{"id":1007,"date":"2016-09-13T16:11:55","date_gmt":"2016-09-13T23:11:55","guid":{"rendered":"https:\/\/magoosh.com\/praxis\/?p=1007"},"modified":"2018-12-14T22:22:53","modified_gmt":"2018-12-15T06:22:53","slug":"use-positive-behavior-management","status":"publish","type":"post","link":"https:\/\/magoosh.com\/praxis\/use-positive-behavior-management\/","title":{"rendered":"How to Use Positive Behavior Management"},"content":{"rendered":"

\"How<\/a><\/p>\n

Source: Flickr user Joel Telling<\/a><\/p>\n

Did you know that kids need to hear 5 positive things for every 1 \u201ccorrective\u201d or negative thing? Positive behavior management focuses on the behaviors you want to see in the classroom. With practice, this method can make the classroom a much happier place both for kids and teachers! Here\u2019s how to do it.<\/p>\n

Behavior is Communication<\/h2>\n

This is huge! Communication isn\u2019t just speech. Kids (and adults) communicate with behavior, too. Sometimes behavior comes from a need that isn\u2019t being addressed. Try to figure out what is motivating the behavior you\u2019re seeing.<\/p>\n

\u2022 Is the child hungry?
\n\u2022 Is she unable to communicate her feelings verbally?
\n\u2022 Could the child that seems like he isn\u2019t paying attention actually be struggling to see the board?
\n\u2022 Maybe she is frustrated because she doesn\u2019t understand.<\/p>\n

Of course, those are only a few examples. Do your best to figure out why the behavior is happening, and start there. Address the root cause of the behavior (e.g., hunger) before addressing the behavior itself (e.g., temper tantrums). Sometimes, the behavior will be to seek your attention or a peer\u2019s attention, but rule out everything else first.<\/p>\n

Pay Attention to the \u201cGood\u201d Behavior<\/h2>\n

Behavior isn\u2019t just the \u201cbad\u201d stuff you wish students would stop doing. Behavior is also the \u201cgood\u201d stuff you love to see. Kids are smart! They learn quickly what you pay attention to. Use that to your advantage and pay attention to the behavior you\u2019d like to see! Remember that bit about kids needing to hear 5 positive things for every 1 corrective thing? Here is where you use that.<\/p>\n

Here is how it looks:<\/strong>
\nDuring group work, two students are talking together excitedly about the passage they read. They are a little loud, but they are on topic and engaged! As the teacher, you come by and simply point out positive behavior. Sometimes this is called \u201ccatching kids being good.\u201d Try to be specific. You might say, \u201cTosha and Maria, I hear you sharing lots of ideas about our reading!\u201d Or, \u201cyou are working hard to answer the reading questions.\u201d Or, \u201cyou are taking turns sharing your thoughts, that\u2019s what good listeners do.\u201d Whatever it is you would like to reinforce, \u201ccatch\u201d kids doing it, and let them know exactly what they were doing right so they know how to do it again.<\/p>\n

Don\u2019t<\/strong> just say \u201cGood job\u201d over and over. This is nice, but it doesn\u2019t tell kids what exactly they are doing right, or why.
\nTry to avoid<\/strong> value judgements, like \u201cI love how Markus is sitting.\u201d This sends the message that Markus should sit nicely just to please you, instead of the real reason, which is to let the kids behind him see the board.<\/p>\n

Ignore \u201cBad\u201d Behavior as Much as Possible<\/h2>\n

If you have gone through the process above to rule out any other explanations for \u201cbad\u201d behavior, the best approach is often to ignore it. I know, this sounds crazy! Stay with me. Think through these two scenarios:<\/p>\n

1. You\u2019re trying to get the class settled down after they come back into the classroom from art. You are making yourself hoarse trying to make yourself heard over the clatter, shouting, \u201cOlivia, sit down! Angel, please be quiet. Jake, put that back in your backpack and go to your desk.\u201d You are getting stressed. Meanwhile, the 15 students who came right in and went right to their seats have not been acknowledged at all. Olivia, Angel, and Jake have learned that they need to be disruptive to get your attention, and the other students are learning from their example. Because of this pattern, many students have not heard much praise or positive reinforcement this week and are beginning to think of themselves as \u201cbad.\u201d<\/p>\n

2. You\u2019re trying to get the class settled down after they come back into the classroom from art. You have taught the transition routine clearly at the beginning of the year, so each child knows that they are supposed to come in, put their art supplies in their backpack, and sit down quickly and quietly. Several students come in making a lot of noise and not following the routine. You quietly go around giving specific positive praise, like, \u201cMaribel, you put your colored pencils into your backpack right away,\u201d or, \u201cArmani, you are using such a quiet voice. That makes it nice and quiet in the classroom, thank you.\u201d You watch the students who are behaving loudly. Several notice the calm atmosphere and begin to follow the routine more quietly. You quickly reinforce them, \u201cAngel, you calmed your body down to keep yourself and your classmates safe,\u201d and \u201cOlivia, you noticed how quiet it was and made your voice soft. Great paying attention!\u201d Jake notices that his peers are being reinforced for positive behavior and quickly changes tack, heading for his backpack. You reinforce quickly, \u201cJake, good work following the routine by putting away your art supplies.\u201d<\/p>\n

Scenario two is much more pleasant both for you and for kids! Positive behavior management can really work and create a much happier classroom environment. Give it a shot. \ud83d\ude42<\/p>\n","protected":false},"excerpt":{"rendered":"

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