Behavior Contracts & Behavior Charts

When behaviors become a problem in a classroom an effective strategy is to implement a behavior contract. A behavior contract is a clear, written statement of what behaviors a student agrees to exhibit and the positive consequences (rewards) that will result from fulfillment of the contract. Behavior contracts also state who will deliver those rewards as well. Often the negative consequences of not fulfilling the contract are also specified. Contracts can be a positive way to provide a role for families in improving classroom behavior. Before implementing the behavior contract it should be discussed thoroughly and all involved persons must agree to it and sign it. Anyone can deliver the rewards (the teacher, parent, DRE, etc.), but it must be the same person each time as stated in the behavior contract. Remember to be consistent and praise the child for good behavior choices. When the child does not make a good behavior choice, do not be apologetic; if needed, pull out the contract and review the terms that were agreed upon with the child. Emphasize the positives that come along with good behavior choices and help the child to get used to new habits of good behavior.

The behavior contract should be revised when it is not producing satisfactory results. Therefore your contract should be open to renegotiations at any time. If needed, a new contract replacing the previous one would be written up and signed.



Steps for Developing, Implementing, and Monitoring a Behavior Contract

1. Meet with concerned parties- Everyone who will be supporting the contract need to meet to discuss one target behavior.

2. Determine conditions- The parties determine when, where, and under what specific conditions the behavior occurs. The contract will be written to address these conditions.

3. Determine who will use the contract and where it will be used- All persons who will be responsible for contract implementation must know their responsibilities.

4. Determine reinforcement- Students should be allowed to participate in developing a set of choices of reinforcers (rewards). Reinforcers should be manageable but powerful enough to evoke the desired response (behavior). The list of rewards should be rotated often to make sure that the student motivation remains high.

5. Determine whether negative consequences will be used- Contracts are written in a positive way to increase behaviors. Negative reinforcers may not be necessary or even desirable if the positive reinforcers are motivating for the student.

6. Take baseline data- Determine the frequency in which the behavior occurs. Data should be taken over at least 3 to 5 days to make certain that the behavior is typical for the student.

7. Determine reinforcement schedule- Everyone who is involved should determine how often the student is to receive reinforcers (rewards). The contract should be structured so that the student has a successful experience; this will prompt the student to further work toward the contract goals.

8. Determine goals- Everyone who is involved should determine the criteria for successful completion of the contract. Realistic and reasonable goals should be set, even if those goals do not represent the final level of expectation for the student. When the student consistently reaches the goals, the contract can be modified to target a higher goal.

9. Write the contract- The contract should be written in terms that specify task and time demands, criteria for accuracy, and available reinforcers.

10. Discuss and sign the contract- Everyone that is involved should discuss the contract to ensure understanding. It might be necessary to supplement a discussion with drawings or icons for some students. All concerned parties should receive a copy of the contract.

11. Monitor the contract- Everyone that is involved with the contract should set up a plan to evaluate and modify the contract if needed. All concerned parties should remain in constant contact with each other to ensure that student progress across setting is monitored. If the contract is unsuccessful, the parties need to address task appropriateness, time allotment, and student or environmental factors that could have impeded student progress (Smith, 1998).



Example: John has been erratic in turning in his homework for CCD. Sometimes John completes his homework and turns in it in on time. Other times John does not turn in his homework and acts defensive and is very irritable when questioned about it. In a written, dated, and signed contract, the parents agreed to take John to his favorite restaurant for dinner if John turns in his homework on time for the next 4 weeks. If John does not turn in his homework assignments, he will lose some of his video game privileges, according to the severity of his lapses (how many assignments missed equals how much video game time is taken away which is stated in the contract).

*Families can be a strong support for CCD. Just ask for their help and you will be surprised on how much they will do.




How To Do Behavior Contracts and Samples

k6educators.about.com- How To Create Behavior Contracts

specialed.about.com- A Behavior Contract and Behavior Monitoring Tools

interventeioncentral.org- Steps in Implementing This Intervention, How to Deal With Common Problems in Using Behavior Contracts

worksheetplace.com- Behavior Contracts and Tracking Sheets

teachervision.fen.com- Behavior Contracts
Blank Behavior Contract, Sample Behavior Contract #1 & #2, Student Contract Form





Behavior Charts

Behavior Charts are a good way of keeping track of behavior. Here are a few online that might help.

freeprintablebehaviorcharts.com- Check out the left side bar for several different kinds of behavior charts to print out.

latitudes.org- Behavior Modification Charts for Home and School

child-behavior-guide.com- Behavior Charts for Kids

teachervision.fen.com- Charting Behavior (3 charts to choose from)

chartjungle.com- Scroll down for lots of different kinds of behavior charts.

empoweringparents.com- These customizable behavior charts are available for free. Each chart includes detailed instructions on how to use them.

rewardcharts4kids.com- Free Behavior Charts

Good Behavior Classroom Strategies & Games

Classroom management is rather tricky and teachers need ideas and strategies on how to manage their classroom effectively and efficiently. (Below are some notes from a class I took at Notre Dame that I thought I would share.)



