Discipline in the Secondary Classroom

The Author vii Acknowledgments viii How to Use This Book ix DVD Contents xviii Foreword by Donald D. Deshler xxiii Preface xxv Introduction 1 SECTION ONE: STRUCTURE YOUR CLASSROOM FOR SUCCESS 5 Chapter 1 Vision: Understand key concepts about managing student behavior 7 Task 1: Understand the Basic Principles of Behavior Modification and Your Role in That Process 8 Task 2: Understand Motivation and the Variables That Can Be Manipulated to Increase It 10 Task 3: Develop and Implement Guidelines for Success 15 Task 4: Maintain High Expectations for Students' Academic and Behavioral Performance 17 Task 5: Initiate and Maintain Family Contacts 19 Initial Contact 21 Ongoing Contact 24 In Conclusion 25 Chapter 2 Grading and Instruction: Design instruction and evaluation systems 29 Task 1: Develop Clear Goals for Each Class You Teach 30 Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship between Student Effort and Success 33 Task 3: Establish a System to Provide Students Feedback on Behavior and Effort; Incorporate This into Your Grading System 37 Planning Step 1: Establish a Grade Percentage for Classroom Behavior or Effort 40 Planning Step 2: Determine the Approximate Number of Total Points Students May Earn During the Term 41 Planning Step 3: Determine the Approximate Number of Total Points Based on Behavior and Effort 42 Planning Step 4: Design an Efficient System for Monitoring and Recording Daily Classroom Behavior Points 43 Planning Step 5: Determine the Impact of Excused and Unexcused Absences on Your Grading of Behavior and Effort 46 Planning Step 6: Assign Weekly Performance Points and Provide Feedback to Students 47 Summary of Behavior Feedback Within Grading Systems 48 Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades 49 Task 5: Implement Effective Instructional Practices 53 Teacher's Presentational Style 54 Actively Involving Students in Lessons 54 Ensuring High Rates of Student Success 54 Providing Students with Immediate Performance Feedback 55 Task 6: Present Desired Tasks to Your Students in a Manner That Will Generate Their Enthusiasm 55 In Conclusion 57 Chapter 3 Organization: Prepare routines and procedures 63 Task 1: Arrange the Schedule of Activities for Each Class Period to Maximize Instructional Time and Responsible Behavior 64 Task 2: Arrange the Physical Space in Your Classroom to Promote Positive Student-Teacher Interactions and Reduce Disruption 68 Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention 74 Task 4: Design Efficient, Effective Procedures for Beginning and Ending the Class Period 76 Entering Class 77 Opening Activities 78 Materials 80 Dealing with Students Returning after an Absence 82 End of Class or Period 82 Dismissal 83 Task 5: Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work 83 Assigning Classwork and Homework 84 Collecting Completed Work 86 Returning GradedWork to Students 87 Late or Missing Assignments 88 Task 6: Manage Independent Work Periods 89 In Conclusion 94 Chapter 4 Classroom Management Plan: Plan to encourage responsible behavior and to respond consistently to student misbehavior 101 Task 1: Adjust the Structure of Your Management Plan Based on Your Needs and the Needs of Your Students 102 Consider Your Needs 103 Consider Your Students' Needs 105 Identify the Level of Structure You Will Use 108 Task 2: Identify and Post Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback 109 Task 3: Develop a Plan for Correcting Early-Stage Misbehaviors 114 Proximity 115 Gentle Verbal Reprimand 116 Discussion 116 Family Contact 116 Humor 118 Restitution 118 Conclusion 118 Task 4: Develop Consequences for Rule Violations 119 Loss of Point 122 Time Owed 122 Time-Out 123 Restitution 124 Detention 124 Demerits 124 Office Referral 125 Task 5: Know When and When Not to Use Disciplinary Referral 125 In Conclusion 129 SECTION TWO: TEACH EXPECTATIONS 133 Chapter 5 Expectations: Plan to teach students how to be successful 135 Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities 138 Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both within and between Activities, That Occur during a Typical School Day 160 Task 3: Develop a Preliminary Plan, and Prepare Lessons for Teaching Your Expectations to Students 179 In Conclusion 187 Chapter 6 Preparation and Launch: Pull it all together for the first day 193 Task 1: Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students 194 Task 2: Complete Your Preparations for the First Day 198 Task 3: Implement Your Plan for the First Day 200 Step 1: Communicate Your Expectations 202 Step 2: Monitor Student Behavior 203 Step 3: Give Students Feedback on Their Implementation of Expectations 204 Task 4: Gradually Decrease the Amount of Time You Spend Teaching Expectations, Procedures, and Routines 206 Task 5: Mark on Your Planning Calendar Particular Times When You Will Reteach Your Expectations 214 In Conclusion 217 SECTION THREE: OBSERVE STUDENT BEHAVIOR 221 Chapter 7 Monitor Student Behavior: Implement and adjust your classroom management plan 223 Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously 224 Circulating 224 Visual Scanning 225 Auditory Scanning 226 Task 2: Collect