You Can't Make Me!: From Chaos to Cooperation in the Elementary Classroom / Edition 1

by Sylvia Rockwell

Overview

How do you handle defiant, disruptive students?

A teacher’s most challenging problem is the student who is frequently defiant and disruptive. These students create problems for themselves and for the classroom as a whole. In this teacher-friendly guide, Sylvia Rockwell uses her considerable experience to show you how to select and implement the most effective behavioral interventions to address the needs of these problem students while maintaining a cooperative classroom environment. This book integrates compelling, real-life teaching anecdotes with descriptions of research-based strategies to help students learn appropriate behavior, both those with emotional/behavior disorders (EBD) or other disabilities as well as those with other behavioral difficulties.

Special and general education teachers as well as administrators at the elementary level will find this book a vivid, powerful tool to help intervene effectively when behavior problems occur. Educators will find discussions on how to:

• Identify typical and atypical development
• Understand group development, including stages, roles, and strategies
• Manage class-wide behavior, addressing conditions, consequences, and curriculum
• Understand the behavior-achievement connection, with specifics on unit and lesson planning
• Manage aggression and conflict
• Develop resilience in students, teachers, and parents

This valuable resource also provides classroom-ready materials and other reproducibles, including a unique parent supplement to help parents understand your classroom strategies, work on behavior problems at home, and communicate effectively with school personnel.

Product Details

ISBN-13:	9781412916615
Publisher:	SAGE Publications
Publication date:	09/26/2006
Edition description:	New Edition
Pages:	320
Product dimensions:	8.60(w) x 11.10(h) x 1.00(d)

About the Author

Sylvia Rockwell is an internationally recognized educator with more than 30 years of experience in a variety of educational settings, including self-contained general and special education classrooms, resource programs, inclusion settings, special day school programs, and a therapeutic educational wilderness program. She has taught all grade levels from first grade through graduate school. She earned her undergraduate degree in elementary education at the University of West Florida. Her master's degree and Ph D were earned at the University of South Florida, where she was inducted into Pi Kappa Pi.

She is a former teacher of the year for Hunsinger School in Clearwater, Florida, and was awarded the Professional Educator Award from the International Council for Children with Behavioral Disorders. She has 20 years of experience in developing workshops and presentations for local, state, national, and international audiences. In addition to these accomplishments, Rockwell has authored numerous articles and books on the topics of classroom management, facilitating resilience, group development, and teaching diverse and at-risk students. A full description of workshops available can be accessed at www.tacticalteaching.net

