Educational Psych. Classroom Management

Ineffective punishment: 1. Physical punishment. 2. Psychological punishment (seriously threatens self-esteem 3. Extra classwork) 4. Out of school suspension Effective: 1. Verbal reprimands (scolding) 2. Response cost (loss of either a previously earned reinforcer or of an opportunity to obtain a reinforcement) 3. Logical consequences (follows naturally or logically from misbehavior) 4. Time out (student is placed in a dull, boring situation with no opportunity for reinforcement or social interaction) 5. In school suspension (student is placed in a quiet, boring room within the school, typically to do schoolwork under close supervision)

a) She prepared lesson plans, instructional goals, and activities for the school year. She did not plan for strategies to deal with the varying personalities, and behaviors of her students. She did not plan for and wasn't familiar with behavior modification or discipline techniques. b) She did not set expectations for behavior. She did not set rules at the start of the year. She did not involve the children with creating the classroom rules or cue effectively from the beginning of the year. She also chose to ignore the behavior instead of addressing it. She may have been more successful if she addressed the problems before they started, or at least the moment she saw the behavior. She could have structured the school day for more physical activities when the children had more energy, give the children responsibilities, or set up expectations and extrinsic rewards.

Authoritative: - loving and supportive environment -high expectations and standards -explain why some behaviors are acceptable or not -constant reinforcement of rules -include children in decision making -age-appropriate opportunity for independence Children tend to be: -happy, self confident, curious, independent, self reliant, self control, respectful, motivated and successful Authoritarian: -less emotional warmth -high expectations and standards -rules without regard for behavior -expect rules to be obeyed without question -little give-and-take in adult/child discussion Children tend to be: -unhappy, anxious, low self-confidence, lack initiative, dependent on others, lack social skills, prosocial behaviors, coercive in dealing with others, defiant Permissive: -loving and supportive environment -few expectations or standards -rarely punishing inappropriate behavior -children make many of their own decisions Children tend to be: -selfish, unmotivated, dependent on others, demanding of attention, disobedient, impulsive

a) Arranging the classroom - arrange furniture in ways that encourage student interaction when appropriate and discourage it when counterproductive -minimize possible distractions - arrange the classroom so that it is easy to interact with students -identify locations that allow easy monitoring of students' behavior b) Establishing and maintaining productive teacher-student relationships -regularly communicate caring and respect for students as individuals -remember that caring and respect involve much more than simply showing affection -work hard to improve relationships that have gotten off to a bad start c) Creating an effective psychological climate -established a goal-oriented, businesslike, yet nonthreatening atmosphere -communicate and demonstrate that school tasks and academic subject matter have value -give students some control over classroom activities -minimize competition among students -promote a general sense of community and belongingness d) Setting limits -Establish a few rules and procedures at the beginning of the year -present the rules and procedures in an informal rather than controlling manner -acknowledge students' feelings about classroom requirements -enforce rules consistently and equitably e) Planning activities that keep students on task - Make sure that students are always productively engaged in worthwhile activities -choose tasks at an appropriate difficulty level for students' knowledge and skills -provide some structure for activities and assignments -plan for transition times in the school day f) monitoring what students are doing g) modifying instructional strategies h) taking individual and developmental differences into account

a) when ignoring is ok: -when the behavior is a rare occurrence and probably won't be repeated -when the behavior is unlikely to spread to other students -when unusual conditions elicit inappropriate behavior only temporarily -when the behavior is typical for a particular age-group -when the behavior's result is unpleasant enough to deter the student from repeating -when the behavior is not interfering with classroom learning b) When ignoring is not appropriate when one or more of the above happen/are probable

a) Cuing is the use of signals to indicate that a certain behavior is desired or that a certain behavior should stop b) Cuing is appropriate if the misbehavior is a minor infraction yet interferes with students' learning of if the behavior is likely to change with a subtle reminder Auditory ⁃ proximity (all ages) ⁃ chimes/music box (elementary - middle school) ⁃ "3 before me" (elementary, middle school, high school) ⁃ thumbs up/down/sideways (elementary) ⁃ simon says/if you can hear me now (early childhood/elementary) ⁃ dot dot not a lot (early childhood/early elementary) ⁃ clean-up song (early childhood) ⁃ freeze (elementary) ⁃ "give me 5"/body basics (elementary/middle school) ⁃ 5-4-3-2-1 done (all ages) ⁃ 5 minute warning (all ages) ⁃ magic word (elementary) ⁃ where you chose to work, work better (middle school) ⁃ what should we be doing? (all ages) Visual ⁃ lights off (all ages) ⁃ hand in air (all ages) ⁃ peace sign (all ages) ⁃ point to rule being broken on poster (elementary, MS(?)/HS(?)) Situational ⁃ signs (all ages)

