presentation about good behaviour

The Importance of Good Behavior

Jun 02, 2023

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When students exhibit good behavior, such as being punctual, respectful, and attentive, it helps to create a sense of order and discipline in the classroom.

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The Importance of Good Behavior and Ethics in School Students: Nurturing Future Leaders As the future leaders of our society, school students play a crucial role in shaping the world around us. In addition to academic success, it is essential that students also cultivate good behavior and ethical values that will guide them throughout their lives. In this article, we will explore the importance of good behavior and ethics in school students and how it can help create a better future for all. Firstly, good behavior is essential for creating a positive and respectful learning environment. When students exhibit good behavior, such as being punctual, respectful, and attentive, it helps to create a sense of order and discipline in the classroom. This, in turn, allows teachers to focus on teaching and ensures that all students can learn in a safe and supportive environment. Moreover, good behavior also helps students develop crucial life skills that will serve them well in the future. By learning to be responsible, accountable, and respectful, students can develop the skills and qualities needed to become successful and productive members of society. These skills include teamwork, leadership, and problem- solving, all of which are essential for success in the workplace and in life. In addition to good behavior, ethical values are also important for school students to develop. Ethics refer to the moral principles and values that guide our actions and decisions. By cultivating ethical values, such as honesty, integrity, and empathy, students can become more compassionate and responsible members of society. Moreover, ethical values are also important for creating a more just and equitable society. When students learn to value fairness, equality, and justice, they are more likely to become advocates for positive social change. This can include speaking out against injustice, volunteering in their communities, or pursuing careers that have a positive impact on the world. So, the importance of good behavior and ethics in school students cannot be overstated. By cultivating these values, students can become future leaders who are responsible, compassionate, and committed to creating a better world for all. As parents, teachers, and community members, it is our responsibility to provide students with the support and guidance they need to develop these values and reach their full potential. Together, we can help create a brighter future for all.

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The Power Of Good Behaviour: Building A Better Community

Updated on June 7, 2024 by Mathukutty P. V.

In today’s fast-paced and ever-evolving world, the importance and power of good behaviour often go unnoticed. Yet, it remains the bedrock of a harmonious and thriving community. Good behaviour fosters trust, cooperation, and mutual respect in personal relationships, workplaces, or broader society. Explore the power of good behaviour, why it matters, and how to cultivate it daily.

Table of Contents

What Is The Power Of Good Behaviour?

Good behaviour encompasses actions and attitudes that are considerate, respectful, and ethical. It involves treating others with kindness, practising empathy, and adhering to societal norms and values.

Here Are Some Key Aspects Of Good Behaviour:

• Respect : Acknowledging the dignity and worth of every individual.
• Honesty : Being truthful and transparent in our dealings with others.
• Responsibility : Taking accountability for our actions and their impact.
• Fairness : Treating everyone equally and justly.
• Compassion : Showing concern for the well-being of others.

The Importance Of Good Behaviour

Positive behaviour isn’t just about individual interactions; it resonates throughout communities and societies. Acts of kindness, empathy, and compassion create ripples, inspiring others. Whether lending a hand, listening actively, or sharing a smile, these gestures forge connections. Moreover, consistent displays of good behaviour foster cultures of respect and understanding, reducing conflicts and boosting cooperation. This shift towards positivity enhances productivity, learning, and community bonds. On a larger scale, collective efforts in prioritizing good behaviour drive societal change, advocating for justice, sustainability, inclusivity, and diversity. Ultimately, change starts with us, fueled by our choices and actions. By embracing kindness, empathy, and respect, we ignite a ripple effect that transcends borders and transforms lives.

1. Building Trust And Relationships

Trust is the foundation of any relationship, whether personal or professional. Good behaviour, characterized by honesty and reliability, helps build and maintain trust. When people act with integrity and respect, it strengthens their bonds, fostering deeper connections and mutual understanding.

2. Creating A Positive Environment

In any setting, be it a family, workplace, or community, good behaviour contributes to a positive and supportive environment. When individuals act considerately and courteously, it reduces conflicts and promotes cooperation. This positive atmosphere encourages productivity, creativity, and overall well-being.

3. Enhancing Social Cohesion

Good behaviour is essential for social cohesion. It ensures that societal norms and laws are respected, reducing crime and antisocial behaviour. By promoting empathy and understanding, good behaviour helps bridge cultural and social divides, creating a more inclusive and harmonious society.

