Behavioral Contracting At The Classroom

A behavioral matrix creates the expectations for student behavior in the classroom and school campus. A school wide behavioral matrix lists the school wide expectations for various times, location and transitions. Classroom teacher specific to that classroom creates a classroom behavioral matrix. Both school wide behavioral matrix and classroom matrix should contain the rules that are listed in the school wide expectations. These rules and expectations are displayed as a matrix, which is posted in classrooms, gym, cafeteria, hallway, and bus. According to Knoff (2007), behavioral matrix sets the behavioral expectations expectation within specific settings and contexts for students and hold them accountable. Table 1 reflects dangerous behavioral problems categorized in the Level IV as explained in the 2015-16 Fort Wayne Community Schools Code of Conduct. Part 3 integrates all the results of fourth grade teachers who were asked to choose student behaviors and corrective action from the given list by the intensity levels. As a result, table 3 can be used as a behavioral matrix among the fourth grade teachers to replace negative behaviors with positive behaviors.

Slavin discusses the use the following principles as a guideline for reinforcing behaviors in the classroom:

I find an effective tool for managing behaviour is to set firm ground rules at the beginning of the course. These include clear boundaries, and expectations. If this can be done in consultation with the students it can be extremely effective, as it gives them the responsibility of managing each other’s behavior. It is useful to note however, that set sanctions must also be clearly defined and followed as a consequence for breaking the rules for this technique to be effective. The use of reward is a good method of encouraging positive behavior, the use of praise, certificates and house points for example.

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Behavior charts is a good form of cooperation between the teacher and parents within a field of defiant behavior. Such a technique excludes a student’s possibility to vary styles of behavior, being good at home and defiant in the classroom. Behavior contract as a form of behavior chart is useful only within a short-time perspective. If used further, it can formulate a “stock” treatment to a non-defiant behavior, because a student will study how to “buy” preferences for the lack of teacher’s authority

Remember, this is a strategy to help decrease negative behaviors by developing and fostering positive relationships. When you see an improvement in the student's behavior, indicate it on the form. If you don't see an improvement, you can extend the time with the student (continue past 10 days) until you see a change. Please remember to include some of your students who exhibit positive behavior in this process. Please don't tell the students what you are doing. Just try and keep it casual and school-appropriate. You may have to guide students if the conversation crosses over into inappropriate content. Make it a teachable moment, if possible, but redirect.

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo

It is important for a classroom teacher to set behavior goals for his or her students. Behavior goals should be directly related to the classroom management plan. Students should be expected to treat their peers and teachers with respect, show respect for classroom property, are kind and courteous in all speech and actions, work diligently to accomplish assigned tasks, and demonstrate self-respect and honesty. Establishing clear and consistent goals for the operation of the classroom helps to provide an atmosphere that is conducive to learning and lends itself to alleviating opportunities for misbehavior. As a teacher I will work to provide my students with positive goals for appropriate behavior. I will also clearly define the consequences for misbehavior so that students understand fully the repercussions for failing to act in accordance with the guidelines outlined in the classroom management plan.

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

“The goals are to maximize an individual’s functional independence and quality of the life through development and learning improvements in social skills and communications, reductions in disability and comorbidity promotion of independence, and provision of support to families”(Lai, 2014). We are looking for the child’s weaknesses and strengths. What behaviors need to be targeted and how the change will come. William or Will for short refuses to comply with staff. When asked to stop talking or to finish his work and get in trouble with other students. Monthly behavior incidents average about 10 per month.

For students in a self-contained classroom, cueing and behavior modification are frequently used components of behaviorism. Cueing is using a method other than a verbal reminder as a way to encourage appropriate behavior, or discourage inappropriate behavior (Standridge, 2002). Behavior modification, as outlined in Foundations of Workforce Education, is used “to elicit better classroom performance from reluctant students” (Brewer, Campbell, & Petty, 2000, p.17). Behavior modification involves several components, such as determining what is desired, creating specifics within the environment, identifying appropriate rewards, reinforcing behavior patterns,

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.