These management tools and interventions can be teacher-made, applications on a smart phone or tablet, or store bought. Considering that teachers are on a constant budget, free or teacher-made tools are typical the most effective and implemented. I'm going to list, define, and state the purpose of each item and provide examples on how they can be used in the classroom.
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*It is important to note your audience! Some students with intellectual disabilities or sensory challenges may see the cone as a toy or want to use it for something else. Be mindful of your student/child and the strategies you incorporate in school and at home.*
1) Classdojo: Classdojo is an app that can be accessed through the link or downloaded on a smart phone or tablet. Teachers are able to communicate with parents, similar to text messaging, on the app and send pictures and videos of their day-to-day routine. Classdojo also allows
the teacher to use this app for behavior management purposes by giving points to the students that are behaving well or need more prompting. The students are able to gain points based on how well they do in the class, and if they are not behaving, points are deducted. Some teachers use the allocated points as an opportunity for students to go to the Treasure Chest for rewards or give other tangible items such as a pizza party, stickers, and etc.
2) Antecedent-Behavior-Consequence (ABC) data sheet: This sheet is completed to
assess the cause of a behavior and the consequence for that behavior. It helps gather observable events and behaviors to start creating a FAB to use for a BIP. The antecedent helps identify the cause of that behavior transpiring and the locus, setting, of that behavior. It also takes into consideration the people involved. The behavior identifies the internal and external factors that are being observed. Lastly, the consequence identifies what was done by the teacher regarding the child exhibiting that behavior. It is important to express that an ABC sheet can be completed for any child, regardless of BIP or not and it can be used on IEPs meeting and conferences. This data sheet helps identify the behavior the teacher would like to focus on prior to the initiated intervention.
3) Behavior Charts: This chart can be used as a
visual guide in the classroom with all
the students names presented, organized by colors or the happy, sad, or straight face. The students can either start with their names clipped on the happy face and work to stay in that section or the teacher can arrange it to where the students all start on the sad face and work their way up. Rewards or gestures such as a high-five and verbal praise can be given when the students achieved positive behavior in the class throughout the day. Some teachers may have a different behavior chart based
on their class and their students needs. Behavior chart an also include items related to the child's IEP such as working well with others, playing in designated area(s), and etc.
4) Hand Signals: Hand signals are used as a
strategy to minimize or extinguish inappropriate behaviors before they start. Typically, students will try to do any and everything to gain the teacher's attention or escape from completing an undesired task. By demonstrating and teaching the different hand signals, students will be able to address their needs and wants without saying a word or stopping the class to make a request that could have been answered with a nod. Teaching hand signals must be taught the first day of school and constantly used throughout the year. Teachers in other classrooms, such as electives and resource rooms, are able to use this in their classroom to maintain, generalize, this strategy.
5) GOT CAUGHT BEHAVING!: Similar to the Got Caught Reading method, this strategy is
geared to students that are behaving or working appropriately to receive recognition for a job well done. A teacher may circle around the class and congratulate or praise a student, either by whispering to the selected student or in-front of the class, when he or she notices a particular behavior. This causes a ripple affect by the other students wanting the same praise so they begin to act accordingly. This strategy also serves as a means to ignore inappropriate actions and focus on the desired behavior for a higher likelihood of the student repeating the positive behavior.
6) Cone on the Table: Back when I was teaching First grade, I had a yellow cone that I
used that read "Good Job!" on it. The cone was a dollar and I used it when I noticed a table of students were all ready to start the day by sitting with their hands folded and sitting up straight or were working quietly and collectively. Once the students saw the cone was out, everyone tended to work harder so they can receive the cone on their desk for the day. This strategy can be used with an independent student or a group of students to set the tone or standard on how others should behave.
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7) Classroom Jobs: This a veteran classroom strategy that, if implemented correctly,
serves two purposes; controlled behavior and help within the class. Teachers have used this as a means to get the students to work diligently to prove themselves capable of handling classroom responsibilities and as a reminder for good behavior. For example, if a student turned in all their work, remained helpful in the class, and met the teachers expectations, the teacher will then assign him or her a classroom job for next week or the next day. Jobs may include a class line leader, a teacher's assistant, trash collector, paper passer, and so on. With this strategy, the teacher must teach and demonstrate what's expected of the student and provide opportunities to other students that are looking forward to earning a job. It is important to note that once the jobs are delegated, if the student is not meeting the requirement, then they can have their job given to someone else. By doing this, you as the teacher, are teaching skills and can facilitate the classroom while teaching versus running it on your own, which can be overwhelming.
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8) Token Economy System: For this strategy, teachers can use tokens or marbles, place
them in a jar, preferably plastic, and add a token each day or each moment in the class if everyone is behaving. This is a classroom effort, not based on the independent student. The token economy system is ideal for students in grades 3 and up due to their cognitive ability to understand the cause-effect relationship with their actions and consequences. A chart can be posted in the classroom or written on the jar that specifies how many tokens were received and what they can cash in the tokens for. For example, 10 tokens can equal 5 extra minutes of play time, 10 can equal a mini-movie on Wednesday, while 20 can equal an ice-cream social on Friday. This allows the students to delay their gratification for something they really like and work together as a team to obtain.
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9) Behavior Contract: Based on your audience, I suggest using this for students with
EBD and/or the upper grade levels. The contract is a guideline to specify how a student needs to behavior and states what the consequences are for not behaving. The student, teacher, and parent signs the contract together during a meeting the student follows the contract to the best of their abilities. The teacher monitors the student's behavior and if needed, reminds the student of the agreement they have before further addressing the matter to the parent(s) or support team.
10) 1..2..3..Eyes On Me!: This is a strategy to regain the students attention and subsides
or limits an undesired behavior. Teacher may clap, some may sing to a rhythm, or come up with a visual to promote engagement. Once the "1..2..3..Eyes On Me!" is said, the students repeats the slogan and are ready to continue on with the lesson or activity. This strategy can be done in the hallway, in the class, during field trips, and so on. Another fun strategy is to announce to the class to "Catch a Bubble." The students then fill their mouths with air, resembling a bubble, to remain quiet and listen closely for further instructions.