a) speak in a calm, matter-of-fact manner, describing the problem as you see it b) listen empathetically to what the student has to say, being openly accepting of the student's feelings and opinions c) summarize what you think the student has told you, and seek clarification if necessary d) describe the effects of the problem behavior, including your own reactions to it e) give the student a choice from among two or more acceptable options f) especially when working with an adolescent, try to identify a solution that enables the student to maintain credibility in the eyes of peers

a) Self-regulation is the process of setting goals from oneself and engaging in behaviors and cognitive processes that lead to goal attainment. Its appropriate when the student has a strong desire to improve his/her behavior. Regulation of one's own cognitive processes in order to learn successfully Examples: ⁃ help students set challenging yet realistic goals ⁃ have students observe and record their own behavior ⁃ teach students instructions through which they can remind themselves of what they need to do ⁃ encourage students to evaluate their own performance ⁃ Teach students to reinforce themselves for appropriate behavior ⁃ give students opportunities to practice learning new knowledge and skills independently ⁃ provide strategies that students can use to solve interpersonal problems

classical: a theory that explains how we sometimes learn new responses as a result of two stimuli being present at approximately the same times operant: A form of learning described by many behaviorists, most notably B.F. Skinner. The centeral principle is a response is strengthened-and thus is more likely to occur again-when it is followed by a reinforcing stimulus (a reinforcer)

a. The way in which conditioning comes about. Classical conditioning results from the pairing of two stimuli and operant conditioning results when a response is followed by a stimulus. b. The nature of the response: in classical conditioning the response is involuntary. In operant conditioning the response is usually a voluntary one.

Primary Reinforcer: Consequence that satisfies a biologically built-in need. They address a basic biological need (food, water, oxygen, etc.). Secondary Reinforcer: Consequence that becomes reinforcing over time through its association with another reinforcer. They don't satisfy and physiological need but become reinforcing over time through their association with other reinforcers (money, praise, good grades, etc.). Premack Principle: Phenomenon in which learners do less=preferred activities in order to engage in more preferred activities Negative Reinforcement: Consequences that brings about the increase of a behavior through the removal (rather than presentation) of a stimulus Contingent:Situation in which one event happens only after another event has already occurred Generalization:Phenomenon in which a person learns a response to a particular stimulus and then makes the same response to a similar stimulus' in classical conditioning, involves making a conditioned response to a stimulus similar to a conditioned stimulus.

a. Token economy is the technique in which desired behaviors are reinforced by tokens that learners can use to "purchase" a variety of other reinforcers. b. Effectively in the classroom you could have the reinforcers be something that gives the child special privileges. c. The children receive a token for good grades, handing in homework, or behaving well. The tokens can than be saved and when enough is collected used to buy lunch in the classroom, head of the lunch line, and free time in the reading center, or special jobs in the classroom.

Formal agreement beween teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow

situation in which everyone in a group must make a particular response before reinforcement occurs

reinforcement of a response every time it occurs

in operant conditioning, gradual disappearance of an acquired response as a result of repeated lack of reinforcement.

reinforcement of a response only occasionally, with some occurrences of the response unreinforced

a. Shaping is the process of reinforcing successively closer and closer approximations to a desired terminal behavior. b. Shaping in your classroom would be reinforcing a child who is not nice when he smiles at another child. After a few days start to reinforce when he talks nicely with the other children. When that behavior occurs frequently, reinforce him when he approaches more children and talks nicely. Lastly reinforce him when he play nicely with his classmates.

a. Extinction: one way of reducing the frequency of an inappropriate response is simply to make sure it is never reinforced. b. Cueing inappropriate behaviors: cue the children about what they should not be doing, using body language, physical proximity, or verbal cue. c. Reinforcing incompatible behaviors: reduce the frequency of unproductive behavior by simply reinforcing an alternative behavior. d. Punishment: punishment is a consequence that decreases the frequency of the response it follows; it could be verbal reprimands, response cost, logical consequence, taking a break, or in-school suspension.