4. Setting An Example

Good behaviour sets a positive example for others, especially children and young adults. When they observe adults acting ethically and respectfully, they are more likely to emulate these behaviours. This generational transmission of good conduct ensures our communities’ long-term health and stability.

Cultivating Good Behaviour

Good behaviour is not innate; it is learned and practised. Here are some ways to cultivate it in our daily lives:

1. Self-Reflection

Regular self-reflection helps us understand our actions and their impact on others. By assessing our behaviour, we can identify areas for improvement and strive to be better individuals.

2. Active Listening

Listening attentively to others shows respect and consideration. It helps us understand different perspectives and respond thoughtfully, fostering positive interactions.

3. Practice Empathy

Putting ourselves in others’ shoes allows us to understand their feelings and challenges. This empathy encourages kindness and reduces negative judgements.

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4. Mindfulness

Being mindful of our actions and words helps us act deliberately rather than impulsively. This conscious approach ensures that our behaviour aligns with our values and societal norms.

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5. Continuous Learning

Learning about different cultures, values, and ethical principles broadens our understanding and tolerance. Education and awareness are key to practising good behaviour in a diverse world.

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Encouraging Good Behaviour In Children

Teaching good behaviour to children is crucial for their development and the betterment of society. Parents and educators play a key role in this process by modelling positive behaviour and reinforcing ethical values. Simple actions like praising good behaviour, setting clear expectations, and providing constructive feedback can significantly influence a child’s understanding of right and wrong. By fostering an environment where respect, empathy, and responsibility are paramount, we equip the next generation with the tools they need to build a more just and compassionate world.

Behaviour Management In Children: Proven Positive Strategies

The power of good behaviour is more than just following rules; it is about embodying the values of respect, honesty, responsibility, fairness, and compassion in our daily lives. The glue holds communities together, fostering trust, cooperation, and harmony. By cultivating good behaviour, we enhance our lives and contribute to a more positive and thriving society. Let’s embrace the power of good behaviour as a fundamental aspect of our identity and inspire others to do the same.

How can we collectively promote and prioritize good behaviour in our communities, ensuring a brighter future for generations to come?

Thank you for taking the time to explore this post. I hope you found it both insightful and enjoyable.

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What is good behaviour?

There are two schools in every school: the school of the high-status staff member, with the luxury of time and authority to cushion them from the worst classes; and the school of the supply teacher and NQT, who possess neither. Tom Bennett, Behaviour Tsar

Everyone involved in teaching wants teachers to teach well. We spend a lot of time disputing what ‘teaching well’ looks like, and that’s fair enough; there are plenty of effective techniques for cat skinning. We also seem to agree that good behaviour is highly desirable, but some see it as the product of good teaching while others reckon it’s a necessary condition for good teaching to happen. This is an important difference.

If you believe good behaviour is a product of good teaching then you’re likely also to believe that poor behaviour is a result of poor teaching. From this, it logically follows that students only misbehave for bad teachers. If kids muck about it’s because you’re not going your job. I wrote about where that leads here .

So how can you plan lessons to get kids to behave? By entertaining them. By pandering to their preferences. By lowering expectations. By being an ‘engaging’ teacher. This has been the prevailing wisdom ever since I started teaching back in the late 90s; kids only misbehave when they’re bored, so good teaching needs to excite, entertain and, above all, engage. If it’s too hard, children will misbehave. If it’s too unfamiliar, it’s not relevant and children will misbehave. If it expects children to master difficult skills, it’s too boring and children will misbehave. The main criterion by which successful teaching is judged is whether or not the “kids absolutely love it!”

There are, to my mind, two major drawbacks to this approach. Firstly, and perhaps most importantly, it limits what children will be expected to do to the lowest common denominator. Enjoyment doesn’t necessarily lead to learning. The second drawback is that teachers are blamed for bad behaviour. I’ve argued before that while teachers are responsible for holding children to account for unacceptable behaviour; the primary responsibility rests with the school . If school leaders fail to support teachers’ attempts to enforce school rules, and worse, if they blame teachers for students’ decisions not to comply, then children will learn that there are some teachers for whom good behaviour is not an expectation. As long as they tow the line for experienced and senior teachers they have carte blanche to blight the lives of NQTs and supply teachers. The belief that bad behaviour is the result of bad teaching is the Fundamental Attribution Error .

