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DISRUPTIVE STUDENT BEHAVIOUR (SCENARIO 2 THE DISRESPECTERS ( YOU CAN'T…
DISRUPTIVE STUDENT BEHAVIOUR
SCENARIO 2 THE DISRESPECTERS ( YOU CAN'T TEACH):check:
I would occasionally take a large study hall and would notice that among the 60+ students in the room, a quarter of them are glued to their laptops or playing with their cell phones. Most are talking, conversations not related to the course content. The students are leaving the
class every 10 minutes. Only a handful of students remain in class at the end of the hour.
TIER 1 INTERVENTION
TIER 2 INTERVENTION
TIER 3 INTERVENTION
Response to intervention
DATA TRACKING SYSTEM
BEHAVIOR CONSEQUENCES LOG
REFERRAL TO BEHAVIOR SPECUALIST
STUDENT PROGRESS EVALUATION
CHECK IN CHECK OUT TIME
ALTERNATIVES TO SUSPENSION
DATA TRACKING SYSTEM
BEHAVIOR SPECIALIST REFERRAL FORM
STUDENT SELF-ASSESSMENT
SCHOOL COUNSELLOR REFERRAL FORM
Reflection Sheets
When students are exhibiting unacceptable behaviors
When students are not following school/class rules
When students are on task, displaying appropriate behaviors, and following school/class rules
Stand while working
When a student seems fidgety, gets up and sits down a lot, is hyperactive, inattentive, unfocused, sits on their knees a lot, shifts position a lot, etc
Toward the end of the day, after lunch, or early in the morning when students can become lethargic, sleepy, sluggish, and lose motivation and effort
When the class seems to need a change
Card Flip
DATA TRACKING SYSTEM
DAILY POSITIVE BEHAVIOR TRACKING
SIMPLE BEHAVIOR CHARTS
PLATFORM FOR TRACKING BEHAVIOR POINTS AND REWARDS
SCENARIO1
THE CHATTERERS :check:
Kathy Shi and her gang sit in intertwined seating arrangement with non stop giggles, whispers and laughter in middle of lesson. The talkative behavior is getting in way to my effective teaching and their learning.
TIER 1 INTERVENTION
TIER 2 INTERVENTION
TIER 3 INTERVENTION
BEHAVIOR INTERVENTION PLAN
When students demonstrate any other significant and consistent issues that affect their school experience and learning
BEHAVIOR CONTRACT
DATA TRACKING SYSTEM
REFERRAL TO BEHAVIOR SPECIALIST
BEHAVIOR AND INTERVENTION TRACKING FORM
Classroom Management Support
Response to Intervention (RTI)
DATA TRACKING SYSTEM
BEHAVIOR AND INTERVENTION TRACKING FORM
REFERRAL TO BEHAVIOR SPECIALIST
SELF MONITORING ASSIGNMENT
Assign a Buddy or a Partner
Helps students to focus and stay on task
Chose a buddy or partner that will serve as a good role model
Provides modeling behaviors for other students
When a student is easily distracted and is frequently losing focus like in chatterers case
Call on Student frequently
Increases students’ attention and focus
Keeps students on task
Helps students attend better
Can reduce unwanted behaviors and distractions
Can reduce talking and off task behaviors
Can increase student’s interest in the topic or task at hand
Engage Student
Increases students’ attention and focus
Can reduce unwanted behaviors and distractions
Can reduce talking and off task behaviors
Can increase student’s interest in the topic or task at hand
DATA TRACKING SYSTEM
DAILY POSITIVE BEHAVIOR TRACKING
BEHAVIOR CHARTS
THEMED BEHAVIOR CHARTS
TRY MULTIPLE INTERVENTIONS
Helps address individual and groups of students that present more significant behavioral, academic, and other issues
Provides increased structure and clarifies expectations
Provides consistent rewards and consequences
Decreases wasted time due to student’s wandering, not knowing what to do, getting up to get supplies, etc
Decreases wasted time due to student’s wandering, not knowing what to do, getting up to get supplies, etc
When a student seems to act out or behave as the class clown in correlation to having to begin and work on academic tasks
When a student seems to act out or behave as the class clown in correlation to having to begin and work on academic tasks
When it appears a student is avoiding work
When you have parents that cause children to be consistently late, tardy, or who don’t help or enforce homework routines, etc
When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc)
When students demonstrate significant difficulties with organization, motivation, work completion, etc
When students exhibit persistent behavior problems
When students are very unorganized
When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc)
When students exhibit persistent emotional difficulties, like frustration, anxiety, tantrums, etc.
When students are defiant and oppositional
When a student has failed to respond to other interventions and general class management techniques and interventions
When a student is competing little to no work
When a student is not participating, being involved, or taking part in the learning process
When a student has emotional issues, like anxiety, frustration, etc
When a student is exhibiting behavioral problems
Suspending kids is very unproductive for academics
Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with
Providing alternatives to suspensions can be much more effective in getting students’ behavior to change
Some common alternatives include:
in-school suspension
school service (for example, assisting custodial staff with after school clean-up, lunch clean-up, etc)
mini course
parent supervision
counseling
community service
behavior monitoring
restitution
problem solving or behavior contract
alternative programming
loss of privileges (like lunch, recess, social time, etc)
time out
detention (before or after school)
mentoring (with a teacher, counselor, or other staff member before or after school)
behavioral contracts
send homes
referral to community mental health services
When student’s act out due to being unable to do the work
When a student seems to act out or behave as the class clown in correlation to having to begin and work on academic tasks
When a student displays work refusal, withdraws from group and pairs work, and seems to make excuses for not doing academic tasks and it is known the student has low scores or low ability in the academic area or an area related to the ability to do the task
When a student breaks a rule or whose actions are disruptive enough to require a formal consequenceWhen a student breaks classroom rules, procedures, guidelines, etc
When students fail to return/complete homework or classwork within an acceptable time frame