a. Cue appropriate behavior: When working on a group project teacher states, "Please remember a point I made earlier: You are more likely to create a good product when all group members contribute their ideas." b. Reinforce desired behavior: To a student who has just completed an oral book report teacher says, "Nice job, Larry. Your descriptions of the characters were quite vivid and colorful. I certainly want to read the book now, and I suspect that many of your classmates do as well." c. Remember that different things are reinforcing to different students: Teacher allows students to engage in favorite activites during the free time they earn each days. d. When the baseline level of a desired behavior is low, gradually shape the behavior over time by reinforcing closer and closer approximations: A teacher praises a shy and withdrawn boy for smiling or making eye contact with peers. After such behavior becomes more frequent, the teacher begins praising him when he responds to classmates' questions or comments. As the latter behavior increases, the teacher praises the boy only when he initiates a conversation. e. Provide opportunities for students to practice desired behavior in a variety of contexts: When teaching social skills to a group of students who have difficulty getting along with peers, a school counselor conducts role-playing activities in which the students practice giving compliments, listening to others' perspectives, resolving social conflicts, and so on. The counselor than discreetly observes the children as they practice their new skills in class, the lunchroom, and the school yard and gives them feedback and suggestions in later group meetings. f. Give feedback about specifics behaviors rather than general areas of performance: As kindergartners clean up after art a teacher says, "I like how you all are remembering to pick up the scraps of paper around your desks. And look how Janet and Jacob are collecting every group's markers and glue bottles without my even having to ask them!" g. Once students are exhibiting a desired behavior frequently, continue to reinforce it intermittently to prevent extinction: Over a three-month period, a teacher has taught a distractible second grader to stay on task for longer and longer time periods. The student can now stay on task for thirty or forty minutes at a stretch, which is quite sufficient for most independent seatwork assignments in class. Throughout the rest of the year, the teacher continues to praise the student at least once a week for his on-task behavior.

a. social withdrawal: over time, a student interacts less and less frequently with teachers and all or most peers b. excessive feelings of isolation, rejection, or persecution: a student directly or indirectly expresses the belief that he or she is friendless, disliked, or unfairly picked on. c. Lack of anger control: a student frequently responds with uncontrolled anger to even the slightest injustice and may misdirect anger at innocent bystanders d. Lengthy grudges: a student is unforgiving of others' transgressions, even after considerable time has elapsed e. Association with violent peers: a student associates regularly with a gang or other antisocial peer groups f. History of violence, aggression, and other discipline problems: a student has a long record of seriously inappropriate behavior extending over several years g. Threats of violence: a student has openly expressed an intent to harm someone else. This warning sign requires immediate action. By themselves, most of the signs are unlikely to signal a violent attack, but several of them in combination should lead ust o consult with school administrators and specially trained professionals.

Level 1: Creating a nonviolent school environment- one-shot "antiviolence" campaigns rarely have a lasting effect, so creating a peaceful, nonviolent school environment should be the goal. To do this, educators should: make a joint, schoolwide commitment to supporting all students' academic and social success; provide a challenging and engaging curriculum; form caring, trusting faculty-student relationships; involve students in decision making; and provide mechanisms through which students can communicate their concerns openly and without fear of reprisal. Level 2: intervening early for students at risk- some students need intervention to interact effectively with peers, establish good working relationships with teachers, and become bona fide members of the school community. This intervention cannot be "one size fits all" but instead tailored to each student's individual strengths and needs. Level 3: Providing intensive information for students in trouble- minor interventions will not always be sufficient. Some students have serious mental illnesses that interfere with their ability to think rationally, cope appropriately with everyday frustrations, and control impulses. Schools must work closely and collaboratively with other community groups to help students at high risk for aggression and violence.

Bullying is defined as any kind of ongoing physical or verbal mistreatment where there is dominance and control. Bullies and victims tend to have low self-esteem and poor self-regulation, are rejected by peers, and are at risk for later problems. Victims tend to turn inward, for example become depressed and achieve poorly in school. Victims may be overly protected by parents and be more shy or timid children. They may also react aggressively to the bullying but rarely has a positive effect on the situation. To help prevent or stop bullying, teachers should make it clear that bullying will not be tolerated and outline the consequences. If a child is a bully, have them place themselves in their victim's shoes to help them understand how it feels to be bullied. Help children feel successful and find opportunities for children to help others to increase their self-worth in a healthy way that does not involve putting others down.

