Promote positive behavior Prevent disruptive behavior

Promote positive behavior Prevent disruptive behavior

Behavior is a form of communication Behaviors may be attention seeking Behaviors may occur to avoid work Behavior may occur to escape from the environment. Do not take misbehavior personally Oppositional

Defiant Persistent temper tantrums Argues with adults Refusal to comply with requests Annoys others Vindictive Conduct Disorder (severe

behavior) Overt aggression toward people or animals Destruction of property Deceitfulness of theft Serious violation of rules, truancy Difficulty in sustaining attention Failure to give close attention to details in school work

Difficulty in organization Impulsiveness Restlessness, fidgeting, or talkativeness Difficulty waiting for turn Interrupts conversations Yes !!! Bust

a move Freestyle When in doubt knee bounce Move it!

Insomnia Loss of energy/fatigue Poor concentration Feelings of worthlessness Excessive worrying Reluctance and refusal Mood changes Difficulty Difficulty transitioning

understanding or following directions (especially if there are multiple steps) Frustration with performing a skill Lack of structure Sensory overload Be proactive anticipate student behaviors

Plan clearly how you will address behaviors. Ignore, apply consequences, take a break, or redirect Implement predictability and routine Establish

class rules and procedures Post rules List three to five rules Use simple positive language Add pictures and demonstrate Connect actions with words Do your best Respect others Be safe

Follow directions Share, be kind and help others What does the rule look like when someone is following or not following? What

does it sound like when someone is following or not following? Develop practice scenarios to show rules and consequences. What does this look

like? What like? does this sound Expectations clearly communicated Routines and timelines

Protocols enter and exit class, water, bathroom, emergencies, fire drills, equipment Stop Signal established and practiced Boundaries Get up out of your seat and move Wave

Get your arms oxygen in your lungs Jump up and down, twist, shake, or whatever Have

fun Maintain a calm disposition Use a neutral Voice Present clear concise instruction Provide opportunities for student choice Build on students strengths Use humor when appropriate

Whats the matter with you? Excuse me !!! What is your problem? How many times to I have to tell you? Shut Up !!! Do I have to come over there? You are always a problem. You are the worst kid I know.

You are a good listener today. I am really proud of you for putting the ball away. Way to be, John! I like how you shared with Mark. Khalid you did a good job today and raised your hand when you had something to say. Michele you were helpful and kind to

Patty. What types of consequences can you use in your class? Remember the goal is for students to learn to change their behavior and be responsible.

Private verbal comment Be specific Agreed upon signal for correction Student checklist or contract I messages I want you to .. Logical and consistent consequences Time out, take a break, cool down, use a distracter Physical restraints and touching

What types of reinforcement are appropriate? Identify immediate and delayed reinforcements. Verbal

Comments Word Wall signs Gestures thumbs up, smiles, clapping Proximity control or change student location Tokens tangible items Favorite objects toys, stickers Food candy, or favorite texture or taste Time free time, time with teacher Picking

teams Elimination games Human targets Waiting in long lines Long complex instruction Exercise as a consequence The constant use of large group activities.

High level competition with an emphasis on winning and loosing. Posting scores for fitness achievement. Watching one student perform for all others. Can occur before, during and/or after class. Verbal comments put downs

Physical hitting, shoving, bumping Hitting with equipment Rejection by peers Be descriptive Record over several sessions. class

What action is the student doing? Alone or with others When does the behavior occur? What is the intensity? Distracting or destructive Where does the behavior occur How frequent is the behavior occurring?

Recently Viewed Presentations

  • PowerPoint-Präsentation

    PowerPoint-Präsentation

    Warehouse and storage solutions for all kinds of wind energy components. Worldwide capabilities in more than 50 countries. A dedicated expert team for wind energy warehouse solutions. Services provided: Warehouse services for small and big components (Nacelle, Generator, Blades,..) Warehouse-cranes...
  • Mollusks - Helena High School

    Mollusks - Helena High School

    Mollusks use gills as a form of respiration as well as filters for foods, though it is known that most mollusk species only use their gills for breathing. Gill Definition: by which oxygen is extracted from water flowing over surfaces...
  • The Southpaw by Judith Viorst

    The Southpaw by Judith Viorst

    "Homeroom Zombies" by Lawrence Epstein, M.D., and Steven Mardon Friday, February 3, 2017 Do Now Which sentence from the story shows that Terun has learned from his experience? RL 6.5 A. That afternoon Terun strode through his village with the...
  • Brooke House - crjustice.org

    Brooke House - crjustice.org

    Programming (cont'd). Employers in the Capitol District that Employee Horizon House Residents include: Burger King, Wolfert's Roost, JS Carpentry, Olive Garden, Saratoga Peanut Butter Co., Chatham Body Works, Troy Discount Beverage Center, Terry-Haggerty Tires, Center for Employment Opportunity, Holiday Inn...
  • Presentazione di PowerPoint - SIAMS

    Presentazione di PowerPoint - SIAMS

    AOUC Firenze, Florence, Italy [email protected] SOCI SIAMS Centri SIAMS in Italia settentrionale Centri SIAMS in Italia centrale Centri SIAMS in Italia meridionale e insulare SOCI SIAMS Centri SIAMS in Italia settentrionale Centri SIAMS in Italia centrale Centri SIAMS in Italia...
  • MARKOV MODEL - Brandeis University

    MARKOV MODEL - Brandeis University

    HMMs can also be utilized to recognize various kinds of "grammars" - in fact, their most wide-spread use initially was for speech recognition (and other pattern recognition tasks) - where the "symbols" were phonemes and the sequence was the vocalization...
  • RIDE Educator Evaluation System Design ACEES Meeting July

    RIDE Educator Evaluation System Design ACEES Meeting July

    The measures that fall into category 3 are varied and more conducive to interpretation and administrator discretion. In this category, teachers and evaluators will be responsible for selecting the assessments that the teacher will use to show evidence of student...
  • Death of a SalesmanAn American Tragedy by Arthur

    Death of a SalesmanAn American Tragedy by Arthur

    Death of a Salesman is not un-American; it celebrates the life of Willy Loman. Miller believes that tragedy is "inherently optimistic." The Common Man as Hero Miller's thoughts: "Everyone knows Willy Loman." (allusion to the morality play, Everyman.) "The common...