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16-20 students not socially distanced

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Dina Al Hidiq Zebib (Author & Certified Coach)

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What is PBIS? The BEST Intro Video! By Author & Coach Dina Hidiq Zebib

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Grades 9-12 Computer Lab

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Strategies

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Unexpected outcomes!
http://www.youtube.com/watch?v=hhqumfpxuzI

Zirpoli Thomas J.. Behavior Management (p. 4). Pearson Education. Kindle Edition.

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Bobo Doll Experiment
http://www.youtube.com/watch?v=zerCK0lRjp8

Zirpoli Thomas J.. Behavior Management (p. 9). Pearson Education. Kindle Edition.

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HS Behavior Management Support Plan Results

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HS Behavior Management Support Plan Results

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Positive Behavior Supports in Chicago's Schools

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http://www.youtube.com/watch?v=7V893WjLEOc

Zirpoli Thomas J.. Behavior Management (p. 33). Pearson Education. Kindle Edition.

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http://www.youtube.com/watch?v=derUjqnlEzs

Zirpoli Thomas J.. Behavior Management (p. 63). Pearson Education. Kindle Edition.

http://www.youtube.com/watch?v=csaYYpXBCZg

Zirpoli Thomas J.. Behavior Management (p. 56). Pearson Education. Kindle Edition.

http://www.youtube.com/watch?v=derUjqnlEzs

Zirpoli Thomas J.. Behavior Management (p. 63). Pearson Education. Kindle Edition.

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Strategies for Teaching Culturally Diverse Students

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http://www.youtube.com/watch?v=DPaxuhAeM9A

Zirpoli Thomas J.. Behavior Management (p. 79). Pearson Education. Kindle Edition.

http://www.youtube.com/watch?v=8YyZ8FkFsK4

Zirpoli Thomas J.. Behavior Management (p. 84). Pearson Education. Kindle Edition.

http://www.youtube.com/watch?v=7QRoYyLZVqw

Zirpoli Thomas J.. Behavior Management (p. 85). Pearson Education. Kindle Edition.

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http://www.youtube.com/watch?v=Bhv3bA_qG24

Zirpoli Thomas J.. Behavior Management (p. 102). Pearson Education. Kindle Edition.

the_mysterious_workings_of_the_adolescent_brain

Zirpoli Thomas J.. Behavior Management (p. 102). Pearson Education. Kindle Edition.

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Social Skills Training: Resolving Disagreements

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TD Social Skills produces specialized tools for improving peer relationships. For more information go to: http://www.tdsocialskills.com.

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Teachers are in the role of continually making assessments. They evaluate how the students are performing. They look at how well the material being used is accepted by the students. They are interested in how they're teaching style works in the classroom. Throughout their day, they are collecting data in the classroom to make assessments.

There are several different ways to collect the information they use. Some techniques will work better for some teachers than others. Some techniques work better in certain classrooms. If one technique does not work quite right, another can be employed fairly quickly

Formative Data

Short quizzes, question and answer drills and a simple show of hands generates a certain kind of data. It may show where the class' understanding is in that moment so the teacher can decide in which direction to take the class.

Ad hoc evaluation of student knowledge yields different data than examinations requiring study or review.

Observational Data

Teachers learn to watch their students. Observe behaviors while interacting with the student, when they are working on assignments by themselves or on a group assignment. Each situation results in unique information about each student.

How do students react when the teacher is walking around the classroom versus standing in front in one of the "teaching spots"? What is the behavior when students talk with the teacher? Present to the class? How does behavior change when a guest addresses the class?

How are questions answered? When asked a direct question, how does the student respond? How much time do they take to think about the answer and formulate their response?

While a student is answering the teacher or addressing the class, the rest of the room should be scanned to observe the responses of the other students.

Depending on what is going on in the classroom, observational data can be difficult to collect with any consistency. It may be beneficial to have another person spend time observing the students as a class progresses. A teaching assistant who has been trained in observational techniques can watch the class and record what they see. This can be especially useful for a teacher who is very busy during an instruction or in a class that loves to participate.

Standardized Tests, Key Milestone Exams and Project Work

Summative data is collected from the examinations given at the end of unit or the end of year. Large projects that take several weeks also become a source of information. This data is often looked at as a reflection of the group's learning.

This data is sometimes considered more an indicator of the effectiveness of the teaching of the material or the class' ability to comprehend that level of information.

Student Files

While not exactly data collected in the classroom, student records provide useful information. Taking the time to review student files and counseling records, the teacher will have some reference points from which to compare the data from within the class.

Student Reported Data

Students can be engaged in various ways to produce a lot of helpful information. By creating fun projects for students to report their own progress, teachers can gain more insight into how the student perceives their own accomplishments and ability.

If teaching the Common Core curriculum, create bar charts that students can color in to indicate their own level of understanding of the material.

Create a chart to post on the wall that students will sign when they feel they have mastered a particular problem. Use this with smaller, discreet assignments so students will see their own accomplishment.

Place a large, lined sheet on the wall to capture student questions about a certain topic. Address the questions at the beginning of each presentation.

Similarly, create a place where students can make comments on the material and topic presented. For K-6, this could be the sheet of paper on the wall or a binder placed in the classroom. For 7-12, this could be an online blog or comment section on a classroom website.

Help students create their own learning goals and track them. Students will also learn about goal setting as they decide their individual targets.

Looking for data in the right places

There is much information that can be gathered in the classroom setting. Some will be captured without the student's awareness. Look for ways to engage the student's interest so they can generate their own information.

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Collecting Data in the Classroom: A Teacher's Guide | Resilient Educator

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Throughout their day, teachers are collecting data in the classroom to make assessments.

