Managing Unmanageable Students : Practical

This book provides practical guidance to making schools safe and humane learning environments through behavior management.

List of Forms and Exhibits

ix

Preface

x

Overview of the Contents

xi

Acknowledgments

xii

About the Authors

xiv

Managing Unmanageable Students: Who Needs to Change?

1

(17)

Are You a Part of the Problem or a Part of the Solution?

2

(2)

The Administrivia Administrator

2

(1)

It Is Not in My Job Description

2

(1)

Marine Drill Instructor

2

(1)

Psychotherapist

2

(1)

``We Want Our Students to Be Intrinsically Motivated''

3

(1)

The Invisible Presence

3

(1)

The Latest Innovation Is the Miracle Solution

3

(1)

It Is All Your Fault

3

(1)

Hear No Evil, See No Evil

4

(1)

Get This Child Out of My Building

4

(1)

Troublesome Teachers Can Lead to Troublesome Students

4

(3)

Burned-Out at 35

5

(1)

My Classroom Is Not a Fishbowl

5

(1)

If Only

5

(1)

First to Any Fad

5

(1)

Put on a Show

6

(1)

What Month Is It?

6

(1)

The Control Freak

6

(1)

It is Not My Problem

6

(1)

It is Not in My Job Description (in the Contract)

7

(1)

I Am Really Not Sure What the Problem Is

7

(1)

The Top 10 Behavior Problems of Today's Students

7

(3)

Leaving School Grounds

8

(1)

Physical Aggression Toward Others With Hands, Feet, and/or Objects

8

(1)

Disturbing Others With Hands, Feet, and/or Objects

8

(1)

Use of Disrespectful and/or Threatening Language

9

(1)

Inappropriate Use of School Materials

9

(1)

Talking Out in Class

9

(1)

Out-of-Seat Behavior

9

(1)

Noncompliance With Teacher's Requests and Directions

10

(1)

Inability to Work Independently Without Adult Intervention

10

(1)

Nondisruptive Disorganized Behaviors

10

(1)

A Problem-Solving Process That Works

10

(8)

What Is the Critical Problem?

11

(1)

Where, When, and How Often Is the Behavior Occurring?

11

(1)

What Do the Parents and the Student Think?

12

(1)

What Patterns Emerge From Examining the Data?

13

(1)

Figure Out What Needs to Change: Environmental, Instructional, and Curricular Adaptations

13

(1)

Make a Hypothesis About the Function/Purpose of the Behavior

14

(1)

Develop a Plan

15

(1)

Implement the Plan

15

(1)

Figure Out of the Plan Has Worked and Change It If Necessary

15

(1)

Decide What to Do Next

16

(2)

What You Need to Know

18

(26)

The Problem-Solving Process:Step 1 Through 4

20

(23)

What Is the Critical Problem?

20

(10)

Where, When, and How Often Is the Behavior Occurring?

30

(8)

What Do the Parents and the Student Think?

38

(3)

What Patterns Emerge From Examining the Data?

41

(2)

What Comes Next?

43

(1)

What You Need to Do

44

(33)

The Principal's List

44

(7)

Things to Do

44

(1)

Things to Think About

45

(6)

The Problem-Solving Process: Step 5 Through 10

51

(22)

Figure Out What Needs to Change: Environmental, Instructional, and Curricular Adaptations

51

(3)

Develop a Hypothesis About the Function/Purpose of the Behavior

54

(6)

Develop a Plan to Change the Unwanted Behavior

60

(10)

Implement the Plan

70

(1)

Figure Out If the Plan Has Worked and Change It If Necessary

71

(1)

Decide What to Do Next

71

(2)

What to Do If Nothing Is Working

73

(2)

It Is Not as Hard as You Might Think

75

(2)

Rewards and How to Use Them Effectively

77

(23)

Rewards and How They Work

77

(17)

Ways to Overcome Resistance to the Use of Positive Reinforcement

78

(2)

Our Favorite Reinforcement Ideas

80

(3)

Positive Reinforcement Guidelines

83

(4)

Reinforcer Pitfalls

87

(1)

The Dreaded ``Criticism Trap''

88

(6)

Developing a Plan That Uses Reinforcement Effectively

94

(6)

Greg's Reinforcement Plan: DRO

96

(4)

Punishment: What It Is and How to Make It Work for You

100

(15)

Punishments and How They Work

101

(9)

When Is a Punishment Not a Punishment?

101

(1)

Why Punish?

102

(1)

The Principal's Role in Punishing Students

102

(1)

Punishment Guidelines

103

(3)

Punishment Pitfalls

106

(2)

Effective Punishment Options

108

(2)

Using Punishment Effectively: A Sample Response Cost Plan

110

(5)

John's Response Cost Plan

111

(4)

Effective Teachers Equal Effective Students: Critical Teaching Behaviors

115

(14)

Critical Teaching Behaviors

116

(12)

Planning the Physical Environment

116

(3)

Using Structure and Routine to Establish Predictability

119

(4)

Active Monitoring

123

(1)

Organizational Skills

124

(3)

Animated Teaching Styles

127

(1)

Your Role as an Instructional Leader

128

(1)

Learning: The Magic Wand for Good Behavior

129

(22)

Confused or Bored: The Two-Edged Sword

131

(1)

The 80% Commandment

131

(1)

The 100% Snore

132

(1)

Solutions to the Two-Edged Sword

132

(7)

Retool Your Grouping Strategies

132

(7)

Fine-Tune Instructional Changes

139

(6)

A Variety of Learning Tasks

139

(2)

Structured Choices

141

(1)

Keep Things Moving

141

(1)

Use Effective Teaching Sequences to Maximize Learning

142

(3)

What Is the Learning Quotient in Your School?

145

(5)

Determining If Your Classroom Environments Are Maximizing Learning

145

(1)

How to Collect On-Task Data

146

(4)

The Challenge Is Yours

150

(1)

The Proactive Principal: Fifty Things You Can Do Tomorrow

151

(14)

CONCLUSION

165

(11)

APPENDIXES

Appendix A: Reference Tools for Principals

168

(4)

Appendix B: Practical Tools for Teachers

172

(2)

Appendix C: Resource Library for the Parents of Elementary School Students

174

(2)

References

176

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Managing Unmanageable Students : Practical Solutions for Administrators

Summary

Table of Contents

Supplemental Materials