If however you believe good behaviour is necessary for good teaching to take place then your expectations are, first and foremost, that children will comply with schools’ rules and follow teachers’ instructions. Once these expectations are met then students can get on with the business of learning and teachers can provide increasingly challenging work.

In 2003 I moved to a school which went promptly into special measures. During the Ofsted inspection, I was observed teaching a Year 7 class I had known only for a few weeks. Some of the children were determined not to sit in their seats, and the idea of getting them to do meaningful work was laughable. The inspector told me my lesson was unsatisfactory. I wasn’t surprised. I asked what I could have done to have been awarded a higher grade. She laughed in surprise and said, “Goodness me, I have no idea! What on earth could you do with children like that?” This was not helpful.

My first year at the school was bloody hard. In order to cope I lowered my expectations by degrees and focussed on being fun and engaging. This worked for some students but not for others. Some had simply decided I was too insignificant to be worth the bother and did as they pleased, safe in the knowledge that there would be no consequences. Thankfully, the school was so disorganised that no one got around to giving me ‘support’. Even though some staff might have thought me to be a bit rubbish, I was left alone to sink or swim. I just about kept my head above water.

Then, when I started my second year at the school, a little bit of magic happened. Students who had previously defied me at every opportunity began following instructions. When I asked other teachers, they said, “Oh yes. They’ve realised you’re staying so you must be OK.” I worked at that school for five more years and had very few behaviour problems. New teachers came and went, scorched by their baptism of fire. I felt pretty smug.

I then became head of department at a neighbouring school. I felt nervous about what to expect – would I be back at square one? I needn’t have worried; my reputation preceded me. Various students greeted me with, “You taught my cousin – he said you’re a ledge!” Also, I was in a much more senior position – students were quite properly awed by my shiny new status as Head of English. And when senior leaders came to watch me teach they were pleased by the behaviour in my lessons – clearly I must be a good teacher. This is the Halo Effect . If enough people believe you to be a good teacher then you probably will be; it’s a self-fulfilling prophecy ( The Pygmalion Effect .) Like many others before me, I believed the hype and thought myself quite the pedagogue.

Latterly, I moved to a school in a different city where no one knew me. Despite having a senior position at the school, I had no power. Through a strange mix of internal politics, I could tell I was persona non grata from day one. When I ran into ‘difficult’ behaviour, I did what I’d successfully done for the previous ten years, but none of it worked. I asked for support and none came. Instead I got scrutiny and suspicion. From that moment I was doomed. Students and their parents quickly realised I was impotent. If students failed to come to my detention or if they walked out of my lessons they knew there would be no consequence. They were wrong. There was a consequence: I started to doubt my abilities. The Head, who had made it clear he didn’t really want me there anyway, offered me a generous escape route and I gladly accepted.

It’s that easy to destroy a teacher.  It’s much more difficult, but so much better to trust and genuinely support teachers. When push comes to shove, do  we really value the much-vaunted growth mindset?

There’s a simple acid test to judge the quality of a school. If inspectors want to know how good a school is they should go and work there for a week. If children pretty much do what they’re told and instances of defiance are quickly dealt with by senior staff, you can be fairly sure you’re in a good school. If ropey behaviour is met with inquiries about your teaching or the suggestion that certain breaches of the school’s rules should be tactically ignored, that’s a sure sign you’re in a bad school.

No one wants to compel, force or otherwise browbeat children into a compliant, cowering mass. We all want to be greeted by a sea of happy, eager faces clamouring to learn the wonderful complexities of our subjects. The question is, how do we accomplish that aim? Do we do it by destroying some teachers and prioritising what children want, or do we calmly, patiently and implacably expect children to follow reasonable instructions?

Yes we should work hard to grapple with the heartbreaking cankers of some children’s lives. We should be compassionate and understanding. But we should also be firm and consistent. Blaming teachers for children’s decision to misbehave undermines everyone.

And when those who insist good behaviour follows from good teaching are responsible for leading and inspecting schools, it makes me particularly cross.

Old Andrew: How to destroy NQTs

Tom Bennett:  Two schools bad, one school good: Ideas for improving school behaviour

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26 comments.

Really straightforward way of looking at it. I feel the biggest conflict is between effective/useful behaviour for learning and a manageable way of facilitating this in a small room with 30+ learners.

Yes, obviously no one wants students running riot and old fashioned good behaviour is to be desired in many situations but I’m really interested in the fact the the good learning behaviours on the list are often behaviours that get students in trouble, such as challenging a teacher’s point of view. Of course we want to equip kids witht the abilty to challenge politely but still, there’s plenty of kids that get labelled ‘awkward’ when actually they’re just trying their best to learn.

