UNIVERSITY OF TEXAS AT ARLINGTONDEPT. OF CURRICULUM AND INSTRUCTIONNEW TEACHER WEBINAR 2Advice for New TeachersSATURDAY, NOVEMBER 16, 2013

BEHAVIOR MANAGEMENT

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Your co-hosts and virtual guides! Dr. Jon Leffingwell –keynote speaker Dr. Diane Galloway-keynote speaker Dr. Peggy Semingson Dr. Leisa Martin

Ask questions at any time in the chat window!There will also be time to ask questions after each presenter speaks.

These are our opinions and suggestions! The opinions of each of the panelists are their own individual

viewpoints.

Our goal is for you to hear a variety of viewpoints to help support you in your first years of teaching! We have been down the road you are going!

GOALS/GUIDELINES Support Respect Dialogue Sharing

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to speak. Raise hand to speak. Speaking is optional. Make a list of “Things to Google” later. Use chat window often. We will check it throughout it

and respond in “real time” Use of emoticons is encouraged. Webinar is about 60-75 minutes in length.

Our MissionNew Teacher Induction: Building Digital Community

The vision: *collective wisdom in a digital repository *interact synchronously & asynchronously *participate collectively in innovative, high-tech ways blog link: http://blog.uta.edu/utanewteachers/ Recordings will be accessible via the blog and dept.

Facebook page We are working on putting the webinar recordings on

a YouTube page for easy access! Stay tuned!

January, 2014 webinar All are welcome!

Saturday, January 25, 2014  1:00-2:00 pm, CST

Topic: Teaching Students of Poverty

Guest Speaker: Paul Gorski, Ph.D. http://paulgorski.efoliomn.com/

Spring Webinar Topics!Join us! Invite a friend!Mobile access for busy people!

Webinar Information Spring, 2014

Saturday, February 22 Response to Intervention, Differentiation, and Data-Driven Instruction;

speaker(s): TBA

Saturday, March 29 Teaching Bilingual/ESL students; speaker(s): TBA

Saturday, April 19 Technology Integration: iPads and More!; speaker(s): TBA

UTA New Teachers Bloghttp://blog.uta.edu/utanewteachers/

*We will post webinar recordings here soon!

Where we are now:

Thanks for joining us! Please use the marker/pen tool to mark a small x below where you are at. You can also type it in the chat window:

Poll question: Where are you in your teaching

career? Select A-E Voting is optional! We will display the results!

I am currently a:

A. Pre-service teacherB. First year teacherC. 2nd or 3rd year teacherD. 4th year+ teacherE. Faculty or none of the above

We are all life-long learners!

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Please feel free to ask questions along the way, too!

Dr. Jon Leffingwell

BIO:

Associate Professor of Education at UT Arlington

Licensed and Certified as a psychologist in the State of Texas from the Texas State Board of Examiners of PsychologistInstructor in School Counseling certification program

Dr. Leffingwell teaches:• Classroom Management and Discipline• Pre-Adolescent/Adolescent Growth &

Development• Theories of Child Development and

Learning• Organization and Management of

Instruction in Secondary Schools• Advanced Human Growth, Development

& Diversity

“Doing Counters Worrying”

Advice: Increase Adaptive Behavior

A. Identify Adaptive Behavior 1. Define in terms of observable behavior, what behaviors are acceptable. 2. Define the standards by which the behavior will be judged. 3. Define the conditions under which the behavior is expected to occur.

Example: The student will ask questions when assignments are made by the teacher if there are doubts about the assignment.

B. Teacher Expectation Effect

C. Obtain a Baseline of Frequency and Magnitude of the Behavior to Be Changed.

Example: Record the frequency of question asked to and by a particular student.

Appropriate Behaviors D. Model Appropriate Behavior

1. The teacher can model appropriate behavior. 2. The teacher can focus attention on students who model

appropriate behavior by reinforcing the appropriate behavior.

Example: Asking task-oriented questions of students.

E. Structure a Learning Situation So That Desirable Behavior Can Occur.

Example: The teacher can structure questions so that a student can receive reinforcement for a close approximation of the correct answer, or be able to give simple Yes or No answers.

