Behavior Management: Lesson 2

Introduction

The purpose of this lesson is to examine how paraeducators and teachers can plan together in managing student behaviors. Planning for behavior management is important because it establishes a consistent approach to teaching students behaviors, provides a convenient way to document progress, assists teachers in training of paraeducators, and helps clarify specific teacher and paraeducator responsibilities. This lesson discusses teacher and paraeducator roles in behavior management, and provides information about behavior management plans.

Teacher and Paraeducator Roles in Managing Behavior

The roles and responsibilities of both paraeducators and teachers are important in managing behavior. The classroom teacher is responsible for making major decisions, creating a positive classroom environment, writing behavior plans, carrying out interventions and establishing classroom rules and procedures. Paraeducators perform a variety of tasks that are unique to their position as well. Paraeducator roles include: demonstrating, explaining, modeling, and reinforcing appropriate behavior and skills. Additional roles often include: observing, monitoring, and recording students behaviors in carrying out a particular behavior management plan.

Teachers and paraeducators are equally vital in working together on behalf of students. Paraeducators may observe a number of behaviors that the supervising teacher does not see, in the classroom, the lunchroom, the playground, and the halls. Therefore, it's the paraeducator's responsibility to bring to the teacher's attention any concerns about behaviors of students they observe. Paraeducators compliment the role of the teacher in a variety of ways; they can respond immediately to students, assist in working with smaller groups and individual activities, increase monitoring, provide frequent attention, help prevent problems and deal with them quickly when they arise.

The table below illustrates possible teacher and paraeducator roles in behavior management.

Examples of Teacher and Paraeducator Roles in Behavior Management
Roles in Planning and Implementation	Paraeducator	Teacher
Establishes classroom rules		X
Establishes class schedules and activities		X
Observes student behavior	X	X
Designs behavior management plans		X
Establishes objectives for student behavior		X
Selects appropriate reinforcers		X
Records & charts student behavior	X	X
Provides consequences according to behavior management plan	X	X
Provides praise to students	X	X
Evaluates intervention effectiveness		X
Provides feedback regarding appropriate behavior	X	X

Behavior Management Plans

Behavior management plans are written documents that describe the behavior to be changed, strategies or interventions regarding the target behavior, and include a recording system. Behavior management plans are developed by either the classroom teacher or a team of school personnel. In some cases, paraeducators input may be requested.

Behavior management plans assist the teacher and paraeducator to proactively and effectively deal with behavior. The plan may be carried out by the paraeducator and/or the supervising teacher. They aid in communicating behavioral expectations to individual students or an entire classroom, as well as the consequences for achieving the goal or objective. They help paraeducators and teachers remain consistent.

The use of a behavior management plan helps to establish the expectations of both paraeducators and the supervising teacher. It permits frequent feedback regarding the effectiveness of the management strategies being employed, assists in documentation of student or class progress and provides useful guidelines for interacting with students.

Below is a classroom situation and an accompanying behavior management plan that addresses managing the student behavior.

The Situation:

Students in Mrs. Withit's 7th grade language arts class frequently ask questions during independent seat work without waiting their turn or raising their hands. More than one student is often speaking at once and students yell the teacher's name to get help.

For three days Mrs. Withit and her paraeducator counted and recorded the number of times students asked for assistance without raising their hands. For the three day period, the average number of times was 15 per class. Hands were raised only an average of 5 times.

The teacher has decided that this is disruptive and that the first step in dealing with the problem is to create a plan which will increase the number of times that students raise their hands to request assistance.

The sample behavior management plan below provides an example of how the teacher and the paraeducator might document and coordinate a strategy for increasing the number of times that the students in the class raise their hands when they need assistance. A clear description of the desired behavior and the responses to that behavior are provided. In addition, the plan provides a method for recording the impact of the strategy. As the teacher and the paraeducator implement the plan, the information on its success can be used to help review and update the plan.

Sample Behavior Management Plan
Date of Plan: March 27, 1996 Class:7th Grade Language Arts Period:5th, 11:20 am - 12:10 pm Starting Date:April 1, 1996 Ending Date:April 5, 1996 Objective Students in the class will increase the number of times they raise their hands to indicate that they need assistance during independent seat work to at least 20 times per 50 minute class period. Target Behavior Raising hand before requesting assistance. Activities At the beginning of class on Monday the teacher will remind students that the teacher and paraeducator will no longer provide assistance during seatwork unless students have first raised their hand to signal that they need help. Watch all students for the target behavior (who raise their hand before requesting assistance and how often). Record the behavior on the tally sheet attached below. Acknowledge that you've seen their hand raised. When a student raises their hand call on them as soon as possible. Thank them for raising their hand and provide praise. Provide assistance. Ignore those students who call out without raising their hands. Reinforcement Procedures The teacher will use verbal praise immediately following hand raising. When students ask questions without raising their hand or waiting to be acknowledged they will be ignored. Materials Needed Class Performance Chart with student names and target behavior. Recording Procedures Using the tally sheet below, record the number of times that students raise their hands to request assistance during language arts class.

The following tally sheet is designed to be used in conjunction with the sample behavior management plan. Tally sheets can be designed to specifically match the plan. In this example, space is provided to tally the number of times each student raised their hand during Language Arts for a one week period.

Class Performance Chart
**Class:** *5th period language arts class*
**Recording Directions:** Place one mark in the appropriate box for each time a student raises their hand to indicate that they need assistance. Repeat the recording procedure each day for one week.
Student	Monday	Tuesday	Wednesday	Thursday	Friday
Al
Delbert
Louey
Marty
Mary
Madison
Peggy Sue
Stan
	TOTAL:	TOTAL:	TOTAL:	TOTAL:	TOTAL:

Summary

This lesson has discussed the roles and responsibilities of the supervising teacher and the paraeducator in regard to behavior management. The lesson has also provided an example of a behavior management plan and discussed its role in providing a consistent and planned approach to behavior management. Planning and coordinating efforts is critical to promoting student learning and creating a positive classroom environment. The following guidelines may be useful regarding paraeducator responsibilities in behavior management.

Guidelines Regarding Paraeducator Responsibilities in Behavior Management:

Remember that the primary concern of behavior management is in providing the best educational opportunities for students and teaching students new skills.
Rely on the supervising teacher to provide a plan or approach to dealing with behavior in the classroom.
Even thought the paraeducators style may differ from the teachers, it is the teacher's responsibility to establish the classroom behavior management plan.
Refer all behavioral concerns which are beyond the scope of the plan to the supervising teacher.
Consistency in following behavior management strategies is critical.
Systematically gathering information about students' behavior is important to planning and developing effective strategies for teaching students positive behaviors.