Kerr and Nelson (2010) tell us “catching students being good is one of the easiest and most effective ways for dealing with students with challenging behaviors” (p.231). Using positive praise when students are on task, working quietly and following the rules. I particularly like the differential reinforcement of other behaviors method, DRO. Kerr and Nelson (2010) describe this strategy, “whereby you enforce the non disruptive behaviors when they occur during a specified time interval… catch them being good” (p.230). This strategy is used when typically oppositional students are making the slightest attempts to follow directions.
Following a routine everyday but changing the content is a great way to maximize structure and predictability. Well-defined routines help students know the steps needed to accomplish tasks. Kerr and Nelson (2010) write, “The least intrusive strategy is to teach students the rules and routines that will facilitate their success. Precorrection originated as a strategy for making adjustments in academic instruction before a student had an opportunity to make errors” (p.207). Teaching and reinforcing expectations is achieved by establishing clear rules and routines. Rules and routines are the key to effective classroom management. The rules should reflect which behaviors are conducive to a positive learning environment. The rules are there to communicate the expected classroom behaviors. Displaying rules and routines on a classroom wall further reinforces expectations. Meredith Strout (2005) tells us, “because each classroom is a unique system unto itself, each teacher should devise a set of rules and expectations that meet the needs of the student population and teaching goals within that classroom” (p.3). Posting visuals with corresponding routines, sets expectations and enables children to be responsible and self-reliant. This gives them a chance at success.
Kerr, M. ,& Nelson, M., (2010). Strategies for Addressing Behavior Problems in the Classroom. Pearson.
Strout, M., (2005). Positive Behavioral Support at the Classroom Level: Considerations and Strategies. Positive Behavioral Support in the Classroom. Beyond Behavior, Winter, 3-8.
From Positive Reinforcement to Positive Behaviors
This article provided a question about behaviors or reinforcements and then answered the question. The information provided gave insights into the question and ways to provide positive reinforcements. This article answered what, why, and how questions about positive reinforcement and behaviors.
From Positive Reinforcement to Positive Behaviors:
An Everyday Guide for the Practitioner
Ellen A. Sigler1,2 and Shirley Aamidor1
Early Childhood Education Journal, Vol. 32, No. 4, February 2005 _
Keep the Focus on Teaching
This article tells of a teacher that incorporates classroom management and instructional methods. A scenario with a student is discussed and it demonstrated how he can keep teaching and monitoring the class, while at the same time addressing the student.
New Teacher Advocate • Winter 2005 • 11
Keep the Focus on Teaching
The authors, researchers studied teaching behaviors that are expected in classroom will minimize suspensions which can occur with children being sent to the office often. The article offers attainable goals such as a school dance for not being suspending during a marking period.
Bohanon, Hank, Fenning, Pamela, Morrissey, Kelly. (2004). Teaching and acknowledging Expected Behaviorism in an Urban High School. Teaching Exceptional Children.
Token Economy and Contigency Contracts are beneficil to students as alternate behavioral management tools to help a student that has behavior issues. If these tools can be used throughout the school, it will provide a more consistent way to assist in discipline and encourage the children to have a reason to behave in the classroom. Consistency is key with these types of methods so that it will succeed in the classroom. Kerr and Nelson (2010).
This web based article from Sevier County Special Education Department in Sevier, Tennessee discusses teacher expectations are defined from teacher’s values and beliefs about how students should behave in the classroom. Rules are set by teacher but are age appropriate and attainable. Parents and students can be involved in setting rules. Consequences should be positive regarding rules and negative for rules that are broken. Several types of consequences can be used to manage behavior. You can take away privileges and model desirable behaviors.
Managing Classroom Behavior, retrieved February 12, 2011 http://www.slc.sevier.org/New%20Pages/New%20Classroom%20%Management.html
