Mistakes and Fixes
Define a misbehavior by its function (ex. ignore off task behavior and only give the student attention when he/she is behaving appropriately).
What is a fix for defining misbehavior by how it looks?
Appropriately plan for transition time (ex. make transition expectations consistent, have brief lessons and reviews of expectations, and provide signals or cues for pending transitions).
What is a fix for lack of planning for transition time?
Use academic instruction as a behavior management tool (ex. let students establish their own learning goals and relate lessons the students' lives and interests).
What is a fix for missing the link between instruction and behavior?
Assess the behavior directly determine its function (ex. use an ABC chart to get a full picture of the misbehavior and its function and teach and reinforce a replacement behavior that serves the same function).
What is a fix for asking "Why did you do that?"?
Ignore wisely (ex. We should only ignore behaviors motivated by our attention. Ignoring must be used in combination with behavior-building strategies such as reinforcement of appropriate behaviors, replacement behaviors, and reinforcing peers).
What is a fix for ignoring all or nothing at all?
Take student behavior professionally, not personally (ex. professionals have realistic expectations for improvement of behavior and know that there are no quick fixes with lasting effects and professionals ask for help when needed).
What is a fix for taking student behavior too personally?
Try another way (ex. verbal redirection, proximity control, reinforcing incompatible behaviors, changing the academic task, or providing additional cues or prompts).
What is a fix for "trying harder" when an approach isn't working?
Follow the principles of effective timeout (ex. the "time in" area must be more reinforcing than the "time out" area).
What is a fix for overuse and misuse of time out?
Follow the guidelines for classroom rules (ex. classrooms should have 4-6 rules that govern most situations).
What is a fix for violating the principles of good classroom rules?
Have clear expectations that are enforced and reinforced consistently (ex. reviewing expectations and rehearsing rules help build routines and minimize potential problems).
What is a fix for inconsistent expectations and consequences?
Treat some behaviors as "can't dos" (ex. identify when and where the behavior occurs, specify what you want instead, have the student practice the appropriate behavior, provide strong reinforcement, prompt expected behaviors, and collect data on student performance).
What is a fix for treating all behaviors as "won't dos"?
Include students, parents, and others in classroom management efforts (ex. use self monitoring and peer mediation to help manage behavior).
What is a fix for viewing only ourselves as the classroom manager?