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There many strategies put in place by teachers to support struggling students. Struggling students can struggle for many reasons from attention to motivation to developmental concerns. Students with behavior issues often need structuring and consistancy to get them back on track. Many times when I have a student who's in need over a home/school intervention I've searched the web and never had much luck when looking for ideas and resources. I'm going to post pdfs of documents I have used with students in the past 6 years. All names have been removed and although it's nice to have contracts and tally sheets to look at its often best to create your own to met you and your students needs. I love to see what other teachers have done and add or change their ideas. Please feel free to use and adapt my management strategies and I only ask that you email me a copy of your finished product that I can add to the inventory.
Remember, contracts and documentation must be consistent over a period of time (4-6 weeks) to show if its been effective in causing a change. Often student behavior will get worse before it gets better. Don't give up! Students need the consistency of an intervention to retrain themselves and get them to think about if they have made a good choice or a bad choice. Students need to learn how to take responsibility for their actions and should be involved in the decision making process to help them become successful. If the student is involved in the development of their contract or monitoring sheet they are more likely to buy in and use the tools and use the strategies that you provided to them. I often have lunch with the student and have a blank example of what I think will work best for the student and then add the child's imput and amazingly they usually know what needs to go on it. Good Luck! |
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Individual Behavior Management Tools
(All files are pdf's) |
| Penny Economy |
| A penny economy helps to improve activity completion through positive behavior reinforcement. I have used this system with two students and both children changed their behavior and began to complete their classwork. It takes alot of patience and positive enouragement but it's another strategy you can try with students! |
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| Whole Group Behavior Management |
| Stop and Think Social Skills Program |
| The Stop and Think Social Skill Training program uses a five-step approach for teaching, reinforcing or using any of the social skills mentioned above. This is a school wide intervention that we have put in place as of the 2007-2008 school year. (Information from http://www.ciccparenting.org/) The five steps are: |
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Stop and Think! |
This step is designed to condition children to take the time necessary to calm down and think about how they want to handle a situation. |
| Are You Going To Make a Good Choice or a Bad Choice? |
This step provides children with a chance to decide what kind of choice they want to make. With help from parents and teachers, along with the meaningful positive and negative consequences for various choices, children decide to make a "Good Choice." |
| What Are Your Choices or Steps? |
This step helps children to develop a specific plan before implementing a social skill. Here is where parents and teachers assist children by providing possible good choices or by actually teaching specific skills by breaking them into their component behavioral parts. This step helps children to "think before they act” getting them ready to move into action. |
| Just Do It! |
This is when the children actually perform their "Good Choice" behavior. If the specific skill or choice works, great. If not, the child is either provided with additional choices by their parents or teachers, or they are taught a new skill to use. Sometimes, they are prompted to go over the steps of a previously taught skill to make sure they are using it properly. Once successful, it's on to the last step. |
| Good Job! |
This step prompts children to reinforce themselves for successfully using a social skill and successfully responding to a situation or request. This step is important because children - and adults - do not always reinforce themselves for making good choices and doing a good job. Thus, this step teaches self-reinforcement. |
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Student Decision Journal
(2005-2006) |
The student decision journal is a place for each student to write about decisions that he/ she makes. Please write only on your pages. Each student is alloted 4-6 blank pages at the start of the year.
Ground Rules:
When you write in this journal, first write the date before your entry and then write a sentence or two about the decision you made.
Example:
2-15-06
I did not follow directions and get my warm-up out. I chose to play with my neighbor. I then lied to my teacher and said I was already finished. |
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Class Management
(2003-2006) |
This is my class behavior chart I used from 2003-2006. Students would start each day on green. if they broke our school rules after a warning they would be moved from yellow and then to red. Students could moved others to white (Super!) if they did something above and beyond for another student with out being asked.
White (Super!) <- Green -> Yellow -> Red
What does the top say? Click below to see!
Star Student Card Colors meaning
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| Updated
July 30, 2008 |
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