Table of Contents

List of Figures     ix
Preface     xi
Acknowledgments     xiii
About the Author     xv
Foundations and Frameworks     1
Introduction     2
Foundational Principles     2
The only person I can control is myself     3
Behavior is purposeful     4
Reinforcement increases the likelihood that a behavior will be repeated     5
Punishment decreases the likelihood that a behavior will be repeated     6
All people have the same basic needs     7
Each person has his or her own belief about how to meet a particular need     9
People who have had their needs met reliably through socially accepted means operate from three basic assumptions     10
Trauma and long-term exposure to shame-producing events shatters those assumptions     11
Human beings work to maintain a sense of control     13
Shame comes from public exposure of one's own vulnerability; human beings work to avoid shame     14
The four components of behavior are overt, observable actions, emotions, thoughts, and physiological reactions; interventions need to address all four     16
What we do to, for, and with youth has powerful, long-term effects     18
Theoretical Approaches to Behavior Management     19
The Behavioral Approach     19
The Biophysical Approach     20
The Ecological Approach     21
The Cognitive-Behavioral Approach     21
A Rationale for Integrating the Theoretical Approaches     22
Conclusion     24
Typical and Atypical Development     27
Introduction     27
Typical Development     28
Atypical Development     35
Assessment     40
Understanding the Whole Child: Essential Research Topics     40
Temperament Versus Learned Behavior     40
Externalizing and Internalizing Disorders: The Question of Blame     46
Neurodevelopmental Constructs     46
Assessment Tools: Expanding and Enhancing Their Application     47
Triage: A Rationale for Decision Making     47
Conclusion     50
Group Development     53
Introduction     53
Group Formation: Characteristics and Processes     56
Stages of Group Development     57
Stage 1     57
Stage 2     70
Stage 3     73
Roles That Students Play     74
Roles That Teachers Play     76
The Pecking Order     77
Strategies for Building Community     77
Conclusion     87
Classwide Behavior Management     89
Introduction     89
Conditions     91
Physical Environment     91
Schedule     92
Climate     93
Consequences     93
Expectations     94
Rules     94
Procedures     95
Reinforcement and Punishment     95
Curriculum     104
Teaching Rules     104
Teaching Social Skills     106
Teaching Optimism     109
Conclusion     115
The Behavior-Achievement Connection     117
Introduction     117
Learners Who Are at Risk     118
A Strategy Selection Framework     119
A Multifaceted Approach in Action     120
The Role of Assessment     121
Standardized Assessments     122
Informal Assessments     123
Reading Instruction     127
Essential Elements for Effective Reading Instruction     127
Algebraic Thinking     130
Key Elements That Facilitate Algebraic Thinking      130
Unit Planning     131
Identifying Major Topics, Process Skills, and Concepts     132
Strategic Ordering of Content     133
Prime Background Knowledge     134
Integrated and Scaffolded Learning Supports     135
Frequent and Varied Review     135
Critical Components of a Unit Plan     136
Critical Components of a Lesson Plan     136
Elements That Facilitate Learning for Students Who Are at Risk     138
Conclusion     139
Managing the "You Can't Make Me!" Moments     145
Introduction     145
Four Components of Behavior     146
Observable Behavior     147
Beliefs     147
Emotional Reactions     147
Physiological Reactions     148
The Anatomy of a Conflict     148
Stages of Aggression     151
Anxiety: Nonverbal Cues     151
Stress: Minor Behavior Problems     151
Defensive: Verbal Aggression     152
Physical Aggression     152
Tension Reduction: Crying or Verbal Venting     152
Prevention and Early Intervention     153
Appropriate Reasons for Interfering With a Behavior      153
Ineffective Responses to a Conflict     154
Surface Management Techniques     155
Passive Aggressive Behavior     160
Learned Behavior Versus Manifestations of Mental Illness     162
Conclusion     166
Special Case Interventions     167
A Note to General Education Teachers     168
Introduction     168
The Process     169
Support Team Formation     170
Problem Identification     170
Data Collection     174
Data Analysis     175
Positive Behavior Support Plan Development     178
Data Collection and Plan Revision     178
Jesse     178
Environment     181
Instruction     181
Reinforcement     182
Crisis Plan     183
Follow-Up     183
Brad     184
Environment     185
Instruction     185
Reinforcement     187
Crisis Plan     188
Follow-Up     188
Behavior Reduction Techniques     189
Differential Reinforcement     189
Extinction     189
Time Out      192
Aversive Stimuli     193
Additional Interventions and Resources     194
Social Stories     194
Social Autopsies     195
General Cognitive-Behavioral Curricula     197
Aggression Replacement Training     199
Social Skills Instruction     200
Kid Tools     201
Methods for Integrating Individual Plans With the Group Plan     202
The Ethics of Intervention Selection and Implementation     204
Conclusion     205
Resilience     207
Introduction     207
Research on Resilience     210
Facilitating Resilience in Schools     212
Ryan's Story     212
A Professional Response to Difficult Parents     218
A Rationale for Strengthening Elementary Programs for Children With Emotional and Behavioral Disorders     220
Facilitating Educators' Resilience     222
Characteristics of Effective Behavior Managers     223
Conclusion     225
Forms     227
Notes to Parents     267
References     281

Editorial Reviews

"A valuable resource helping teachers solve the classroom problems caused by disruptive behavior. Special and general education teachers as well as administrators at the elementary level will find the book a powerful tool to help intervene effectively when behavior problems occur. "

Sir November 2006 - ReadAlot.org

"Blends real-life teaching anecdotes with surveys of research-based strategies to help students learn appropriate behavior. A 'must' for any teacher seeking to modify a difficult child's behavior patterns."

California Bookwatch

"A valuable resource helping teachers solve the classroom problems caused by disruptive behavior. Special and general education teachers as well as administrators at the elementary level will find the book a powerful tool to help intervene effectively when behavior problems occur."

November 2006 Sir Reada Lot.org

"A valuable resource helping teachers solve the classroom problems caused by disruptive behavior. Special and general education teachers as well as administrators at the elementary level will find the book a powerful tool to help intervene effectively when behavior problems occur."

November 2006 SirReadaLot.org