Tag Archives: behavior intervention

Behavior Badges

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Behavior Badges are a visual “badge” that students can either wear, tape to their desk, or the teacher could use as a whole class visual/system.  Having a goal that is visual is very important to many students (and adults).  Personally, I use an agenda every day that keeps my daily goals in order and have to do list visual next to me on my desk.  Recently, I have also begun using sticky notes and thus the idea of a similar method for kids came into my head that was more “kid friendly”.

If the teacher wants to use behavior badges as a classwide intervention, then one behavior should be picked that the teacher will be focusing on that day.  Below is a list of some of the most common behaviors I have seen over the last few years, all stated positively!

Take responsibility for actions and do not blame others
Accept corrective Feedback without being negative.
Get along with classmates by showing socially appropriate behaviors.
Keep my hands and feet to myself.
Prepared for class with all necessary materials.
Focus on teacher instructions and assigned work.
Respectful and comply with adult request without arguing.
Controlled emotions when faced with a difficult situation.
Raise hand before speaking.
Sit in my chair and work quietly.
Complete and turn in all school work on time.
Travel quickly and quietly in the hallway.

After choosing the behavior, the teacher would post it the front of the classroom and with either stickers or check marks the teacher would reinforce the behavior throughout the day when the WHOLE class is completing the behavior.  This could be done on random hourly intervals For example, at 9:05, the entire class is keeping their hands and feet to their self then the teacher would put a sticker on the badge.  This would be done throughout the day at 10:05, 11:05, 12:05, 1:05, and 2:05.

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If the entire badge is filled out with stickers at the end of the day, the class would earn a group reward which could vary.  Check out Reward Menus for some different, simple ideas.

The same type of system could be used with an individual student or a small group of students in the classroom that need a little extra push!  Some students may simply just need the visual badge on their desk without the spot for stickers as a reminder throughout the day.  The teacher would point or refer to the badge when needed.  Other students may actually need the tangible sticker or check mark placed in the circle to remain focused towards their goals.

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Once the student has mastered the goal on their behavior badge, you can move on to a new goal to target.  If you would like a copy of 12 different behavior badges and their sticker counter part, click on the below image.

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Coloring for Good Behavior

For little children, a typical behavior chart with the day broken down into individual time slots may not be effective.  Little children (3-6) sometimes need more immediate and interactive reinforcement.  If you have a child that needs more “action” when reinforcing behavior, you might try a simple coloring sheet that has very defined areas, such as a color by number or letter sheet.

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After finding a coloring sheet, you would identify a behavior that you are targeting with the child.  This should be kept simple and positively stated. Some examples could be: stay in assigned area, follow directions the first time they are given, or transition quietly.

When picking what type of coloring sheet, determine how often you want to reinforce the behavior, meaning how often can the child color in one portion of the coloring page.  You could keep it small with just a few different portions to color, such as the example below which has seven sections to color.

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Or you could have a large coloring sheet with many individual segments.  Whichever you choose, remember the child needs to be allowed time immediately after the desired behavior to color in a portion of the coloring sheet.

The coloring sheet should also have definite “areas” to color very similar to a color by number coloring page.  This will prevent possible arguments as to which area can be colored!

It is also beneficial to stick to a child’s interests when choosing the coloring page .  For example, if the student really likes dogs, then find a dog coloring page.  Or if the child likes a particular cartoon or movie character, find a coloring sheet to match their interests.  Once the child colors the entire page, then a larger reward is given.  This reward should be predetermined.  Check out this article on reward menus to get some different ideas on how to make up a reward chart.

Another way to implement this type of behavior reinforcement program is to use color by number sheets.  Every time the child preforms the desired behavior then they can color one number of the sheet.  If you decide to break the day into 8 individual segments, then the child could color the number that goes with the time of day.  If the entire picture gets colored, then the child will receive a reward.

Of course, you can find coloring books almost anywhere; however most of them do not have defined areas to color.  Here are some additional website of coloring pages that might be helpful.  Happy Coloring!!!

Free Printable Behavior Charts

Reward Charts for Kids

Free Printable

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Catching the Holiday Spirit: Management Tips to Keep Students on Track

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With holiday season approaching us, classroom behavior can start to escalate as students are getting excited and teachers are getting worn down!!  Now is the time to add a couple new tricks to your behavior tool belt.  I’m excited to be Linking up for Focused on Fifth for Unwrapping Holiday Classroom Ideas.  Today’s topic is Management Tips to Keeps Students on Track.

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The Yes/No intervention is simple to implement and keeps students on track for those last weeks before Christmas Break.   This intervention is based on probability.  The teacher refreshes the students in the classroom on the rules or expectation.  The students model the correct behavior, so everyone knows the how to follow the expectations.  Throughout the day, the teacher places “Yes” cards in the jar when students are performing appropriate behavior.  The teacher places “No” cards in the jar when the students are exhibiting negative or disruptive behavior.

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At the end of the assigned period or at the end of the day, the teacher will draw a card out of the jar.  If a “Yes” card is drawn, than students receive the reward.  This reward should be placed in an envelope at the beginning of the day.  It could either be a “mystery” or something all students have chosen.  If a “No” card is drawn, then the students will continue with their academic work.