Encouraging Appropriate Behavior: Criterion-Specific Rewards


Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.



Tips For Implementations


• Identify Specific Behaviors

a. Identify and list behaviors that need to be increased for the student to be successful. Begin with the behaviors likely to have the most significant impact for the student’s success in learning.

b. Describe in specific terms the behavior and criteria necessary for the reward. Make sure to address the “what”, “where”, “when”, and/or “how” in describing the behavior.


• Select Rewards

a. Brainstorm a list of rewards that are feasible, affordable, age appropriate, and complement your learning environment and teaching style.

b. Check school and district policies regarding the use of any activity, material, or edible rewards. You will also need to verify any individual student needs, health, or otherwise (example: food allergies), which may limit your use of these types of rewards.

c. Validate your reward possibilities. Use multiple means to garner input: seek student input on possible rewards; observe students during activities and free time (note types of activities, interactions, and materials they select during these times); and get input from significant others (family members, other teachers, etc.) about student preferences and interests.

d. Match rewards to behaviors. The reward must have adequate value for the student, yet must not be too easily earned.


• Implement Rewards

a. Present the reward program. Students should understand the target behaviors, expected criteria or performances, and corresponding rewards in advance.

b. Deliver rewards as planned and scheduled. Remain consistent.

c. Always state the specific behavior that is being reinforced when delivering rewards.


• Evaluate and Adjust Rewards

a. Maintain records. Institute a record keeping system where you record the delivery of your rewards (or the behaviors demonstrated). Verify if your reward system is working.

b. Vary rewards over time. This will ensure students won’t tire of your rewards.



Keep In Mind

• Plan time in your weekly schedule for rewards. Provide time as appropriate for: 1) activity and privilege rewards; 2) selection of tangible rewards; and 3) individual student conferences to review progress and to adjust personal behavioral goals or rewards.

• Avoid compromises where a reward is present prior to the appropriate expected behavior. This encourages students to use future manipulative interactions.

• Verify the effectiveness of potential rewards so they are indeed reinforcing behaviors for individual students. Ensure that the rewards selected are more powerful than other competing reinforcers that sustain misbehavior.

• NEVER use access to basic personal needs as a reward (water, meals, restroom, etc.).

• Rewards can be used for the whole class or for small groups.





Encouraging Appropriate Behavior: Group Contingency


A group contingency is a group reinforcement technique that capitalizes on peer influence by setting a group goal and/or implementing a group consequence for behavior. The purpose of this strategy is to prevent behavioral problems, increase appropriate behaviors, and/or to decrease incorrect behaviors, depending on how the contingency is engineered.



Types of Group Contingencies

Dependent- One individual (or a small group) earns a privilege or reward for peers by behaving appropriately. (Example: Susan earns five minutes of free time for the entire class because she did not argue with her partner during reading.)

Independent- Individuals earn reinforcement when they achieve a goal established for the group. The same contingency applies to each student. However, one student’s behavior does not impact the group outcome. (Example: Every student who achieves 90% or better on the spelling tests gets a homework pass.)

Interdependent- The class, or a group within the class, earns a special reward when every individual in the identified group meets and established goal. (Example: When the entire class is on time and seated at the beginning of class for one month, every class member earns 10 bonus points on the weekly test.)




Each type of group contingency has possibilities and pitfalls:

Dependent groups contingency is helpful for a student with low social status because the student can earn rewards for the group. However, the student’s standing will worsen if he/she does not earn the reward; therefore, ensure that the student is capable of the behavior.

Independent group contingency has little risk of peer pressure. However, it also has minimal peer momentum, modeling, or camaraderie to support the target behavior.

Interdependent group contingency can apply positive peer influence. However, students may complain about sabotage or harass others if they believe there is unjust accountability for the behavior of others or uneven composition of groups in skills, abilities, etc.




Tips For Implementation

• Identify the Target Behavior & Contingency Type

a. Select the behavior that needs to be changed.

b. Select the appropriate and most advantageous contingency for the behavior.

- For changing a single behavior of one child, consider the dependent group contingency.

- For changing the behavior of a group, select the independent or interdependent group contingency.

c. Establish a reasonable performance standard for the attainment of the reward.


• Prepare the Plan

a. Identify the reward. Solicit student input in choosing an appropriate reinforce.

b. Schedule when students will receive the reward.

c. Communicate your plan with the class/group. Seek student commitment.


• Implement the Plan

a. Begin using the contingency plan, remaining consistent with your expectations and consequences.


