Preventing School Failure; Spring, Vol.
This post has morphed into a whole series of posts about how and why to manage your classroom using relationships instead of charts and systems. To read the whole series, please visit my Chuck the Chart page.
I continue to be overwhelmed, in the best possible way, at the response to Too High A Price: It seems I really struck a chord with many readers.
Thanks to all of you who shared that post, and especially to those who commented, saying it changed or was going to change your practice. In the comments on that post as well as in a question submitted to Ask Miss Nightmany of you asked how I DO manage behaviour in my classroom.
At long last, here is the follow-up! How do I manage behaviour in my classroom? As silly as it sounds, this question caught me a little off-guard. How do I manage behaviour without charts or stickers or a treasure chest?
That answer, of course, is woefully inadequate. Obviously, there are things I DO, guiding principles I follow. The challenge becomes putting those things into words. You all would not believe the number of showers and car rides I have spent trying to articulate exactly how and why and when and where I manage behaviour in my classoom.
Come on, admit it, you do your best thinking in the shower and the car, too… So, gallons of water and tanks of gas later, here are the points that kept floating to the surface. They are sort of in a logical order, but also all inter-related.
They have come from so many places: Before I begin, a sidebar: I use them here for the sake of clarity. The issue of vocabulary seems like another post, for another day. I do not run a permissive classroom.
I have high high expectations for my students, but those expectations are grounded in trust and faith that children, given the right support, and the right environment, can manage themselves very nicely.
The children in my room get lots of freedom and lots of choice, but they also know that those freedoms and choices are privileges. A behaviour that is annoying to me is not automatically a problem.
Think on that for a minute.
How often have you reprimanded or disciplined a child for doing something that was annoying you? Fair means everybody gets what they need. On the other hand, if fair means everybody gets what they need, then everybody should get to eat when they are hungry. Five-year-olds have no problem grasping this, and we discuss it repeatedly throughout the year.
Without teaching this lesson, I could not run my classroom the way I do. It lays the foundation for the next two points. I manage children as individuals, not as a group. Johnny concentrates better sitting on a chair than on the floor; Johnny is allowed a chair at story time.
Natasha has no problem on the floor. She does not get a chair. Natasha does, however, have trouble printing her name, so on her work, I write her name in highlighter for her to trace over for the first several weeks. Samantha has no problem with her name, but struggles to keep her hands to herself.
She can choose a fidget toy during whole group instruction.Behavior Rubric - point system for difficult behaviors functional behavior assessment observation form - Google Search See more.
Behavior Management Observation Data Trackers are a great way to collect data on student behavior. So you need to collect data on behavior. These Behavior Observation and Data Trackers will give you the behavior. Behavior Observation Form. Free chart to track classroom management clip system.
clip chart behavior management documentation great to have to refer to at conferences There are 3 components to my classroom management system.
I am here to tell you all about BRAG TAGS and.
Have brag tags (or something similar) as a way to reward students. Parent Checklist: Preschool/Kindergarten Placement for The information should be obtained through observation and Is there a behavior management system that provides clear structure for the class and consistent rules?
Does the curriculum include a . 2 From Behavior Management to Positive Behavioral Supports: Post-World War II to Present.
For hundreds of years, most peoplebelieved that people with disabilities could not learn.
Disciplining Students With Disabilities From National Association of School Psychologists (NASP) by Kevin P. Dwyer, NCSP - Assistant Executive Director, NASP School systems have the legal responsibility to maintain safe, violence-free The IEP as Vehicle for Effective Behavior Management.
Behavior modification assumes that observable and measurable behaviors are good targets for change. All behavior follows a set of consistent rules. Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions. .