ARTICLE 4: HOW CAN I PROMOTE POSITIVE CLASSROOM BEHAVIOR IN STUDENTS?

relationshipbuilding strategies behaviorreduction techniques social-skills instruction

group-oriented management systems

Strategies to promote good classroom behavior

antecedentsbased interventions

selfmanagement techniques

consequences -based interventions

(a) Relationship-Building Strategies

Demonstrate a personal interest in students show your interest in students by attending extracurricular events, greeting them in the hallways and welcoming them to your class. Develop students' self-esteem gives students opportunities to show their competence to others and to perform skills, roles and jobs that are valued by others.

Use humor
when using humor, make sure it is free of racial, ethnic, religious, sexual, gender bias and connotations.

Acknowledge and praise students praise the students can create a positive environment in classroom and encourage prosocial behavior. Conduct class meetings and use dialoguing students are allow to discuss their problems and share their opinions during class meetings. Be aware of nonverbal communication nonverbal behaviors also should be consistent with students cultural background.

Use affective education techniques

involves students in resolving conflicts. Use conflict resolution and peer mediation programs students trained to serve as peer mediators using communication, problem solving and critical thinking to help students who have conflicts meet face to face to discuss and resolve disagreements.

(b) Social-Skill Instruction

Ways to integrate social-skills instruction across your curriculum

using vignettes and videos that address social skills having students maintain reflective journals of their social skills. helping students identify natural cues and consequences for prosocial behaviors. teaching students to use learning strategies that prompt them to engage in prosocial behaviors. employing cooperative learning arragements.

(c) Antecedent-based Interventions

Give clear and direct directions

speaking to students in a respectful, firm and calm voice and manner.

Use teacher proximity and movement

standing near students who have behavior problems. talking briefly with students while walking around. monitoring movement patterns to ensure that all students receive attention and interact with you.

Use cues

colour cues can indicate acceptable noise levels in the classroom. verbal and nonverbal cues used to prompt group or individualresponses.

Follow routines

follow consistent and predictable routines and foster transitions from one activity to another.

Consider scheduling alternatives

coordinate students with disabilities schedules with other professionals to receive instruction and services from support personnel.

Help students make transitions Establish, teach and enforce rules

use verbal, musical or physical cues to signal students use pictorial cue cards that prompt students reward groups or students for making an orderly and smooth transition.

work with students to develop reasonable rules. follow several guidelines to make the rules meaningful to students. state rules in positive terms. help students learn the rules. posting the rules on a neat, colourful sign in the room

(d) Consequence-based Interventions Be consistent Reinforcement is delivered after the behavior occurs Gradually deliver the reinforcement less often, less quickly and raise the standard once that students become successful

Use positive reinforcement

Select appropriate reinforces

use reinforces when necessary and carefully examining their impact on students. examples are make rewards more subtle, use rewards equitably and for improved performances, fade out the use of rewards and encourage students to reinforce themselves via self-statements.

Administer reinforcement surveys

teacher need to ask for students preferences via a reinforcement survey. From this survey we can know what are the best reinforcers to be used. During the survey we must use student language rather than professional jargon (reward rather than reinforcer) The effectiveness, availability, practicality, cultural relevance and cost of reinforcers on the survey can be examined.

Use contracting

A contract between students and their teacher. Contracts should give immediate and frequent reinforcement. It must be stated in language that the students can read and understand.

(e) Self-Management Interventions

Self-monitoring students measure their behaviors by using a datacollection system. students can be given self-monitoring cards to prompt them to record their behaviors. increase students' ability to record their own behavior by using a countoon.

Self-evaluation students are taught to evaluate their inclass behavior according to some standard or scale. students can be asked to respond to a series of questions that prompt them to evaluate their behavior.

Self-reinforcement students are taught to evaluate their behavior and then deliver self-selected rewards if appropriate.

Self-managed freetoken response-cost give students an index card with a certain number of symbols. students receives the agreed-on reinforcement if any symbols remain at the end of the class time.

Self-instruction teaches students to regulate their behaviors by verbalizing to themselves the questions and responses necessary to identify problems, generate potential solutions, evaluate solutions, use appropriate solutions and determine if the solutions were effective.

Self-managing peer interactions students can use to deal with the inappropriate behavior of their peers is 3-steps: (a) telling peers, (b)ignoring from peers if they do not stop, (c) informing teacher that they told them to stop, tried to ignore them and are now seeking the teacher's help.

(f) Group-oriented Management Systems

Use interdependent group systems

Group free-token response-cost system. A group of students are given a certain number of tokens. A token is removed each time a group member misbehaves. The agreed-on reinforcement is given if any tokens remain at the end of the time period. Group behavior game. The class is divided into more groups. Each group's inappropriate behaviors are recorded by a slash on the blackboard. if the total number of slashes is less than the number spesified by the teacher, the groups earn special privileges. Group evaluation. Group average group-evaluation system and the consensus-based interdependent group-evaluation system. Both examples can be adapted so that one student's evaluation of the behavior of the whole group determines the reinforcement for the whole class.
Use dependent group systems a student's behavior problem is reinforced by his or her peers.

Use independent group systems

Individual students are reinforced based on their own performance or

behavior. Thus, reinforcement is available to each student, depending on that students behavior. Token economy systems. This system works well in both general and special education classes whereby students earn tokens for showing appropriate behaviour and can redeem these tokens for social, activity and so on.

(g) Behavior Reduction Interventions Use redirection, choice statements, and corrective teaching redirection involves making comments or using behaviors designed to interrupt the mis behavior and prompt students to use appropriate behavior and work on the activity at hand. corrective teaching is used to redirect and prompt students to behave well.

Employ interspersed requests

decrease students' avoidance and challenging behaviors and to help students make transitions and avoid a series of escalating misbehaviors. motivate students to do a difficult or unpleasant task.