To set up the classroom, make sure the room has an adult-sized table and chairs with no barriers between the teacher and parent(s). Gather your grade book, the child's records, and samples of their work ahead of time so it is ready to go. Review parent and student information and make an agenda for the meeting. Start with positive comments and be specific with comments and suggestions for action. Avoid using educational jargon and instead explain the student's performance in a way the parents can understand. Focus on the child's strengths and listen to what the parents have to say. Both parents should be invited and children may also be encouraged to come and help lead the conference.

- Give parents suggestions about learning activities they can easily do with their children at home - Find out what parents do exceptionally well (e.g. carpentry, cooking) and ask them to share their talents with the students - Provide opportunities for parents to volunteer for jobs that don't require them to leave home (e.g. to be someone whom students can call when unsure of homework assignments) - Identify specific individuals (e.g. bilingual parents) who can translate for those who speak little or no English - Invite other family members (e.g. grandparents, aunts, uncles) to participate in school activities, especially if a student's cultural background is one that places high value on the extended family

The meeting moves through three stages: defining, personalizing, and challenging. Defining allows children to define types of activities and that there are many ways to define things with no simple answers to the human condition. After defining, personalizing lets children look at the topic from many different angles and ask questions that help people to personalize the topic and share themselves. This all builds trust since students will not share in a threatening situation. Students should always be left with a challenge, such as what will they do about the issue. The challenge should be left open and not finalized so that it can continue to be discussed. Open meetings provide an opportunity for children to promote their self-concept, as it is not analyzed but promoted and built up. Each child will be listened to without judgment or evaluation. They also provide a place to build trust between student and teacher and student and student. Children are talking and being listened to with their viewpoints being valued, and this involvement builds trust. Open meetings develop critical thinking skills by going beyond facts and really thinking about how to solve problems. They also teach the process of respectful interaction where children can be courteous with one another and be respectfully listened to, also building listening and verbal fluency skills.

S: simple A: Attainable, realistic M: measurable, 3/5, 4/5 I: student involved in plan I: plan goes into effect immediately C: controlled: plan controlled by student C: consistent: student needs to demonstrate behavior C: commitment from student P: perseverance

1. Attention 2. Power-give them choices 3. Revenge 4. Inadequacy Observe Identify (which goal) Share observation with student Work a plan/contract

Sit one on one with student and have conversation Try to find out what is really going on with them Figure out what goals they want to achieve

1. Define the problem 2. Make a list of solutions 3. Look at the pros and cons of each solution 4. Decide which solution is best 5. Decide what has to work for the solution to work. implement it 6. Evaluate how well the solution solved the problem

1. State rules positively 2. Five or less rules 3. Students are part of the decision making 4. Post rules at childrens eye level 5. Occasionally reward students for rule following

1. Positive Practice -perform the desired behavior when running, have them go back and walk. If they write on table they clean their own table 2. Over correction- Performing the behavior multiple times-lean several tables 3. Time out-Never send a kid to timeout in anger. Less emotion. Allows teacher and student to cal m down. Should be in your own classroom. Indicate the behavior. 4. Soft reprimand-

1. Generates resentment and unhappiness 2. Encourages avoidance and truancy- drop out or skip classes ( hs) in elementary the kids will "get sick" or go to the nurse's office. 3. Presents the teacher as an undesirable model. - those that are punished, punish others. 4. Lead to escalation

1. Punish immediately after misbehavior. So there is a correlation between behavior and consequence 2. Punish each occurrence 3. Indicate what behavior is being punished

Start with hopes and dreams then move into rules (whole class makes rules). 1. Warn 2. Warn 3. Take a break 4. Take a break in neighboring teachers classroom 5. Apology of action 6. See principal ( meet a contract plans logical or natural concequences?)

Token economy is when you use positive reinforcement for positive behavior. This is best suited for for Autistic, ASD, ADD/ADHD, young kids, EBD (emotional behaviors), BP Behavior problems

1. Send home a conference invitation 2. Put together samples of students work 3. Plan the physical environment-adult sized chairs inside and outside the classroom, table with children's books, put out some food 4. Fill out a parent conference form 5. Examples of students unique qualities- be able to give specific traits of the students to parents. 6. Sandwich technique is good