• Evaluate and Adjust the Plan

a. Collect data on the effectiveness of the plan.

b. Determine how or it you will continue to use the plan. Ask yourself:

- Should I change the behavior(s) addressed? Decide if your plan has been successful in improving the behavior and consider other behaviors that need to be targeted.

- Should I adjust or change the contingency? Find out which students were successful in achieving your standards. If some were not successful, examine your plan carefully and modify it.





Good Behavior Classroom Games


Here are some suggestions that might be helpful.


kidssundayschool.com- Bible Bucks
Bible Bucks are a great way to reward kids for good behavior, completing memory work, bringing their Bibles to Sunday school or even inviting their friends to church.

Once the kids have accumulated two or more Bible Bucks they will be allowed to trade them in for assorted prizes or tasty treats from the "Bible Buck Market." Many inexpensive items can be found at Dollar Stores. You may like to offer slightly better prizes for more Bible Bucks, but always ensure that you have rewards available for two or three Bible Bucks so that children do not become discouraged.

iloveindia.com- Here are some games that you can play with your child everyday as a fun way of learning good behavior. These games are also quite helpful in making your child a lot easier and end many of the power struggles with your little ones and make them do things quickly and much more efficiently. Based on child psychology, they help you to raise well-behaved and happy kids.

In a place in the classroom away from little ones’ reach but so everyone can see, light a taper candle. Tell the class that when the candle burns down completely, the class will get a treat (ice cream, cupcakes, Holy Card, whatever). As long as the class is quiet and listening the candle will burn but if the class gets disruptive, the teacher will call on someone to blow the candle out (or blow out herself). I usually call on the one who is leading the disruption. Then the next class is the next time when you try again. Peer pressure will begin to work in your favor as the children quickly see that they must behave to have the candle burn down and then get their long anticipated treat. (Great idea from Lise)

interventioncentral.org- The Good Behavior Game is an approach to the management of classrooms behaviors that rewards children for displaying appropriate on-task behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group reward. If both teams keep their points below a preset level, then both teams share in the reward.

education.ohio.gov- The Good Behavior Game Manual

teacherhub.com- The Teacher/Student Game: Competitive Behavior Management

teachervision.fen.com- Variation of the “Good Behavior Game”

managingyourclassrom.wikispaces.com- Ideas to Encourage Good Behavior

theteacherwife.com- Behavior Game

teacherspayteachers.com- Behavioropoly Game and Cards (editable)

evidencebasedprograms.org- First-Grade Classroom Prevention Program (Good Behavior Game plus Enhanced Academic Curriculum) The Classroom Prevention Program is a first-grade intervention that combines (i) the Good Behavior Game – a classroom management strategy for decreasing disruptive behavior; and (ii) an enhanced academic curriculum designed to improve students’ reading, writing, math, and critical thinking skills.

The Good Behavior Game rewards positive group, as opposed to individual, behavior. The teacher initially divides her class into three heterogeneous teams, and reads the Game’s rules to the class. Teams receive check marks on a posted chart when one of their members exhibits a disruptive behavior (e.g., talking out of turn, fighting). Any team with four or fewer check marks at the end of a specified time – ranging from 10 minutes at the start of the year to a full day later on – is rewarded. Tangible rewards are used early in the year (e.g., stickers, activity books). As the year progresses, intangible rewards (e.g., designing a bulletin board), delay in reward delivery, and fading of rewards are used to generalize behaviors. The Game is supplemented by weekly teacher-led class meetings designed to build children’s skills in social problem solving.

Classroom Behavior Expectations

Every classroom needs rules so that everyone can learn to their fullest potential and the class can run smoothly and effectively.

When establishing classroom rules you should identify behavioral expectations for your classroom. For each expectation you need to identify management strategies to address the expectation while promoting a positive environment in your classroom. As much as possible, keep your management strategies simple and to the point. Remember, to have effective classroom management you need to familiarized all your students with your classroom rules the first day of class and post them in a place where all students can see them.


What to consider before you write your classroom rules:

• List only a few rules and write them as positively as possible.
• Describe the rules carefully to the class.
• Model the behaviors covered by the rules.
• Ask students to give their own examples.
• Discuss examples of following the rule.


You may also give each student a copy for them to sign as well as their parents to return back to you to let you know they understand the rules and what is required of the student. You should also discuss the rules thoroughly so all the students understand and know what they are supposed to do in your classroom. Remind students of the class rules when needed and ask the students to come to you if they have any questions.

Here are my Classroom Behavior Expectations for my first grade CCD classroom as an example. I use this chart to help me address the expectations of my students the first day of class. I post the classroom rules after we have gone over them in a place where all students can see them.

*So what behavioral expectations should you have for your students? They may be similar to mine, but you should also take into consideration the age and maturity of your students and how you expect them to behave. What behaviors do they have problems with? What behaviors are important to you so you can have effective classroom management? Remember to write the behavioral expectations as positively as possible. Describe the rules carefully and give them examples. Have the students give examples and discuss.

