TEACHING EXPECTATIONS

Responding to Misbehavior

http://www.teachertube.com/viewVideo.php?video_id=18174

Teach Expectations: An ongoing Cycle (Sprick et al., 1998)

Teach Expectations:

Model, Instruct before activity begins/transition begins

Monitor Student Behavior by Circulation and Visually Scanning

Provide feedback

During the activity and

and the end of activity

Other Important Factors

Celebrations At least 4:1 positive (when student

behaviors appropriately) to negative (when a student misbehaviors).

Monitor students using data Use SR+

Prevention through Organization and Procedures Have procedures how to respond Bathroom pass Ask for help Transition from activities Turn in homework Teach roles and expectations for all activities

and settings Allow students breaks and teach procedures

for them

Organization and Seating

Seat students to promote goals of learning activities

Seat Students to promote AET Allow clear passages Easy access to materials and limit clutter Seat students so you can move easily to

them and they have easy access to instructors

EXPECTATIONS & RESPONDING TO MISBEHAVIOR

In your groups use the develop expectations for an chosen activity or transition.

Then develop a fun & creative way you might teach what you have outlined or part of what you have outlined to your students.

Demonstrate this creative approach to the class and share your completed worksheet on the overhead.

Responding to Misbehavior

It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student.

Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)

Responding to Misbehavior

Early Stage Misbehaviors: Proximity Gentle verbal reminder Conference with a student Family contact Humor Praise someone who is behaving responsibly Restitution Calm disapproval PEP (Privacy, Eye Contact, Proximity)