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http://www.youtube.com/watch?v=wfraBsz9gX4

Zirpoli Thomas J.. Behavior Management (p. 223). Pearson Education. Kindle Edition.

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https://www.youtube.com/watch?v=dmBqwWlJg8U.

Zirpoli Thomas J.. Behavior Management (p. 253). Pearson Education. Kindle Edition.

watch?v=GCQSnuDpERA.

Zirpoli Thomas J.. Behavior Management (p. 253). Pearson Education. Kindle Edition.

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https://www.youtube.com/watch?v=Px_TU5E3ZEc.

Zirpoli Thomas J.. Behavior Management (p. 267). Pearson Education. Kindle Edition.

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Chaining
http://www.youtube.com/watch?v=wMVZQICUhAk

Zirpoli Thomas J.. Behavior Management (p. 236). Pearson Education. Kindle Edition.

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http://www.youtube.com/watch?v=

Zirpoli Thomas J.. Behavior Management (p. 317). Pearson Education. Kindle Edition.

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http://www.youtube.com/

Zirpoli Thomas J.. Behavior Management (p. 232). Pearson Education. Kindle Edition.

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https://www.youtube.com/watch?v=8eCfnrGu5xo

Zirpoli Thomas J.. Behavior Management (p. 335). Pearson Education. Kindle Edition.

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Understanding Behavior: A Teacher's Guide

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Understanding Behavior: A Teacher's Guide

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In every classroom, students' behavior is an important form of communication. Students may call out in class, push in line, or withdraw with their heads down on their desks. In each case, the behavior is a sign that they may not have the skills to tell you what they need. Sometimes, students may not even know what they need. What are your students trying to communicate? What do they need, and how can you help?

Respond to Students, Not Their Behaviors

First, know that when students act out, those actions can bring about emotions in teachers and other adults. Given all of the pressures placed on teachers, you may already feel stressed or emotional. So it's normal to take students' behaviors personally because of your own feelings and needs in the moment. You may worry that you're losing control of your classroom. Or you may question whether you're able to do your job well. A 2013 study by TNTP (formerly known as The New Teacher Project) found that 40 percent of teachers identified "having students who are behind academically or behaviorally challenging" as one of the top three barriers to feeling like they can teach effectively.

How can you respond to the student, not the behavior? One way is to try to understand the life experiences that students bring to the classroom. Some students who think and learn differently have negative past experiences with teachers and school. Others may come from cultures in which speaking up for their needs in front of the whole class isn't appropriate.

Many students have food insecurity and may push others out of the way at lunchtime to make sure they get something to eat. Students who have experienced trauma can often be wary of others. They may be hypervigilant and prone to what looks like overreactions to simple things. Keeping these experiences in mind can help you respond to the reasons for student behavior and not simply react to or correct the behavior itself.

What Student Behavior Is Telling You

Figuring out the function of, or the reasons behind, a behavior is critical for finding an appropriate response or support. Knowing the function can also allow you to be proactive in identifying ways to prevent behavior issues in the future.

Teaching Tolerance, an organization that provides resources for educators to create civil and inclusive school communities, offers the acronym EATS to highlight some possible functions of behavior. EATS stands for Escape, Attention, Tangible gains, and S ensory needs. Here's a breakdown of what that means:

Escape: Some students use behavior to avoid a task, demand, situation, or even person they find difficult. This may be the student who says inappropriate things in order to be asked to leave the classroom. Escape behavior can also be quiet, such as students who ask to use the bathroom every time it's their turn to read.

Attention: Some students behave in ways that are designed to gain attention. For instance, students who blurt out in class may be looking for you to respond to their question immediately. They may feel unsure about when or whether you'll get to it otherwise. Attention-seeking can play out in positive behaviors as well, such as when students work hard on a task to get your approval.

Tangible gains: Some student behavior is aimed at getting what they want, when they want it. This type of behavior is very common for students who struggle with impulsivity or flexible thinking.

Sensory needs: Students' brains are constantly taking in information from their senses. For some, processing that stream of input is a struggle. "Sensory seekers" underreact to sensory input or need more of it to function. "Sensory avoiders" overreact to sensory input. They may become overwhelmed and hyperactive. Those behaviors become problematic when they are disruptive or interfere with learning.

Harness the Power of Collaboration

It can be hard to figure out the function of a student's behavior, especially when there are learning and thinking differences at play. Most schools have a collaborative teacher assistance team that can help you understand student behaviors. Those teams are typically made up of special and general education teachers, as well as other professionals, like a school psychologist or counselor.

Talk with the team about whether an observation by a member of the team or a formal functional behavior assessment (FBA) is necessary to gather data. This information can lead to a more in-depth look at the reasons behind the student's behavior. Working collaboratively to analyze behavior as a form of communication will help prepare you to foster conversations with students to help them identify what they need and how to communicate that more appropriately.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Kristin J. Carothers, PhD is a clinical child psychologist devoted to the destigmatization of mental health problems.

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Understanding Behavior as Communication: A Teacher's Guide

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In every classroom, students' behavior is an important form of communication. Students may call out in class, push in line, or withdraw with their heads down on their desks. In each case, the behavior is a sign that they may not have the skills to tell you what they need.

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Classroom Strategies For Managing Difficult Behaviour

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What is SKILLSTREAMING? What does SKILLSTREAMING mean? SKILLSTREAMING meaning & explanation

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Social-Emotional Learning: Tucker Turtle Takes Time to Think and Tuck

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Positive Behavior intervention & Supports (PBIS)

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The School Discipline Fix: Changing Behavior Using Collaborative Problem Solving Approach
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