Students understanding how they learn and making choices about behaviours that help them learn best. No good upskilling teachers without upskilling students in how to affect their own learning and that of others positively.

In terms of asking “why?” having observed tonnes of lessons I often, inevitably, have a discussion about behaviours or attitudes to learning. While, as perhaps colleagues who don’t agree with me or aren’t happy with their overall grade (there’s AfL in practice for you, comment only lesson observation feedback) are quick to retort with something like “well what do you suggest? I have x amount of content and only Y amount of hours to deliver it” increasingly I’ve become more assured that teacher behaviour is a major barrier to limiting attitudes to learning. While there’s nothing wrong with insisting on high standards or what some might describe as ‘traditional’ values or discipline – once you’ve got it, get on with it! Lots of times I’ve observed teachers expertly demonstrating the ability to control a class… so much so that there is tendency to prolong it, maybe even bask in it a little. A trap many fall into “Look Mr Observer, watch all the ways I get these kids to do as I say, I *must* be a good teacher.” Not so much, show me behaviour’s good (by that I mean teacher behaviour) by being able to take risks, by being able to have something go wrong and as a class run with it in a different direction.

Thanks Mr H, I’m a great believer in comment only lesson observations: teachers behave exactly as kids do to grades.

Also agree about behaviour: tis but a means to an end. Heard a great slogan recently: tighten up for Good, loosen up for Outstanding

Another great read D! I’m a gov at a couple of special schools and trying to keep youngsters sitting in their bums is not part of a lesson where much learning takes place! I suppose it is also about confidence and the need to feel in control. For some that means quiet. Action can be threatening. One of the schools mentioned is in SM & during the recent HMI visit we were told that staff needed to take more risks. Let the kids ‘misbehave’ because that is often when the learning will happen! She is used to special schools so didn’t need to see that sort of behaviour management that stifles creativity.

[…] What is good behaviour? […]

It’s interesting that a lot of what students learn is from each other. We often underestimate their prior knowledge. Nuthall says that students already know 40-50% of what we teach them – problem is, they all know a different 40-50%. Solution? Let them talk to each other.

[…] David Didau writes about on his blog, but I have no confidence in his attitude to discipline. From a blogpost that I particularly disagreed with: …students are in school to learn, not to behave. It’s no […]

I am interested in how the behaviours you cover in the blog match those identified by Guy Claxton in ‘What’s the point of school?’ as the magnificent eight characteristics of powerful learners. In his view 1. Powerful learners have curious and open minds. 2. Confident learners have courage and determination. 3. They are good at exploration and investigation. 4. Powerful learners are experimenters who like playing and figuring things out. 5. They have imagination which they use to test things out, but also to let ideas flow and ‘come to them’ as intuition and feelings. 6. They have reason and discipline to balance their imagination. 7. They are sociable in their learning and development. They can also support the learning of others. 8. Powerful learners are reflective.

I also agree with the comments above that whilst some of these attitudes are encouraged in contemporary education many of the behavious are outlawed. So what way forward for a teacher who wishes to develop these attributes in students?

Not sure whether there’s any need for the PEEL behaviours to match Claxton. I didn’t really get on with What’s the point of school? Have you read the similarly titled but very different Why Don’t Students Like School?

You say, “whilst some of these attitudes are encouraged in contemporary education many of the behavious are outlawed. So what way forward for a teacher who wishes to develop these attributes in students?” Well, depending on your role in the school, start where you can make an impact. I’m very clear that these behaviours only work in a climate of mutual respect. Students have to know I’m not going to shout at them for challenging me and I have to know that they’re not going to arse about. I’m fortunate to work in a school in which behaviour is judged ‘outstanding’ and the head is clear about the need to encourage B4L.

Does that help?

