Effective Behavior Management and the Power of Positive Relationships
The Nurtured Heart Approach
Howard Glasser
We know who we are by what people tell us. What did people tell you?
Still Face Baby
When was the last time you recognized the positive qualities in yourself, a child or an adult?
Think about a teacher who made a difference in your life...
What qualities did he/she possess?
What did you want?
https://www.youtube.com/watch?v=ZcDLzppD4Jc&t=85s
Why does disruptive behavior occur?
Students are bored or frustrated with academic materials.
Students see no relevance for work.
Students may experience external problems.
Teachers lack experience
Students may not understand behavioral expectations.
Teachers send inconsistent expectations.
The Primary Purpose of Misbehavior is Attention. ��Teachers expend more energy disciplining�inappropriate behavior than reinforcing appropriate behavior.�
Nurtured Heart Big Four!
.
Rules
Positive consequences for compliance
Penalties for non-compliance
Consistency on the part of the teacher.
Teach Rules and Routines
The First Days of School
Harry Wong and Rosemary T. Wong,
CLASS RULES/EXPECTATIONS VS CLASS PROCEDURES
Class rules/expectations should be simple. They should be developed and posted as a team effort.
Class procedures should be gone over in detail so students know what to do and when to do it.
Academic rules of conduct prescribe specific behaviors that are expected during academics.
Expectations for participating in class discussions
Expectations for seat work activities
What students should bring to class to be prepared
How to seek the teacher's assistance
When, where, and how to turn in completed work
Reflect back
Reflect back positive values/qualities, what the child is doing right.
Highlight
Highlight qualities you wish to enhance.
Know
Children need to know how to evaluate their experiences, actions and emotions.
The Nurtured Heart
Comments that play both ends of the opportunity:
What is happening that can be held up as a success
And what isn’t happening that can be held up as success.
Proactive recognition
Teaching rules when they are being obeyed, not broken
Paying attention to what is not happening
Recognizing and appreciating self-control
Let’s try it! What do you
see?
What could be happening
that isn’t? What does it say about
who they are?
How do we normally make requests of children?
Traditional requests imply a choice or option.
Instead, “I need you to…”
2. BE CONSISTENT
“NO” means “NO”
“There are no degrees of consistency. You are either consistent or you are inconsistent.”
Fred Jones, “Tools for Teaching”
Directions are Economic, Not Choices
Children with preexisting patterns of negativity will frequently make a choice based on where they can find the bigger payoff.
Choice also implies inability to comply.
Warnings are not
compassionate
Don’t give warnings.
They keep
children off
balance and
uncertain if
rules are to be
taken seriously.
Reinforcement is Authentic and Age Appropriate
Ages 4-8 (K1 – 3rd Grade)
“Shiobhan put her book neatly in her desk; Gary’s pencil is in the groove. I have Reuben and Laura’s eyes.”
Ages 9-12 (3rd Grade – 7th Grade)
“Shiobhan is ready to go with her book away and pencil down.
I know Reuben is ready, he’s looking right at me.”
Ages 13 – 17 (7th Grade – 12th Grade)
“Shiobhan’s good to go. Thank you, Reuben. <Makes eye contact with 3 other students and smile> Thanks.
Addressing Disruptive Behavior
Respond to Problems Quickly
Guide students in a way that promotes appropriate behavior.
Set individual goals/rewards
Create goals/rewards
Follow through
Everyone on the same page
Keep in contact
Be patient and stay calm
Consequences
The 3 r’s of Reset
Reset: Consequence.
Restart: Welcome Back, Appreciation for NOW.
Restore: An action of restoration, not an apology, only when absolutely needed.
The Key to Consequences-Reset
Best Practice:
Can you reset yourself???
v
Transformation
No longer anything to be gained by breaking the rules.
The big responses are now only for the positives.
Breaking a rule now only gets a true consequence- not a payoff.
Mobility
Zone of Proximity
GOOF-OFF!
6 FT. CAUTION!
COOL IT!
Goofing off on the other side of the room can begin in as little as 10 seconds of our stopping to help another student.
The goal is to move on within that 10-second period so we can continue to, in Jones’ terminology, “work the room.”
Intervention Central