!' and they say 'Yes!' they have to say it the way you said it. If you say 'Classity-class-class!' they have to say 'Yessity-yes-yes!'. If you say it loudly, they have to respond loudly. If you whisper, they respond in a whisper. They have to match your tone and intensity. (Whole Brain Teaching)

· Count down with corresponding fingers 3-2-1-0 ( closed fist)
Students copy actions only

Teacher says in a soft voice, "If you hear my voice touch your nose", repeat with similar things and end with behaviors you want to see, like hands in lap, or pencils down, etc.

Jennifer Gnau
Behavior Coach
SEC 339-4054
gnaujen@usd437.net