Ch.8+notes

__ Outline __ __ Learning Objectives: __ Students will: · develop an effective classroom system for responding to behavior that disrupts the learning environment · explain how to respond effectively to minor disruptive behaviors in a classroom or school setting · explain how to respond to major disruptions and defiant student behavior
 * Chapter Eight **
 * Responding to Violations of Rules and Procedures **

10%-20% of students have behavior problems that require more structured interventions

__ Effective Responses to Irresponsible Behavior __ || § Assume student is trying to make correct response § Assume error was accidental § Provide assistance § Provide more practice § Assumes student has learned skill and will perform in future || · Assume student is not trying to make correct response. · Assume error was deliberate · Provide negative consequences · Practice not required. · Assume student will make right choice and behave in future. || § Assumes student has been taught the wrong way § Diagnose the problem § Identify misrule or determine more effective manner in which to present the material § Adjust presentation § Assume student has been taught skill and will perform correctly in the future || · Assume student refuses to cooperate · Assume student knows what is right and has been told often · Provide more negative consequences · Withdraws student from normal consequences. · Maintain student removal from normal consequences · Assume student has “learned” lesson and will behave in future. || // General Concepts and Methods in Responding Effectively to Inappropriate or Disruptive Behavior // General methods for responding to disruptive behavior // Teacher Effectiveness Training (TET) // Gordon believed that teachers should express a concern about student’ behavior that affects the teacher by employing I-messages consisting of three components: a. the personal pronoun I b. the feeling teacher is experiencing c. the affect the students behavior is having on the teacher
 * Kind of Error || Procedures for Academic Problem || Procedures for Social Problems ||
 * Infrequent
 * Frequent || § Assume student has learned the wrong way
 * 1) Arrange seating patterns so that you can easily access all students
 * 2) Scan the class to respond to problems and needs
 * 3) State expectations clearly
 * 4) Ignore behavior
 * 5) Use proximity control
 * 6) Place note on student’s desk
 * 7) Involve student in story or questions
 * 8) Increase interest with humor or topic of interest
 * 9) Make contact-- When misbehavior occurs-make quiet contact with student
 * 10) See if student needs some assistance
 * 11) Use a signal that you would like the behavior to stop
 * 12) The intervention should not be greater than the disruption
 * 13) Monitor your own anger
 * 14) Remain calm: Positive ripple effect is associated with a calm and immediate response
 * 15) Speak courteously
 * 16) Make eye-contact and be aware of non-verbal message
 * 17) Remind students of classroom rules
 * 18) Use I statements
 * 19) Provide students with choices
 * 20) Remind students of the positive consequences associated with behaving
 * 21) Reinforce students who are close by and behaving appropriately
 * 22) Focus on positive behavior-quietly reprimand few

__ Responding to Defiant Behavior __ · An ounce of prevention is worth a pound of cure · Having a relationship with the students has been proven to reduce problem behavior  // Model Self-Control // · Teachers can get pulled into a power-struggle with the student. Remain calm. Sometimes students // Respond Thoughtfully and with Purpose to Deescalate the Behavior // · It sounds like you’re frustrated 4. Provide options 5. Predict a positive choice and its consequences // De-escalation Sequence // Phase I: Validating/Clarifying · Validate the underlying feelings · Help them understand the impact of the behavior on others · Help them understand that behavior violates rules
 * Prepare students for situations that may be difficult
 * Build a positive relationship bank account with known power strugglers
 * Ensure That Your Requests Have Been Made Clearly, Politely, and Firmly
 * When cuing students regarding their behavior, it is more effective to use the word reminder or refer to the “agreed” upon rules than to use the word warning
 * 1) Expand on the active-listening techniques when you identify the feelings the student might be feeling
 * 1) Send an I message—I would be angry too, if I thought I as asked to complete something I didn’t know how to do
 * 2) Offer Assistance
 * 1) State the expectation in a positive manner
 * 2) Review available options and consequences, and give the student space and time to make a choice
 * 3) Walk away
 * 4) Clarify that the student must make a choice
 * 5) Give the student an errand to run
 * 6) help students develop a menu of coping strategies

Phase II: Choices/Options—Educative Function · What would be a better way? · What would be a better choice · Would you like to take a few minutes in the quiet area? · If you continue to violate, you would be choosing to work this our with the principal Phase III: Invitation · I am sure we can work this out · You’re been making good choices lately, I know we can solve this · I really want you to stay here and solve the problem  __ Handling Violent Student Behavior __ 1. An ounce of prevention is worth a pound of cure 2. Teacher tension can often agitate crisis behavior 3. Always remain calm 4. Lower your voice 5. Slow your rate of speech 6. Arrange the environment to minimize risk 7. Give the student space 8. Be aware of your body stance 9. Dress in a manner that minimized risk of injury 10. Remind misbehaving students of the consequence of their behavior 11. Allow verbal venting 12. Ignore irrelevant comments—Redirect student back to problem 13. Provide choices 14. Set limits 15. Use Physical restraints 16. Once the student is calm, teach alternative appropriate ways to deal with anger

// Using Time-Out // · Controversial · Make it into a problem-solving/solution room instead of punishment

// Dealing with Bullies // Make sure you provide support for the victim Do not reinforce the aggressor Let bully know that their behavior is not acceptable Deal with bully firmly and clearly Remove bully from setting until the bully · understands why his/her behavior is unacceptable, including how it impacted victim and school · practice behaviors her/she could use in the future situations to meet his needs without creating an unsafe classroom Develop school-wide plan

__ A Classroom Procedure for Responding to Disruptive Behavior __ Classroom management quiz // The Role of Reinforcement in Encouraging Students to Act Responsibly // Role of Reinforcement
 * How do you respond when students act in a manner that disrupts the learning environment and violates the rights of others
 * Clear
 * Sequential
 * Dignifying
 * Educational
 * Environmental analysis
 * Rewards positive behavior
 * Need to be weaned off at appropriate time

// Why Problem Solving Rather than Punishment? //
 * Students need support and assistance
 * Punishment inhibits learning
 * Punishment does not change behavior
 * Punishment allows student to project blame
 * May create a negative attitude