WEBVTT 00:00:01.150 --> 00:00:08.150 Welcome to the overview on improving classroom behavior and social skills. 00:00:08.490 --> 00:00:12.740 Ms. Connelly and Ms. Austin got their teaching credentials together and try to meet for coffee 00:00:12.740 --> 00:00:14.650 once a year. 00:00:14.650 --> 00:00:19.320 Ms. Connelly talks about the struggles she is having with her classes. She has a couple 00:00:19.320 --> 00:00:24.789 of kids in each class that constantly cause disruptions. A few of the others are so withdrawn 00:00:24.789 --> 00:00:29.369 it's like they aren't even there. She'd like to figure out a way to reach these students, 00:00:29.369 --> 00:00:33.950 but she is too busy trying to take care of the rest of the class. 00:00:33.950 --> 00:00:38.770 Before they part, Ms. Austin turns her tired eyes toward Ms. Connelly and says, "Those 00:00:38.770 --> 00:00:42.990 few students you describe sound like my entire classroom." 00:00:42.990 --> 00:00:49.260 Disruptive student behavior is clearly associated with poor academic performance and dropout. 00:00:49.260 --> 00:00:53.830 Less frequently observed is withdrawn and unsocial behavior, which is also a warning 00:00:53.830 --> 00:00:59.030 sign of deeper issues and the potential for dropping out. Whether such students are the 00:00:59.030 --> 00:01:04.080 exception or the rule for a given school, social skills and behavior programs are vitally 00:01:04.080 --> 00:01:07.640 important for these students' well-being. 00:01:07.640 --> 00:01:12.980 Helping students improve their classroom behavior isn't just about preventing disruption. These 00:01:12.980 --> 00:01:18.510 kinds of programs help kids to build more positive relationships with other students, 00:01:18.510 --> 00:01:24.040 teachers, and the staff. These improved relationships make students more comfortable initiating 00:01:24.040 --> 00:01:29.940 requests for help and contribute to their feeling more engaged in school. Kids also 00:01:29.940 --> 00:01:34.090 are more likely to avoid harmful behavior outside of school. 00:01:34.090 --> 00:01:39.720 Research suggests four ways to address social skills training for students: mentoring and 00:01:39.720 --> 00:01:45.900 counseling, rewards and recognition, specialized curricula, and through partnerships with other 00:01:45.900 --> 00:01:49.040 organizations in the community. 00:01:49.040 --> 00:01:53.350 Mentoring and counseling programs can help build the kinds of deep relationships that 00:01:53.350 --> 00:01:58.380 allow students the stability to look at their own behavior and how it impacts not only others 00:01:58.380 --> 00:02:05.380 but themselves. These can be one- on-one sessions or involve small groups. One successful program, 00:02:05.979 --> 00:02:12.979 for example, had twelve students who met together to discuss personal, family, and social issues. 00:02:13.519 --> 00:02:17.670 Schools that implemented programs like this found that students who participated were 00:02:17.670 --> 00:02:22.790 more likely to stay in school and eventually graduate than students with similar issues 00:02:22.790 --> 00:02:26.010 who didn't take part in the program. 00:02:26.010 --> 00:02:31.189 When students show improvement, it's important to recognize and reward it. The sense that 00:02:31.189 --> 00:02:37.519 what a student does is seen and appreciated by those around him or her is extremely powerful. 00:02:37.519 --> 00:02:42.180 This can be done with physical tokens such as recognition certificates for improved grades 00:02:42.180 --> 00:02:47.819 or increased attendance. Making sure that news of improvement reaches home with calls 00:02:47.819 --> 00:02:51.930 and letters to families letting them know their child is showing progress can have a 00:02:51.930 --> 00:02:56.950 major impact on student progression. Making students aware of scholarships that they may 00:02:56.950 --> 00:03:02.579 be eligible for is also a great motivator, as kids begin to see the possibilities before 00:03:02.579 --> 00:03:04.540 them. 00:03:04.540 --> 00:03:08.370 Social skills training can be blended with the broader curriculum for schools with widespread 00:03:08.370 --> 00:03:13.279 social challenges or contained in special programs for schools that have a small percentage 00:03:13.279 --> 00:03:19.599 of at-risk students. For example, clearly defined and consistently enforced rules for 00:03:19.599 --> 00:03:25.120 classroom behavior combined with a focus on behavioral issues as they relate to curriculum 00:03:25.120 --> 00:03:30.439 would benefit entire classrooms, while an after-school program on identifying risky 00:03:30.439 --> 00:03:36.269 behaviors and understanding their consequences might be appropriate for an identified subgroup 00:03:36.269 --> 00:03:39.090 of students. 00:03:39.090 --> 00:03:44.309 Student behavior issues often have their origins outside the classroom in social or family 00:03:44.309 --> 00:03:50.029 matters. Partnerships with social services, welfare, mental health, and law enforcement 00:03:50.029 --> 00:03:54.870 organizations are vitally important for the success of the school and the well-being of 00:03:54.870 --> 00:04:01.870 the students. Issues such as pregnancy, addiction, abuse, and homelessness are beyond the scope 00:04:02.159 --> 00:04:06.939 of any school program, but the school can play a vital role in getting students the 00:04:06.939 --> 00:04:09.109 help they need. 00:04:09.109 --> 00:04:13.919 Without understanding the origins of student behavior, the best any school can do is damage 00:04:13.919 --> 00:04:19.988 control. With such understanding, however, true and lasting transformation is possible. 00:04:19.988 --> 00:04:25.150 School- and districtwide assessments can help identify which students are most in need of 00:04:25.150 --> 00:04:30.650 such programs and help identify which concerns can be addressed by the school and which should 00:04:30.650 --> 00:04:33.620 be forwarded to school partners. 00:04:33.620 --> 00:04:37.430 Teachers can integrate programs to improve social competence into the regular school 00:04:37.430 --> 00:04:43.139 day. For that purpose, schools should provide ample resources and professional development 00:04:43.139 --> 00:04:49.150 opportunities. Principals can also provide resources in terms of available staff and 00:04:49.150 --> 00:04:54.979 tools for intervention when students show signs of chronic social or emotional difficulties. 00:04:54.979 --> 00:05:01.139 Finally, teachers can make students feel supported and cared for and also help them develop appropriate 00:05:01.139 --> 00:05:06.349 skills by talking to students respectfully and modeling peaceful social problem-solving 00:05:06.349 --> 00:05:10.060 inside and outside the classroom. 00:05:10.060 --> 00:05:13.770 Ms. Connelly talked to her principal about getting some programs in place to help her 00:05:13.770 --> 00:05:18.830 students and has suggested that the school run some assessments to determine what's really 00:05:18.830 --> 00:05:25.500 going on with them. Ms. Austin has firmed up rules for classroom behavior. She is taking 00:05:25.500 --> 00:05:30.729 special care to let students know when they've done well and is continually encouraging them 00:05:30.729 --> 00:05:36.270 to ensure that they know their positive behavior is appreciated. Both teachers are beginning 00:05:36.270 --> 00:05:39.539 to see some positive changes take place. 00:05:39.539 --> 00:05:44.159 To learn more about improving classroom behavior and social skills, please explore the additional 00:05:44.159 --> 00:05:46.789 resources on the Doing What Works website.