[…] What is good behaviour […]

[…] posts What is good behaviour?  Why group work works for me The art of failing Post a Comment    (0) […]

[…] This post was part of a conversation where their relative merits were batted back and forth. 3. What is Good Behaviour? 1st January I spent the first day of the New Year in bed drinking Lemsip and writing blog posts. […]

good behaviour is the kind of behaviour which is accepted by people in are particular place so as they can keep up their good norms and customs

[…] What is good behaviour – this is what we’re working towards A model lesson? Part 1: Gimmicks vs routines […]

I’m a college lecturer interested in Jungian psychology. I work with my shadow in order to improve both my teaching practice and student behaviour. I have converted my shadow dialogues into a series of animations which are available on my website http://www.gavinboyd.com Here is a dialogue with my inner rebellious teenager. Healing this part of my shadow had a positive impact in the classroom. http://www.youtube.com/watch?v=UYL9EeBNUdM&feature=share&list=PLFh0vgBqg__zcShAUbnhmLe1kpswB9uDA

[…] What is good behaviour?  Why group work works for me The art of failing […]

[…] good behaviour for learning. There is a big difference and David Didau has explained it clearly here. Schools need to show that learners are engaged and motivated. Now, this does not mean all singing […]

[…] can then consider developing some of the behaviours we might value in effective learners. I wrote this post back in January 2012 and while I may have changed my thinking about the roles and responsibilities […]

[…] In whole class direct instruction the teacher attempts to literally direct the students’ learning. Students will be reacting to new concepts and information whether the teacher is aware of it or not. They talk to themselves and each other all the time. When the class is set up for students to direct their own learning the teacher can listen to this because it will be explicit. When the teacher is at the front, directing, they cannot. Either because they’re unaware of it or because they perceive it as bad behaviour. […]

[…] What is good behaviour? 1st January 2012 – 8,147 […]

[…] What is good behaviour? – Learning Spy […]

[…] There are two schools in every school: the school of the high-status staff member, with the luxury of time and authority to cushion them from the worst classes; and the school of the supply teacher and NQT, who possess neither. Tom Bennett, Behaviour Tsar Everyone involved in teaching wants teachers to teach well. We spend a  […]

[…] 3. What is good behaviour? (January 2012) […]

One of the best and most honest descriptions of that strange mix of teacher and students and how students behave. thank you.

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The Importance of Good Behaviour Assembly

Subject: Whole school

Age range: 14-16

Resource type: Assembly

Last updated

21 May 2024

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This updated 35 slide assembly is perfect to deliver to any year group. It gets students to understand what behaviour is and how it can be managed. that looks into why we behave the way we do, what can cause bad behaviour, why good behaviour is important, the impact bad behaviour can have and how we can manage our own and others behaviour.

. It covers the following:

• What is behaviour?
• Informative video
• Can we change how we behave?
• Why is good behaviour so important?
• The impact of bad behaviour
• Learned behaviour
• Passing it on
• Top Tips on how to behave in school (including: listening to teachers, following instructions, avoid haters, etc.).
• How to manage behaviour
• Personal Reflection questions

Please also visit my TES Assembly Store where over 100 assemblies are available on a huge range of topics.

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This discounted bundle provides assemblies aimed at improving and contributing to a positive school culture. Useful information, tips and guidance are presented in an engaging and accessible way. Video's and pictures are used to embed key learning. Some assemblies come with follow up activities. This bundle includes the following 15 assemblies: -Positive School Culture - British Values - Bullying - E-Safety - Eduction Around the World - Good Manners - Honesty - How to Enjoy School More - Role Models - School Journeys Around the World - Importance of Education - Good Behaviour - Self-discipline - Importance of Teachers - Why is Homework Important? Please also visit my TES Assembly Store where over 100 assemblies are available on a huge range of topics. ***LIMITED TIME OFFER*** If you purchase this resource and leave a 5-star review, you receive any £3 assembly from my store FREE!! Leave a review and email [email protected] with your review confirmation and choice of assembly.

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Very useful and pitched perfectly

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Fantastic assembly. Lots of good ideas, YouTube films and easily changed to make it applicable to Key Stage 1!

Lots of content for Heads of Year to adapt to their year groups with well-chosen, powerful videos that speak to students.

Useful, engaging assembly

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What makes behaviour better?. 9 elements of good behaviour A consistent approach Effective leadership from the top Classroom management Rewards and Sanctions.

Published by Jack Underwood Modified over 8 years ago

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Presentation on theme: "What makes behaviour better?. 9 elements of good behaviour A consistent approach Effective leadership from the top Classroom management Rewards and Sanctions."— Presentation transcript:

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How learning and teaching was improved at Reigate School Reigate School.

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Professional Behavior

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Get your hands on our high-quality Professional Behavior PowerPoint template to describe the appropriate etiquette and attitude of an individual towards the work and colleagues in a corporate setting. This outstanding PPT will definitely capture your intended audience's attention.

