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Davud, Grade 4 (Student's behavior (Disruptive (Make inappropriate or…
Davud, Grade 4
Student's behavior
Disruptive
Make inappropriate or humorous comments at inappropriate times
Try to engage others while they are working
Drop things, laugh, or makes noises on purpose
Claim to not know what is going on
Out of seat, walking around class, getting drinks, sharpening pencil, etc
Speak out of turn, blurt out
Tier 1 interventions
Tier 2 interventions
Tier 3 Interventions
Daily Behavior Form
When?
When students exhibit persistent behavior problems
When students consistently fail to compete daily class/school requirements
When students are defiant and oppositional
How?
Utilize a daily behavior form, chart, or report card
Decide on the main problem behaviors and put these on the chart
Explain the procedure with the student
Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
Why?
Provides students with more one on one help, support, and intervention
Holds students accountable on a daily basis
Provides structure, routine, consistency, and organization
Improves student buy-in
Reward System
When?
When students exhibit chronic behavioral problems
When a student refuses to do work or follow behavior guidelines
When students are impulsive
How?
Numerous variations exist.
Token economy where students earn a token, check mark, sticker, etc for meeting predetermined goals, which they can use to buy or earn a reward after a certain number
Earning privileges for meeting expectations
Earning free time for meeting expectations
Positive notes sent home for demonstrating good behavior and meeting expectations
Why
Provides students with positive feedback
Students respond to positive reinforcement best
Helps reinforce positive behaviors and expectations
Increases motivation, buy-in, and effort
Provides a visual concrete reason for students to work toward behavioral and academic goals
Non-Verbal Cues & Signals
When?
When a student is losing attention and focus during times of instruction or independent work
As a form of redirection from misbehavior, talking, off task behaviors, etc
When a student is not following classroom/school procedures
How?
Meet with student individually to identify with student how you and they should communicate in a special way
Have student, as much as possible, pick the sign to use
Practice with the student and explain when you notice they might need some re-focus, you will show them the sign
Why?
Creates a working relationship with student without calling attention to the student in a negative manner
Saves class and instruction time
Makes students more comfortable and likely to participate and be involved
Acknowledging positive behavior
When?
For the big and very small things students do correctly/appropriately.
When students are exhibiting appropriate behaviors, following rules, are on task, using materials properly, utilizing their time well, are organized and prepared, do something nice for another, pay attention, etc.
As frequently as possible.
How?
Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or disparagement.
Give praises even more frequently to problem students.
When giving praise, it is essential that you display a positive affect or demeanor while doing so.
Why?
Children respond far much better typically to positive reinforcement than negative.
Numerous studies continue to support and validate this social dynamic.
Ignore
When?
When a student is acting out, disruptive, off task, talking, exhibiting outbursts, etc
When students seek attention in negative ways
How?
Students may intensify their efforts to get your attention at first when you begin to ignore them, therefore, do not give up too easily with this intervention, rather, outlast the student
When the student does something positive, correct, or on task, praise them and give them attention
With students that are not posing a danger to others, you simply ignore their behaviors and continue instruction without stopping or giving them any special attention
Why?
Reduces misbehaviors, off task students, disruptions, outbursts, etc
Teaches kids to seek attention in more appropriate ways
Decreases lost instruction time