Reinforcers F. Identify and Utilize Potential Reinforcers. Reinforcement Increases

the Probability of a Desired Occurring. It is Effective if It Is Sincere and Directed Toward a Specific Observable Behavior in a Straight Forward Manner.

1. Identified by observing what students do with leisure time and the topics of interest that are not task oriented.

2. Example of Reinforcement

A. Social (1) Verbal praise (2) Attention (non-verbal)

(a) Eye Contact (b) Body language (facing the person) (c) Body distance (moving toward or being with the social distance scale)

Reinforcers 2. Example of Reinforcement (continued)

B. Tokens (1) Hall pass (2) Points to improve grade

C. Contingency Management

(1) Time (free time given when assigned work is completed.) (2) Premack (a pleasurable activity may occur when a work activity is

completed.) (a) Playing tennis after calisthenics. (b) Reading a library book after an essay is completed.

Reduce Maladaptive behavior A. Identify Maladaptive Behavior

1. Define in terms of observable behavior what behaviors are unacceptable. 2. Define the standards, including the frequency, by which a behavior will be

judged. 3. Define the conditions under which a behavior will be expected not to occur.

Example: Calling me by my first name is unacceptable at school. If it continues after this meeting it will result in your receiving an in-school suspension for one day.

B. Model Calm Determination to Deal with the Behavior.

C. Extinction of a Behavior Occurs when Reinforcement is Terminated.

Example: The teacher can simply ignore a student calling him a name under his breath when it is not discernible to anyone else.

Negative Reinforcement D. Negative Reinforcement is Utilized When Maladaptive

Behavior Persists. 1. Let a person know that they can escape punishment when they

stop exhibiting unacceptable behavior. 2. Confront the individual with the consequence(s) of his/her behavior.

Example: “Your naming calling behavior is disruptive and inappropriate. If it continues, it will result in punishment in the form of a one-day in-school suspension.”

E. Punishment is Effective When the Behavior and Not the Person is Punished, and Three Major Principles Are Utilized.

1. Punishment is Fast

2. Punishment is Fair

Negative reinforcement (cont.) 3. The crime is Forgotten-Once the punishment of the behavior is

administered there is a need for closure, so that the individual is not labeled by the crime from then on.

F. Competing Responses to Maladaptive Behavior Should be Identified and Utilized, So That the Student Can Find Realistic and Rational Ways to be Reinforced for Adaptive Behavior Once Closure had Occurred on the Punishment.

1. Structure a learning situation so that desirable behavior can occur. 2. Identify and utilize potential reinforcers.

Example: A competing response to cheating would be for a student to ask for assistance from the teacher when in doubt, and be reinforced for asking appropriate questions.

What ideas stood out to you from Dr. Leffingwell’s advice?

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Questions for Dr. Leffingwell?

Diane Galloway, Ph.D Diane Galloway is the middle level program coordinator at UTA. 

She has been a building principal at the high school and middle school and director of the University of Wyoming Pre-K - 9th grade model demonstration school.

She has been a state administrator responsible to establish effective drug treatment and prevention programs.   She claims to be a country mouse turned city rat when she moved to the Washington, D.C. area to become a project manager of a large federal grant.  

At UTA she teaches Middle Level Schools and Curriculum and supervises the middle level student teachers.  Most of all she LOVES WHAT SHE DOES!  

Countdown - The Top Ten Classroom Management

Mistakes

Diane Galloway, Ph.DTracy Smith, UTA Graduate

Number Ten Clear out the clutter

Keep your teaching fresh by having a

place and space to ORGANIZE

Number 9 – Take the bait and argue with students

“I care about you too much to argue with you. You’re welcome to come back and meet with me”

Number 8 – Same old same old Tell your students WHY what you’re teaching is important.

One of the biggest questions students have is, “what are we going to do today?”

We will . . . .

I will . . . .

Post it – Say it – Exit with it

Number 7 - Calling kids out

Know how THIS feels? Yup, YOU, pull over!

They will get their revenge if you humiliate them.

