1. Janice Reese April Strumpf
Janice_L_Reese@mcpsmd.org April_C_Strumpf@mcpsmd.org
Special Education Paraeducators Montgomery County Public Schools, Montgomery County, Maryland
National Paraeducator Conference March 1-3, 2012
Please individually complete the T-chart in your folder.
Focus on classroom management.
2. Understand the importance of behavior
management in a classroom
Identify causes of inappropriate
classroom behavior
Learn proactive ways to decrease
inappropriate classroom behaviors
Explore strategies to address
inappropriate classroom behavior
Understand how behavior management
affects classroom management
3. “You can be the reason some student gets
up and comes to school when his/her life
is tough.
You can be the reason some student
‘keeps on keeping on.’
Remember that as long as you are a
[paraeducator], even on your worst day
on the job, you are still some student’s
best hope.”
Larry I. Bell, Strategies That Close The Gap
4.
5. Predictable and reasonable
consequences to student behavior
◦ Consequences can be positive
Consistent use of routines and limits
Feedback that encourages
independence and success for all
students
Modeling for students appropriate
behaviors and high expectations
6. Discipline
Arbitrary and excessive
consequences
Inconsistent limits and routines
Negative, non-productive
comments
“Do as I say, not as I do”
7.
8. “There is no
such thing as
unmotivated
behavior.”
Jane Bluestein, The Win-Win Classroom
9.
10. Students are bored or frustrated with
academics
Students lack the ability to do assignments
Students see no relevance or real world
application for work
Students may not understand behavioral
expectations in the classroom
Students lack self control
Adults send inconsistent expectations
Students may experience external problems:
home issues, lack of food, sleep, medication,
and/or affection
Lack of classroom structure
Medical conditions or diagnoses
Adults lack classroom awareness
Other classroom issues: situational crisis,
other student’s behavior
11. I discovered that… I learned that…
I rediscovered that… I relearned that…
I plan to… I intend to…
13. Know your students
Have a good lesson plan
Model appropriate
behavior
Be ultra aware
Emphasize safety
14. Think about one educator who had a
positive influence on your learning
and another who had a negative
influence…
What qualities
did he or she possess?
Think for a minute or two and share
with your neighbor
15. Fairness Courtesy
Appearance Active
Humor listening
Respect Reestablishing
Realness contact
from The Skillful Teacher
16. Great first draft!
We’ll try later.
This isn’t working.
I know you wish you could…
That won’t work for me.
Think of a solution that will work for both of us.
Can you live with that?
Tell me what you just agreed to do.
Humor me.
Because we’re all different and everyone gets to succeed.
Equally appropriately challenged.
We don’t say that here.
My door is open.
We don’t need to talk about that.
from The Win-Win Classroom by Jane Bluestein
17. Quality and quantity of work
Work habits and work procedures
Business and housekeeping
routines
Interpersonal behavior
18. Clear
Win-win
Proactive
Positive
Shared
Have consistent follow through
19. Have all materials and supplies ready
before the students arrive
Keep focused on the lesson or the
material the students don’t know
Move from one question or task to the
next
Tell the students what to do with
his/her work when finished and what to
do next
20. In terms of teacher stress
and
lost learning time,
what is the biggest
classroom management
issue?
21. The small disruption that
occurs at a high rate
80% consist of students talking when
they should be doing their work.
Another 15% consists of students
being out of their seats when they
should be doing their work.
from Tools for Teaching by Fred Jones
22. I discovered that… I learned that…
I rediscovered that… I relearned that…
I plan to… I intend to…
23.
24. There is no response to backtalk.
Take two deep breaths.
Relax.
Do not speak or sigh.
Do not take it personally.
Backtalk = Power Struggle
25. Flatface response
Broken record technique
Planned ignoring
Non-verbal cues/interventions
Signal interference
Support from routine
Remove the seductive object
Supportive removal (also
known as antiseptic bounce)
29. There is no response to backtalk
Flat face response
Broken record technique
Planned ignoring
Non-verbal cues
Signal interference
Support from routine
Removing the seductive object
Supportive removal (antiseptic bounce)
Proximity
Interest boosting
Direct appeal to values
Support through humor
30. PBIS - Positive Behavioral Interventions and
Supports (National Technical Assistance Center on Behavioral
Interventions and Supports and U.S. Department of Education,
Office of Special Education Programs)
Baldrige - (National Institute of Standards and Technology)
PMAB – Prevention and Management of
Aggressive Behavior (State of Maryland Department of
Health and Mental Hygiene)
Non-Violent Crisis Intervention (Crisis Prevention
Institute)
31. Guided imagery helps you
Use your imagination to take
You to a calm, peaceful place.
Progressive muscle relaxation
is a method that helps relieve
tension.
Breathing exercises can help you relax, because they
make your body feel like it does when you are already
relaxed.
“My life is in the hands of any fool who can
make me angry.” Fred Jones
32. I discovered that… I learned that…
I rediscovered that… I relearned that…
I plan to… I intend to…
33. What is going well for you? What are some challenges?
35. Larry I Bell, Strategies that Close the Gap
Jane Bluestein, The Win-Win Classroom
Fred Jones, Tools for Teaching
Ellen Kronowitz, Teacher’s Guide to Success
Nicholas Long, William Morse, Ruth Newman,
Conflict in the Classroom
Kelly Jo Rowan, beesburg.com
Jon Saphier, Robert Gower, The Skillful Teacher
University of Michigan (UofMHealth.org)
Ruth Musicante & Betsy Povtak, MCPS Dept. of
Professional Growth Systems
Polynesian Spa music
36. “You can be the reason some student gets
up and comes to school when his/her life
is tough.
You can be the reason some student
‘keeps on keeping on.’
Remember that as long as you are a
[paraeducator], even on your worst day
on the job, you are still some student’s
best hope.”
Larry I. Bell, Strategies That Close The Gap