Human resource managers and professionals from different walks of life can utilize these impressive PowerPoint slides to explain the characteristics an employee should adopt to showcase good workplace professionalism. You can also represent important keys to being a true professional in the workplace.

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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Good Behavior is Not a Fairy Tale - PowerPoint PPT Presentation

Good Behavior is Not a Fairy Tale

Good behavior is not a fairy tale – powerpoint ppt presentation.

• Laura A. Riffel, Ph.D.
• The Power To Change
• Behavior Support Team Meetings
• Data Recording
• Determining Baseline
• Looking at real students and planning
• Practice data recording
• Other information to consider
• Looking at real data- Now, what do I do?
• Communication
• Kitchen Sink
• College Education..40,000
• Suit for interview... 200
• Classroom supplies. 400
• Bottle of Tylenol 4.95
• Therapy session75 per hr.
• Knowing what to do with a child like that
• Target Behaviors
• Situations which might require intervention
• Strategies that have been employed
• Getting or Avoiding?
• Data collection to be used
• Durationpage 32
• Latency, tantrums, sleeping
• Event Recording page 33
• Repetitive behaviors
• Mini- FBA page 34
• Observer looking for function
• Scatter Plotpage 35
• High Frequency Behaviors
• ABCpage 35 37
• Ten or less behaviors per day
• Minute by Minute page 38,39,40
• Measures frequency and duration
• Intervention Frequency 3 times per day
• Baseline Frequency 34 times per day
• -31/34 .91176
• 91 Decrease in Behavior
• You have a letter written on your booklet- thats the letter of the student you are going to have.
• Find others who have the same letter and form a behavior support team.
• You will make up facts about this student to share with the whole group (Base your decisions on a child you might know.)
• Be ready to share in 45 minutes.
• Autistic like behaviors
• Supportive parents
• Supportive teacher (limited skills in data collection)
• Child is hitting others approximately 10 times per day.
• Elementary Aged Student
• Non-supportive parents
• Teacher is ready to quit
• Child is cussing
• 10 cuss words per day
• Middle School Aged Student
• 7 classes (6 different teachers)
• ADHD- non-medicated
• Semi-supportive parents
• Teachers is focusing on wanting medication for the child
• Child reads two grade levels below peers
• Frequently out of seat and impulsive behaviors
• High School Student (18 years old)
• Always tardy to class
• When he comes in he is sent to the office to get a detention slip for being late.
• He comes back 20 minutes later and serves a detention every evening.
• Parents are supportive
• They took away car and make him ride the bus a.m.
• When he stays after school his parents have to come pick him up.
• Middle School Student
• Oppositional Defiant Disorder
• Inclusive Setting
• 7 classes- 7 teachers
• Parents are not supportive
• Teachers want the child sent to a center for children with extreme behaviors (alternative school)
• Non compliant
• Physical aggression
• 4 teachers / 7 classes
• Teachers are supportive and willing to do what it takes
• Disruptions- at least 30 per day
• Elementary school student
• Served in Regular Education Classroom setting 1 adult and 22 children
• Teachers is supportive- but patience is wearing thin
• Doesnt complete work
• Whines and complains
• Throws rocks at other kids
• Tells other kids they are stupid
• Preschool student
• Supportive teacher
• Non-compliant
• Fleeing behavior
• Aggressive behaviors
• Pre-school student
• Inclusive setting
• Visually impaired 100 non-visual
• Pushy Parents
• School thinks child should go to state school for the Visually Impaired
• Principal said, Do what it takes to get this kid out of the school.
• Plopping on floor behaviors
• Cries Frequently
• Measure frequency of three behaviors
• Hitting with an object
• Hitting with fist
• Observation drift
• Inter-observer reliability
• Many behavioral concerns are due to the fact that the child has limited or no chance to voice wants and needs.
• Collecting data as a team and discussing ways to minimize this will be crucial.
• The Environmental Inventory is a good outline of what should be in place. (page 56)
• Brainstorm what isnt in place and help them fix those areas.
• Look at their classroom rules
• Are they like Miss Mudjacket?
• Help them choose 3-5 behavioral expectations
• Positively stated
• Easy to Remember
• Teach those rules
• Model those rules
• Practice those rules
• Reward those rules
• Share the PIES (Positive Interventions and Effective Strategies) Book with them.
• Point out all the Love and Logic Classroom Techniques
• Enforceable statements
• One Sentence Intervention
• FBA Sample 1 (pages 74-81)
• Groups A, B,C
• FBA Sample 2 (pages 82-95)
• Groups D, E,F
• FBA Sample 3 (pages 96-104)
• Groups G, H,I
• How to communicate with teachers, administrators, bus drivers, paraprofessionals, parents, ancillary staff, advocates etc.