Example of a good behavioral expectation: We respect others and their property.

Example of a bad behavioral expectation: Do not tease others.

How To Keep Disruptive Behavior Down To A Minimum

Having a well behaved classroom is critical for proper learning. For the students to learn to their fullest potential they need an environment that is quiet, without distractions, and organized.


How To Keep Disruptive Behavior Down To A Minimum

1. Have classroom rules. If your church does not have classroom rules you need to write up some for your class. Write up rules and have them approved by the DRE.

Go over classroom rules and consequences thoroughly (giving examples for each rule) in class and post them so students can see it. Make sure that each student understands the rules and consequences. If you want the students to follow your classroom rules, follow through with established consequences. Consequences help kids own their behavior and teach them to make better choices. Be sure to also be consistent with the rules and consequences or the students will feel that sometimes they can get away with their behavior. If the students know that the rules and consequences are to be taken seriously, they will make sure they will not misbehave.

*You can also type up the class rules and have each student bring it home for their parents to read, sign, and bring back to your class. This lets the parents know what is expected of their child and the consequences if they do not follow the class rules.

2. Keep students busy. A bored student is more likely to cause disruption in the class so be sure to have lots of fun activities that emphasize the lesson and the objectives of what you want your students to learn.

3. Keep the students involved. Students must be actively engaged throughout the instructional process. Students should be provided physical cues to attend to relevant stimuli and be asked frequent questions or a certain task to perform. A good way to get the attention of a student or to stop any behavior problems is to ask that student a question or ask them to do a task. Keeping your students involved you can eliminate behavior problems that might arise.

4. Move. The catechist should not stand in one spot, but move around in the classroom. This way the catechist can see what is going on in the classroom. Some students try to sit in the back of the room so they do not have to participate or so they can cause disruption in the classroom. Walking slowly around your classroom while you teach also lets you come close to each and every student and lets them know you have control of the classroom.

5. Seat your students so that all eyes are toward you. Do not seat a student so all you see is the back of their head or they will not attend to the lesson and they will also be more likely to cause behavior problems. The easiest way to accomplish a good seating arrangement is to have the student’s desks lined up and facing the front of the classroom. You can also have tables situated perpendicularly to the front of the room and seat your students on the sides of the tables and on the far end of the table so you can see the student’s faces. Having the students toward you allows you to keep their attention and you can see exactly what they are doing. If a student misbehaves, a very effective way of stopping disruptive behavior is to move that student to another seat. The problem could be who the student is sitting near. Assigned seating in your classroom might also be another alternative to keep disruptive behavior to a minimum.

6. Catch students being good. When you acknowledge good behavior it let’s the students know that you appreciate that they are trying to behave and are following the rules. Be sure though, to not over do it.


How do you keep disruptive behavior down to a minimum in your classroom?

Discipline in the Classroom

You have volunteered to be a CCD teacher and you find yourself with challenges that all catechists must face. You wonder how you are going to do it and how you are going to handle certain situations in the classroom. So to combat this, you thoroughly plan and prepare for your class, but the nagging feeling of losing control of the classroom because of misbehaved students makes you feel discouraged, unequipped, and scared.

Believe it or not, you are not alone in this dilemma. When asked what their major concern when teaching CCD, catechists usually say discipline.

So how can catechists not lose control of their classroom?


Rule #1: Don’t panic. When discipline problem arise, remain calm and in control.


Rule #2: Have a Behavior Management System.
The Four Components of (just about) Any Good Classroom Behavior Management System

theteachersguide.com- Classroom Management Strategies


Rule #3: Have Classroom Rules. If your church does not have classroom rules you need to write up some for your class. Write up rules and have them approved by the DRE.

When writing your classroom rules, state rules in a positive manner. Rules should tell students what they are supposed to do, not just what to avoid.

Devise consequences for when rules are violated. They must be related to the offence, respectful, and reasonable.

Go over rules and consequences thoroughly (giving examples for each rule) during class and post them so students can see it. Make sure that each student understands the rules and consequences. You can also type it up and have each student bring it home for their parents to read, sign, and bring back to your class.

Example:

Classroom Rules

We will be kind to everybody.

We will raise our hand when we want to speak.

We will use inside voices.

We will walk inside the room.

We will listen to the teachers and follow directions.

We keep our hands, feet, and objects to ourselves.

We respect others and their property.

We will clean up after ourselves.


Consequences

1st time- Verbal reminder to show the correct behavior. (Example: Tommy, we raise our hand when we want to speak.)

2nd time- Move to a table by themselves.

3rd time- Sent to the office of the DRE.


Rule #4: Reinforce Good Behavior.
Catch them being good. (Example: Thank you Tommy for raising your hand.)


Rule #5: Be Consistent.
Always keep to the rules and follow through with consequences.