Use positive reductive procedures/Differential reinforcement techniques

reinforce and increase a positive behavior that cannot coexist with the misbehavior that you want to decrease; this reduces the incidence of misbehavior.

Use planned ignoring

positive reinforcers of a behavior are withheld or ended. it takes time to be effective and often initially increases the rate and/or intensity of misbehavior.

Consider careful reprimands

use reprimands carefully and infrequently, by making them brief, firm and matter-offact, and by delivering them immediately after the misbehavior occurs and in close contact to the students. may combine reprimands with nonverbal behaviors such as eye contact.

HOW CAN I PREVENT STUDENTS FROM HARMING OTHERS? (a) Students who are bullies -Forms of bullying and peer harassment:

Verbal and written name-calling, e-mails

Physical hitting, pushing, damaging personal property

Social spreading false rumors, sharing personal information

Sexual sexually harrassing or abusing others.

-Signs of a student is being bullied: an avoidance of school sudden decrease in academic performance an increase in being late to class without a possible explanation a difficulty sleeping and frequent nightmares a nervousness around specific class/ school mates a withdrawal from others a reluctance to try new things

-Bullying prevention strategies and policies: Establishing school rules that prevent bullying. Using a confidential message box that allows students to report incidents of bullying. Holding meetings with students to discuss bullying incidents. Supervision specific locations where bullying is most likely to occur. Modelling respectful behaviours toward others. Confronting and disciplining bullies quickly and firmly. Addressing victims of bullying by being supportive, refuting the actions of bullies.

(b) Students with aggressive and violent behaviors -strategies to defuse a crisis:

Remain claim and control. Allow the student to vent anger and feelings verbally. Ignore irrelevant comments and have the student focus on the relevant issues. Listen to the student without interrupting. Use the students name, and speak clearly, moderate voice and slowly, empathetic manner. Consider the cultural and experiential background of the students. Remain close to the student while respecting the students personal space.

HOW CAN I ADAPT THE CLASSROOM DESIGN TO ACCOMMODATE STUDENTS LEARNING, SOCIAL AND PHYSICAL NEEDS?

Seating Arrangement

Classroom Adaptations Classroom Design

Teachers Desk

Learning Centre and Specialized Area

Bulletin Boards and Walls

(a) Seating Arrangement

Students are seated in areas that allow them to see clearly all presentations and displays.

Students can be seated in semicircle facing teacher for small group.

Student sitting in a row, circular or horseshoe arrangement for large group

Students should face each other for group work

(b) Teachers Desk

Location of the desk should allow you to monitor behavior, progress and to move quickly if problem occurs.

The desk should be placed in an area that provides view to the classroom.

When teacher are working in group with students, teacher can sit facing them

(c) Bulletin Boards and Walls Decorative bulletin makes the toom attractive and interesting Motivational bulletin Encourages students by showing progress and publicity displaying students work. Instructional bulletin Introduces the new concepts and material, maintenance wall that reviews previously learned concepts. Manipulate bulletin Use materials that students can manipulate to learn new skills. (d) Learning Centre and Specialized Area Provide variety in the classroom and help to individualize instruction. Help students develop independent and problem solving skills and learn to work collaboratively

(e) Classroom Adaptations

Students with Behavioral and Attention Disorders

Students from Diverse Cultural & Language Backgrounds

Students with Hearing Impairments

Classroom Design Adaptations

Students with Health and Physical Disabilities

Students with Visual Impairments

Students from Diverse Cultural & Language Backgrounds Give students access to material and learning activities, set up social and work areas, listening areas, meeting areas

Teacher should label the work areas and objects in the classroom

Allow students to sit and work with peer models.

Students with Hearing Impairments

Use lip reading and residual hearing students desk placed in central location where students can see teacher and other students lips. Students sits in swivel chairs on casters to help them to move and follow conversations. Make a staggered seating arrangement Help students to have a direct view of speakers reading during small group instructions. Lightning and noise levels Glaring light can hinder lip reading where the source of information should be placed in high lighted areas Structural noises such as vehicles, furniture movements, construction outside can be reduce by using carpet and acoustic files on the floor, drapes on window and sound absorbent rooms dividers. Students also can put in quiet locations and away from noise centre. Students should sit next to the competent peers help them to follow along during verbal conversations

Students with Visual Impairments

Provide a glare-free and well lighted work area and adjustable lighting

Painting mild colors on walls

Using gray-green chalkboard

Placing translucent shades on windows

Installing furniture with matte finishes

The work area for students should offer an unobstructed view of instructional activities.

Students with Health and Physical Disabilities

Avoid barriers such as doors, elevators, stairs by placing signs around the schools. Students who use wheelchair Need aisles and doorways at least 32 inches to maneuver easily in the classroom Use floor coverings that nonslip surface, covered with tightly looped, commercial carpet smooth. Ergonomic furniture with padding on edges and no protrusions. Works areas should be places at least 28 inches high Work tables should be wider than 42 inches. Chairs should be curvilinear and have height at least 16 inches above the ground. Students with other needs The chairs should be adapted by inserting foams, towels, wood and installing the shoulder and chest straps. Use a special chairs with abductor to support them in aligning their legs. Use a chalkboard that lowered to 24 inches from the floor.

Boxes or containers should be placed next to student work areas.

Securing papers by taping on students desks that can help them writing assignments
Desk should be designed with barrier to prevent the things from falling.

Students with Behavioral and Attention Disorders Locate the work areas of students near to the teacher Placing them next to good peer models. Avoid putting desks that have a lot of activity or visually loaded areas of the room Decrease the visual distraction and hearing distraction Use a study carrels for several purposes such as relaxation areas and a media centre.