Objective Data about Classroom Behavior, and Adjust Your Management Plan Accordingly 226 Tool A: CHAMPS and ACHIEVE versus Daily Reality Rating Scales 229 Tool B: Ratio of Interactions Monitoring Forms 234 Tool C: Misbehavior Recording Sheet 239 Tool D: Grade Book Analysis Worksheet 241 Tool E: On-Task Behavior Observation Sheet 245 Tool F: Opportunities to Respond Observation Sheet 247 Tool G: Student Satisfaction Survey 250 In Conclusion 254 SECTION FOUR: INTERACT POSITIVELY 255 Chapter 8 Motivation: Enhance students' desire to succeed 257 Task 1: Understand the Importance of Building Personal Relationships with Students 258 Task 2: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention 258 Task 3: Give Students Positive Feedback on Their Successes in a Variety ofWays 261 Task 4: Plan to Interact at Least Three Times More Often with Students When They Are Behaving Appropriately Than When They Are Misbehaving 266 Task 5: Effectively Employ a Classwide System or Systems If Needed to Increase Motivation and Responsible Behavior 269 Step 1: Identify Problems, Goals, Level of Structure Needed, and the Type of System You Will Use 270 Step 2: Select a System and Prepare to Implement It 277 Step 3: Identify How You Will Maintain, Modify, and Fade a Reward-Based System 282 Menu of Classwide Systems 285 Reward-Based Systems for High-Structure Classes 285 Reward-Based Systems for Medium-Structure Classes 288 Nonreward-Based Systems for Low-Structure Classes 291 In Conclusion 297 SECTION FIVE: CORRECT FLUENTLY 301 Chapter 9 Proactive Planning for Chronic Misbehavior 303 Use Effective Correction Techniques 303 Addressing Chronic Misbehavior 305 Task 1: Analyze and, If Needed, Adjust the Implementation of Your Basic Management Plan 307 Task 2: Analyze and, If Needed, Adjust the Strategies You Are Using to Build a Positive Relationship with This Student 313 Task 3: Analyze the Misbehavior and Develop a Function-Based Intervention 317 Intervention Planning Steps 320 Step 1: Identify the target (problem) behavior and collect objective data; Use those data as you proceed to step 2 320 Step 2: Develop a hypothesis (educated guess) about the function of the misbehavior 324 Step 3: Identify Any Specific Contexts or Conditions (Time, Locations, Tasks) When the Target Behavior Typically Occurs (or Does Not Occur) 326 Step 4: Develop a Preliminary Behavior Change (Intervention) Plan Based on Your Hypothesis about the Function of the Misbehavior and Your Understanding ofWhen (UnderWhat Conditions) the Behavior Typically Occurs 326 Plan A: Develop an Intervention for Awareness-Type Misbehaviors 328 Step 1: Make Sure the Student KnowsWhat Behavior You Expect Her to Exhibit (the Target or Goal Behavior) 328 Step 2: Respond to Instances of the Misbehavior in a Manner That Lets the Student Know That She Is Not Meeting the Goal 330 Step 3: Monitor the Student's Behavior So That You and the Student Will Have an Objective Basis for Discussing Progress 331 Step 4: Provide Positive Feedback When the Student Improves 333 Plan B: Develop an Intervention for Ability-Type Misbehaviors 334 Step 1: At a Neutral Time, Have a Discussion and Provide Information That Teaches the Replacement Behavior 335 Step 2: Correct Errors in a Manner That Provides Instruction 335 Step 3: Make Accommodations to Increase the Student's Chance of Success 335 Step 4: Provide Positive Feedback When the Student Is Successful or Improves 336 Plan C: Develop an Intervention for Attention-Seeking Misbehaviors 336 Step 1: Determine Whether Ignoring Is an Appropriate Response 337 Step 2: Discuss the Proposed Plan with the Student 338 Step 3:When the Misbehavior Occurs, ContinueWhat You Are Doing and Provide Positive Feedback to Other Students 339 Step 4:When the Attention-Seeking Misbehavior Ceases, Give the Student Attention 340 Step 5: Maintain Frequent Interactions with the Student When He Is Not Misbehaving 340 Step 6: Monitor the Student's Behavior to Determine Whether Progress Is Being Made 340 Plan D: Develop an Intervention for Habitual and Purposeful Types of Misbehaviors 340 Step 1: Remove Any Positive or Satisfying Aspects of Demonstrating the Misbehavior 341 Step 2: Demonstrate to the Student That Positive Behavior Leads to Positive Results 341 Step 3: Respond to the Misbehavior by Assigning Appropriate Corrective Consequences 344 Step 4: Implement the Intervention Plan for Purposeful/Habitual Misbehavior 347 Step 5: Discuss Your Preliminary Intervention Plan with the Student and, If Appropriate, the Student's Family 348 Step 6: Implement the Intervention Plan for at Least Two Weeks; Continue to Collect Data on the Target Behavior to Evaluate the Plan's Effectiveness 349 In Conclusion 350 Appendix A: The Evidence Base behind Discipline in the Secondary Classroom 355 Billie Jo Rodriguez Appendix B: Schoolwide Implementation of Discipline in the Secondary Classroom 361 Appendix C: Cultural Competence 369 Keba Baldwin and Amalio Nieves Appendix D: Professionalism for the First-Year Teacher 373 Appendix E: Mapping Discipline in the Secondary Classroom to a Framework for Teaching 383 Appendix F: CHAMPS Icons 393 References 403 Name Index 415 Subject Index 423 How to Use the DVD 435