What SHOULD you do

Cues

Gentle Reminders

Private Conferences

Number 5 Give kids power over your space

Break the Plane – At the BEGINNING of class

Organize your classroom for YOUR movement

Number 4 – Don’t smile until next May

Lighten Up

One corny joke, a quip wins you over.

What does it take? About nothing

Number 3 Not establishing(And Practicing) routines

Telling them and then getting frustrated when they don’t follow your rules

MODEL and PRACTICE and PRACTICE

PROCEDURES There are no discipline problems in the airport.

631,939,829 people fly each day 30,000 flight per day in US alone

Procedures are consistently and constantly being told - explicitly.

Praising kids for doing what’s expected*

Use politeness instead – THANK You - -

Use your recognitions for accomplishments.

*Special needs kids may need a different criteria

NumberTwo Punishing the group when it’s an individual or two that needs

to be addressed

Handle the issue where the issue occurs –

Don’t punish, correct

Number 1 –If you don’t love what you do, you won’t be an effective teacher

What do you think?Optional-type in the chat window!

What information stood out to you from Dr. Galloway’s advice?

What questions do you have?

“I hope to try…”“I learned….”

“I want to know….”

Dr Peggy SemingsonAssistant Professor of Literacy Studies

I primarily teach online!

I taught elementary school for eight years.

Bilingual/ESL teacher and Bilingual Reading Specialist

I research digital pedagogies and online learning as it relates to literacy learning and teacher education.

Haim Ginott “I've come to the frightening conclusion that I am the

decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

Source: Ginott, H.G. (1975), Teacher and child: A book for parents and teachers. New York, NY: Macmillan.

The teacher sets the tone!

Group dynamics and behavior (cont.)Source: Redl and Wattenberg in Charles (2011)Charles, C. M. (2011). Building Classroom Discipline. 10th ed. Boston : Pearson 

Reality-based management: stating calmly and matter-of-factly:

Examples from Dr. Semingson

“It’s hard to learn when it’s so noisy.”

“If we raise our hands we can take turns sharing in a fair way.”

“If you come in late, it disrupts other’s learning.”What other statements can you think of?

Group dynamics and behavior (cont.)Source: Redl and Wattenberg in Charles (2011)Charles, C. M. (2011). Building Classroom Discipline. 10th ed. Boston : Pearson 

Assisting in the moment

Overcoming immediate needs (e.g., providing assistance getting started).

Take-away distractions

Student leaves group-”You can rejoin us when you decide to maintain self-control.”

Dr. Leisa A. Martin BIO:

Dr. Leisa A. Martin is an Assistant Professor of Social Studies Education at The University of Texas at Arlington. Her research focuses on civic education with two subareas (student perceptions about the United States Pledge of Allegiance and students’ perceptions about service-learning).

Dr. Martin is a former middle school social studies teacher and a former G.E.D. (General Educational Development Test) teacher.

Dr. Leisa Martin,Social Studies Education, UT Arlington“Classroom management – Catch them being good.”

Catch them being good. Drawbacks Benefits

Catch them being good video. You tube video: Catch ‘em being good (3:33 min) http://www.youtube.com/watch?v=NTcWAZ_HjDM

Charles, C. M. (2011). Building classroom discipline (10th ed.). Boston,

MA: Allyn & Bacon.

A big THANK YOU to our panelists and faculty!

Thanks to everyone for attending!

Let’s give the panelists a virtual round of applause for taking time to share their expertise and experience with us!

Encouragement You CAN do this!

Continue learning and reading on your own about effective behavior management.

Talk to experienced teachers about their behavior solutions that are good for the class and students.

Ask your administrator about school-wide behavior plans.

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Overall, what information can you take back to your teaching?

Recording will be here on the UTA New Teacher Blog

http://blog.uta.edu/utanewteachers

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We hope to see you next Spring on the New Teacher Webinar series! Learn more! Become a better teacher! Stay encouraged! Connect with other new teachers and UTA

Faculty in an informal, low key online setting! Please let others know about our webinar

series and blog!

For questions or comments, email Dr. Semingson peggys@uta.edu