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To ensure, students “buy in” to the system, it is important to place more “Yes” cards then “No” cards in the jar during the first couple of days.  When placing a “Yes” card in the jar, the teacher should describe the behavior, such as “Thank you Ben for following directions”.   If a “No” card is placed in the jar, the behavior should be explained, such as “Ben I am putting a No card in the jar because you are out of your assigned area.  This intervention could also be adapted to use with individual students.

Grab a FREE copy of Yes/No cards HERE and make sure you check out other great ideas by clicking the link below.   Happy holidays!

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Back to the Basics: Behavior Charts

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Sometimes it is easy to get caught up in creative and involved behavior interventions and charts, but going back to the basic behavior chart can solve many behavior problems in the classroom, especially with parent support.

There are a couple KEY thoughts to keep in mind when setting up the chart—

1. How many times you want to divide the day in order to rate the behavior? 

At the very least I would suggest dividing the day into two parts, but some of the most successful charts I have seen are divided by subject and/or time.  The chart below is divided into six different time segments.

chart32. How many behaviors will you include on your chart? 

Some of the biggest detriments to behavior charts are including WAY too many behaviors and the behaviors are stated negatively.  Such as “No hitting” instead of “Keep your hands and feet to yourself”.  In order to keep it simple and most likely more successful, start with only one or two behaviors.

3. What kind of rating scale will you use?

A simple check mark can work in some cases to indicate the student achieved the desired behavior during class.  I have also seen teachers use stamps and stickers to put in the box if the student completed the desired behavior.

A point system in the example above  could also be used and the student earn 1, 2, or 3 points during the assigned time.  For younger students a smiley or frowney face can be used.

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4. What will be the students’ goal?

The goal must, must, must be obtainable.  When choosing a goal, think about the students’ current progress and make the goal very close to how he/she is currently performing.  In order for a student to “buy in” to the system, they must have a goal they can achieve immediately in order to get reinforced immediately.

5. Who will be in charge of providing the reward?

Many times behavior charts are created and have no reward attached to them or the reward is not immediate enough for that individual student.  Most times, the reward needs to be provided at the end of the day.  Having the parent on board and providing a weekly reward at home can also be very helpful.  I have seen parents that have given their child time on the computer or game system based on the number of points they have received.  Such as 20 points equals 20 minutes on the computer/game system.

What other additions would you make to the chart?

Some teachers like to have a comment section on the chart or a place to write homework.  Additionally, placing the student goal on the chart is important, as well as a line for the parent to sign.  In order for lasting change in student behavior, both teachers and parents need to be reinforcing the use of the chart with the student.

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No matter what chart is used, it must be consistent.  Implementing the chart only one or two days will NOT work.  Give it a least of week and if it is not working try adjusting the goal or reward.

You can check out different behavior charts by clicking here.

Minds in Bloom Guest Post

I’m so excited to have a guest post on Minds in Bloom.  Here is a sneak peek of the post!

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Hi everyone! My name is Laura, and I’m the blogger behind Discovering Hidden Potential. I’m excited to share some different classroom management ideas with you today. Thank you so much Rachel for this opportunity. With different personalities and needs that teachers encounter in the classroom, sometimes it can be hard to find the “right fit” when it comes to classroom management. The typical one-size-fits-all management system might…..

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Self Monitoring Charts

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Self Monitoring Charts are a great tool that is not used very frequently.  Typically, teachers will opt for a standard behavior chart where the day is broken down into subject areas and the teacher gives points, smiley faces, checks, etc when the student is meeting the target behavior.  A self monitoring chart can be developed in a very similar fashion, but with the added bonus of starting to put more responsibility on the student for “checking” their behavior.

While older students may be able to complete a chart without having a “teacher rating” system attached, I have found that creating charts that have both a teacher and student rating scale are more effective.  An example of a very simple chart that does not divide the day into individual time frames is below.  In this chart two behaviors are identified as target behaviors–I will stay in my assigned area and I will complete my classwork.    The teacher and student review the target behaviors at the beginning of the day.  At the end of the day, both the teacher and the student rate how  successful the student was at meeting the goals.

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This particular form has a place for the parent to sign and a reward could be attached to receiving either all smiley faces or matching correctly to the teacher’s rating.

For more challenging students, the day will probably need to be broken down into smaller parts such as it is in the below chart.  In this chart the day is broken down into 6 subject areas and the teacher and student can rate a target behavior during each of the subjects.  There is also a place to circle if the student and teacher rating matched.  I have found this to be particularly motivating for students and prevents them from circling positive marks even when their behavior has been poor.  In order to attempt to get a student to be honest and truly monitor their own behavior, it may be beneficial to reward the number of matches between teacher and student behavior even when both teacher and student rate the behavior poor.

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Another option could be the following chart which includes three behaviors (Stay in Seat, Hands and feet to self, and complete work) and +/- signs to rate the behavior.  It does not give a place to indicate if the teacher and student rating matched, but it does give a goal # at the top.  This is the number of “+” marks that are circled by the teacher.  At the end of the day if the number is the same on both the student and teacher copy, then the student could earn an added reward or bonus.

