SHIFTING THE CULTURE: CLASSROOM MANAGEMENT AT ITS FINEST Allaina - PowerPoint PPT Presentation

SHIFTING THE CULTURE: CLASSROOM MANAGEMENT AT ITS FINEST Allaina Douglas, M.A. Sloan Storie, M.A. University of Oregon 1

OBJECTIVES • Cover the basics • Group contingencies • Variations and considerations • Celebrations Of Learning (COL) • Group activity with handouts 2

QUICK REVIEW • Positive Reinforcement • Adding something to the environment increases future behaviors • Negative Reinforcement • Removing something from the environment increases future behaviors • Response Cost • Removing something from the environment decreases the future behavior 3

PEER INFLUENCE IN THE CLASSROOM • There are more of them than there are of us! • Peer modeling and attention • What we often see... • Flip the script! • What we want to see... 4

GROUP CONTINGENCIES • Contingencies in which a common consequence is dependent on the behavior of one member of the group , the behavior of part of the group , or the behavior of everyone in the group . • Dependent, Independent, or Interdependent 5

DEPENDENT GROUP CONTINGENCY • Places all the responsibility for earning a group positive or reductive consequence on ONE student • This is the most severe form of group contingency • Consideration: • Should be rarely used with students with frequent problem behavior • Adds social pressure 6

CHANCE JARS • Mixed group contingencies • Variations have been used with both elementary and secondary classrooms • Three Jars: • Group Jar • Student Jar • Mystery Motivator Jar 7

Group Student Mystery Jar Jar Motivator Jar Group Jar • Slips of paper will include: Whole Class, One Student, All who Meet it, and Wild Card Student Jar • Slips of paper include each student’s name Mystery Motivator Jar • Slips of paper with various reinforcers written on them (e.g. free time, homework pass, class game) 8

COL #1 • In dependent group contingencies, the responsibility for earning a group positive or reductive consequence is on... • A) The naughty student • B) One randomly selected student • C) The entire class 9

INDEPENDENT GROUP CONTINGENCY • If the student independently meets the criterion, they are rewarded • Those students who did not meet criterion are not rewarded • Least severe form of group contingency • Considerations: • Student- group’s social engagement 10

What if? Chart Positive Consequences Negative Consequences WHAT IF? CHARTS Good Job! Verbal Warning Token Name is Warning Book Superstar List 5 minutes off recess Classroom Helper Not eligible for lottery • A hierarchy chart which includes preplanned set of Special Time Lose computer reward consequences (both positive and negative) Seat Scramble Eat lunch in classroom • Students must break below a certain number criterion of Spinner Surprise Call to family rules in order to get the “Mystery Motivator envelope” Points Serious Mystery Behaviors: Out-of-class time Motivator out Visit to Principle Suspension 11

COL #2 • In Ms. Kay’s class, 80% met the criterion but 20% did not. What happens? • A) No one will receive a reward • B) Only the 80% will receive a reward • C) Only the 20% will receive a reward 12

INTERDEPENDENT GROUP CONTINGENCY • Students are interdependent on each other to meet a criterion to review the reward • If the group as a whole meets the criterion, they are rewarded • If the group does not meet criterion, no one is rewarded • Considerations: • Works well with groups that compete against each other • “Saboteurs” 13

“SURE I WILL” PROGRAM • Teach students to say “sure I will” when replying to teacher requests • Divide the class into two or more teams • Have each team pick a compliance phrase (e.g. “Sure I will,” “You’ve got it,” “No problem”) • Put the team names on a chalkboard and place a checkmark by a team’s name when an individual team member states a compliance response • Set a criterion so that the teams that make the criterion can be rewarded! 14

Teams Mystery Motivator “Sure I Wills” “You’ve Got its” “Not a Problems” 15

COL #3 • Most of Mr. Roger’s class is continually meeting criterion except for one student. Since the one student is often off task and does not meet criterion, the entire class will not receive a reward. What should Mr. Roger’s do? • A) Continue using group contingency system • B) Tell the student that they are being a saboteur • C) Continue using group contingency system but pull the particular student out of the system and work on other skills until they are ready to reenter the system 16

MIXED GROUP CONTINGENCY • Most powerful contingency for managing peer behavior • Students do not know which types of group contingency (independent, dependent, interdependent) is in effect each day 17

Group Student Mystery Jar Jar Motivator Jar Group Jar • Slips of paper will include: Whole Class, One Student, All who Meet it, and Wild Card Student Jar • Slips of paper include each student’s name Mystery Motivator Jar • Slips of paper with various reinforcers written on them (e.g. free time, homework pass, class game) 18

COL #4 • Which group contingency is the most effect? • A) Interdependent • B) Independent • C) Dependent • D) Mixed 19

REMINDERS... • Classroom rules are the key ingredient • Must be “do” behaviors • Must be taught • Must be monitored 20

STEPS TO IMPLEMENTING A GROUP CONTINGENCY IN YOUR CLASSROOM Step 1. Decide whether a group contingency is really necessary Step 2. Define the target behavior: Observable? Measureable? Trackable? Step 3. Are the students capable of the target behaviors but unwilling to perform it? Step 4. Define the criterion Step 5: Tell the class of the positive reinforcers that can be gained 21

STEPS TO IMPLEMENTING A GROUP CONTINGENCY IN YOUR CLASSROOM Step 6. Tell the class of the mild reductive consequences if criterion is not met Step 7. Post the rules for the group contingency Step 8. Publicly post all group contingency information Step 9. Plan for backup consequences for students that sabotage the group contingency Step 10. Make sure to include all relevant information on the group contingency write-up plan Step 11. Emphasize the positive and cooperative aspect of the group contingency 22

BREAK INTO GROUPS • Consider all the group contingencies, what would work best for your classroom? • How would you go about implementing the system? • Follow the hand out 23

THANK YOU! • For more resources or if you have any questions please contact: • allainas@uoregon.edu • sloans@uoregon.edu 24