• One Day Later
• Three Days Later
• Five Days Later
• Self-Reinforcement
• Contest- even if you have a learning opportunity you can still win
• Visual Schedules
• Communication Devices
• Transition Items
• Sensory Diet
• High Standards for Work Production
• Sit N Fit Cushions
• Abilitations 29.99
• Wal-Mart 12.98
• Token Economy
• Teacher Messenger
• Break tasks down
• Use visual cues
• Use Mnemonics
• Tape record lessons
• Use Distar Reading (its scripted)
• Token Economy works for attention or escape- they just have to earn tokens to either earn attention or earn a break.
• Make tokens something that are small, quiet, and not too Eddie
• 7 year old mentality
• Fair doesnt mean everyone gets the same
• Fair means everyone gets what they need
• If one person was having a heart attack and I knew CPR but I didnt give it to them because I didnt have time to give it to everyone in the room..Would that be fair?
• Ignoring doesnt work if the reason behind the behavior is to escape
• Ignoring works if the reason behind the behavior is attentionif positive attention is given when the appropriate behavior is performed.
• Signal Control
• Conferencing
• Differential Reinforcement
• Ignoring target behavior
• Giving praise for appropriate behavior
• No longer reinforcing a previously reinforced response (using either positive or negative reinforcement) results in the weakening of the frequency of the response.
• Response Cost--if positive reinforcement strengthens a response by adding a positive stimulus, then response cost has to weaken a behavior by subtracting a positive stimulus. After the response the positive reinforcer is removed which weakens the frequency of the response.
• Operant conditioning forms an association between a behavior and a consequence. (It is also called response-stimulus or RS conditioning because it forms an association between the animal's response behavior and the stimulus that follows consequence)
• serve as a punishment by denying a student, for a fixed period of time, the opportunity to receive reinforcement
• Extinction procedures work well with children who whine, complain, cling, throw tantrums, or call out. Often adults fail to recognize that they encourage these behaviors by giving children attention when they do them. The attention can be as simple as eye contact, sighing, or scolding the student.
• Extinction is NOT effective when students want to be ignored. For instance, children who fail to follow your directions would like you to overlook their inappropriate behavior.
• When selecting behaviors to extinguish, also choose appropriate alternative or replacement behaviors. These are desirable behaviors you want to increase by giving children positive attention when performing them. For example, a parent ignores Amanda when she begs for a particular cereal (extinction), but praises her when she asks politely to consider a purchase (replacement).
• These negotiating behaviors have to be taught.
• Over-used in the classroom and at home.
• Taking away a previously earned privilege or standing
• Example Those red, yellow, green stop cards.
• Research shows over time it does not work.
• Eventually, the child has nothing to lose so they might as well misbehave.
• Other Examples
• Taking away Nintendo
• Taking away something they had been told they could do
• Also, over used.
• Needs to be dignified
• Needs to be a place of not getting attention or being in a cool spot
• Needs to not be isolation where the child is not safe
• Try Australia
• When learning about positive behavioral support and challenging behavior the word "aversive" (from the Latin meaning to "turn away") will probably turn up. Aversives might be understood as quick application of discomfort or pain in response to challenging behavior. Sharp criticisms, slaps, offensive sounds or sprays, social humiliation, removal or desired object, shock, and isolation are aversive applications. In practice, aversives often fail to work. When they do work, their effectiveness diminishes. Besides making the person avoid the punisher, potential harm, and other negative side effects, aversive actions do not teach desirable behavior. From www.pbis.org
• Attention Ignore Pinch Give attention when child uses Clothespin
• Escape- ignore pinch and give clothespin for one hand while hand over hand helping child do requested task.
• Pair with token economy or Now/Then Schedule
• Most important Know how to get out of a bite without hurting child or yourself. Gently close nose of child while pushing toward mouth with area that is being bitten. They will automatically open their mouth- then pull away.
• Attention Ignore bite- be proactive and wear protective clothing.
• Give Chewy Tube to bite and reward with attention for biting chewy tube.
• Escape Do not let them escape work- redirect and give them chewy tube to bite while they work. Use Chewy Tube to block bites on your self.

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