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In this example the goal number is 10.  The top copy is the student copy and the bottom copy is the teacher copy.  Based on the student’s ratings, he received 12 “+” marks.  However, the teacher rating is different and is only 9 “+” marks, thus not meeting his goal.  This provides an opportunity for the teacher and student to go back through the day and discuss the differing opinions of behavior.  Depending on the maturity and developmental level of the student, it can lead to a more realistic view of their own behavior.

Self Monitoring Charts are definitely worth a try when the class-wide systems is not working for a student and when you are trying to teach students to monitor their own behavior….something they will eventually need to learn!

You can get a copy of some of the different self monitoring charts shown above by clicking on the following image.

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I’m also linking up with RclassroomsRus for Friday’s News to share what we have done this week.  Check it out here.

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Timer Surprise

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Timer Surprise is a behavior intervention that works because of the element of “surprise”.  There are two different ways this intervention can be implemented–whole group or with individual students.

To implement with the WHOLE CLASS,  the teacher will utilize the rules and expectations already posted in the class.   First, students should be very aware of the rules and know exactly the behaviors that are needed.  The teacher then uses a standard egg timer and arbitrarily sets the timer, so no one knows when it will go off (you can also use the timer on the Promethean board if you have one.)    When the timer goes off, the teacher looks around the room to see if the students are following the class rules. All rules can be used or only one rule may be designated for each interval.  If the class is following the rule, then some type of  reinforcement is given, such as a check, link in class chain, or other class-wide reinforcement system.   The teacher then resets the timer without looking at the amount of time and follows the same procedure.  This procedure takes very little time and is effective because it is intermittent and random.

To use with INDIVIDUAL STUDENTS, the teacher may want to use a “Timer Surprise” monitoring sheet such as the one below that student’s can use to track their behavior.

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Individual behaviors are identified such as staying in seat or completing work.  When the timer goes off, the student refers to the monitoring sheet and circles either “yes” or “no” depending on if he/she is exhibiting the behavior.  One of the powerful attributes of this technique is the student is completing the sheet and not the teacher, which makes the student reflect and monitor their own behavior.

At the beginning of the day, the teacher and student should decide on a goal number of yes responses that need to be circled.  At the end of the day, the number is added up.

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If the student meets the goal, then the teacher could use a REWARD MENU to further reinforce the positive behavior.

You can get a FREE copy of a Timer Surprise monitoring sheet by clicking the below link!

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Guest Blogger on Student Savvy

I’m very excited to be a guest blogger on Student Savvy.  The post was uploaded yesterday afternoon.

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Here is a peek at the article…..

6 Simple Strategies to Boost Student Behavior

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Student behavior can be quite complicated but the strategies teachers use can be simple, and yet still effective.  These six easy-to-implement behavior interventions are simple ways to boost your students behavior.  You can never have too many strategies since you never know what unique learner will be entering your class……To read the entire blog post click here.

Thanks so much Suzy!

 

I’m also linking up with RclassroomsRus for Friday’s News to share what we have done this week.  Check it out here.

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Self-Addressed Discipline

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Self Addressed Discipline is a good strategy to use when you have parents who are equally responsive to their child’s behavior as you.  When a student continues a behavior (calling out, out of seat, etc.), after a couple of warning, he/she is required to complete a form letter.  The letter identifies the inappropriate behavior and an explanation of how the student plans to correct the behavior in the future.

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The completed form is then put into an envelope with the parent name.  The student is informed that the letter will be placed in a file unless the student exhibits the inappropriate behavior again within a designated time frame (that day, that class period, etc.).

If the behavior occurs again then the letter is sent home or it could be scanned and emailed to the parents.  Parents should understand the meaning of this form.  The power behind this strategy is that the student knows the letter is sitting and ready to be sent home and the teacher is not making an idle threat such as “I’m going to call your parents”.  Some children can regain control of their behavior once the letter is ready to be sent home.

Get a FREE copy of the formed letter above HERE.

Mystery Hero Student

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This strategy is helpful when a couple students are creating most of the behavior problems within the classroom.  The teacher explains that there is a student’s name written down and kept in the mystery hero student envelope.  Throughout the day, the teacher will be watching this student to see if they are following the classroom expectations or some other set criterion (ex: staying in seat, raising hand, keeping hands to self).

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If the mystery student meets the set criterion or expectations, then the whole class receives a reward and the name of the student will be revealed.  The rewards do not need to be big or even tangible.  I plan on having a future post about reward menus that will give lots of ideas! If the criterion is not met then the name of the student is not revealed (you do not want to embarrass the student) and another chance is given the next day.

Another option could be putting all the student names on popsicle sticks and place them in a jar.  At the end of the day, the teacher would pull out one stick.  If the student whose name was drawn has followed all the expectations throughout the day, then the student will get his/her name put on the “Mystery Hero” wall and be given a mystery hero certificate.

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You can create a bulletin board to post the names of the mystery hero students when they have been revealed.  I have created a Mystery Hero set that you can get HERE.