positive behavioural support

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Slides from Class 10

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Slide 1:

Building Community & Positive Behavioural Support EDUA 5600

New Document:

New Document This support document describes both proactive and reactive procedures and practices associated with positive behaviour support for use in the Manitoba classroom context. These procedures and practices are presented as key elements that teachers have found useful to increase success rates and reduce negative behaviour, thereby enhancing their ability to deliver effective instruction to all students.

Key Elements:

Key Elements Positive Relationships Classroom Organization Differentiated Instruction Classroom Behavioural Expectations Social Skills Instruction Positive Reinforcement Fair and Predictable Consequences Gathering Data to Understand Student Behaviour Planning for Behavioural Changes

Roots of Approaches to Behaviour:

Roots of Approaches to Behaviour Behaviourism

Goals:

Goals Develop an understanding of the theoretical foundations of common approaches to behaviour management and learn about alternative strategies for responding to social and behavioural problems.

Does it work?:

Does it work? According to Manitoba Education, children experiencing behavioural challenges have been identified as the fastest growing special needs population in Manitoba. Students with behavioural challenges are more likely to be placed in segregated programs.

Outcomes:

Outcomes Students with behavioural and/or emotional difficulties are at increased risk of dropping out of school, being arrested, being incarcerated and/or being unemployed once they are placed in segregated programs.

Discipline through Raising Responsibility:

Discipline through Raising Responsibility

Six Thinking Hats:

Six Thinking Hats

Six Lenses of Examination:

Six Lenses of Examination

Slide 11:

What are the facts?

What feeling do these ideas evoke?:

What feeling do these ideas evoke? How do I feel about this? What do I like about the idea? What don't I like about this?

Slide 13:

What are the positives that may be involved? What are the good points? Why should this be done? Why is this a good thing? Why is this

What might be the downside of these ideas?:

What might be the downside of these ideas? What is wrong with this? Will this work? Is it safe? Can it be done?

What is it similar to? What is it different from?:

What is it similar to? What is it different from?

What are the creative possibilities that might be explored?:

What are the creative possibilities that might be explored?

Task:

Task Before reading Assign white, red, yellow, and black hats to group members. During Read the article, keeping the six hats in mind but with emphasis on your assigned hat. After Discuss your thoughts and feelings – start with the white hat. Consider the blue and green hat perspectives as a group.

Behavioural Principles:

Behavioural Principles Understood by few Practiced by many

Operant Conditioning:

Operant Conditioning

Principles:

Principles Reinforcement Any behaviour followed by a pleasant consequence is more likely to happen again. Behaviour Punishment Any behaviour followed by an unpleasant consequence is less likely to happen again. Behaviour

Punishment:

Punishment Positive + Negative - Add (+) something unpleasant Take away (-) something pleasant Presentation Punishment Removal Punishment

Reinforcement:

Reinforcement Positive + Negative - Adding (+) something pleasant Taking away (-) or avoiding something unpleasant

“Okay boys, I've had to call in the vice principal about your fighting. Play nice and I'll make him go away.”:

“Okay boys, I've had to call in the vice principal about your fighting. Play nice and I'll make him go away.”

Slide 25:

“Hey, wait a minute! You're cleaning erasers as a punishment? I'm cleaning erasers as a reward!”

Functional Behavioural Assessment:

Functional Behavioural Assessment A collection of methods for gathering information about antecedents, behaviours, and consequences in order to determine the reason ( function ) of behaviour. These data provide a rational basis for developing interventions

Messages of Misbehaviour:

Messages of Misbehaviour I have an unmet need I lack a skill There is a lack of fit

Does the student have an unmet need?:

Significant Competent Powerful Does the student have an unmet need?

Does the student lack skills?:

Does the student lack skills? Language Academic Social Anger management Problem solving Conflict resolution

Is there a lack of fit between the student and the classroom?:

Is there a lack of fit between the student and the classroom? Student Temperament Learning style Culture Abilities and experience Environment Classroom set-up Curriculum Daily schedule Teaching style

Next class: :

Next class: Unit 3 test Unit 3 assignments due Test questions due