managing challenging student behavior. this approach is a good news/bad news scenario: good news:...

MANAGING CHALLENGING STUDENT

BEHAVIOR

MANAGING CHALLENGING STUDENT

BEHAVIOR

MANAGING CHALLENGING STUDENT

BEHAVIOR

MANAGING CHALLENGING STUDENT

BEHAVIOR

This Approach is a Good News/Bad News

Scenario:

This Approach is a Good News/Bad News

Scenario:

GOOD NEWS: The only person’s behavior you have control over is your own.

BAD NEWS: It’s very difficult to change our behavior.

GOOD NEWS: The only person’s behavior you have control over is your own.

BAD NEWS: It’s very difficult to change our behavior.

Don’t Be Afraid of

Opposition.

Don’t Be Afraid of

Opposition.

Remember, a kite rises against the wind, not with it.

George Bernard Shaw

Remember, a kite rises against the wind, not with it.

George Bernard Shaw

The Role of ParadigmsThe Role of Paradigms

A paradigm is a pattern or model for interpreting information. It provides us with a set of rules and regulations for making sense out of our environment. Information that agrees with our paradigm is easily recognized and accepted. Information that disagrees with our paradigm is difficult to recognize and is resisted.

A paradigm is a pattern or model for interpreting information. It provides us with a set of rules and regulations for making sense out of our environment. Information that agrees with our paradigm is easily recognized and accepted. Information that disagrees with our paradigm is difficult to recognize and is resisted.

The Dominant Paradigm…

The Dominant Paradigm…

Resistance Originates from a Child.

Resistance Originates from a Child.

RESISTANCE ORIGINATES FROM YOUR

BEHAVIOR!

RESISTANCE ORIGINATES FROM YOUR

BEHAVIOR!

Do You Disagree with Me?Do You Disagree with Me?

If so, I have just created your resistance. I can change that. I am NOT suggesting this as a technique for managing resistance. Nevertheless, what would happen to resistance if you never asked a student to stop behaving inappropriately or to start behaving appropriately? Would there be resistance?

If so, I have just created your resistance. I can change that. I am NOT suggesting this as a technique for managing resistance. Nevertheless, what would happen to resistance if you never asked a student to stop behaving inappropriately or to start behaving appropriately? Would there be resistance?

The Opposite of Resistance

The Opposite of Resistance

Is Rapport

Alter your behavior so that it becomes easier to lead a child in the direction of a desired outcome.

Is Rapport

Alter your behavior so that it becomes easier to lead a child in the direction of a desired outcome.

Teaching/Instructional Practices

Teaching/Instructional Practices

Three approaches to discipline: Authoritarian - where the adult is the

enforcer. Permissive - where the adult enables children. Cooperative - where the adult empowers

students and teaches responsibility through choices and problem solving.

Three approaches to discipline: Authoritarian - where the adult is the

enforcer. Permissive - where the adult enables children. Cooperative - where the adult empowers

students and teaches responsibility through choices and problem solving.

Authoritarian – yells, lectures, uses harsh words,

put downs, sarcasm

Authoritarian – yells, lectures, uses harsh words,

put downs, sarcasm Leads to power struggles,

revenge or rebellion. Consequences (punishments)

are external. Adversary condition. An enforcer – may use guilt to

control. Lots of control – few choices. Reward and punishment/fear

and intimidation. Goal – compliance (does not

teach self discipline or responsibility).

Leads to power struggles, revenge or rebellion.

Consequences (punishments) are external.

Adversary condition. An enforcer – may use guilt to

control. Lots of control – few choices. Reward and punishment/fear

and intimidation. Goal – compliance (does not

teach self discipline or responsibility).

Permissive – a “friend”, uses persuasion and bribery

(rewards)

Permissive – a “friend”, uses persuasion and bribery

(rewards) Student is dependent on

teacher – behaves to please.

Lots of choices but few limits.

Students believe world owes them and tantrum when world doesn’t come through.

Student is dependent on teacher – behaves to please.

Lots of choices but few limits.

Students believe world owes them and tantrum when world doesn’t come through.

Cooperative – Manager – Firm and Friendly

Cooperative – Manager – Firm and Friendly

Enforces rules and consequences. Consequences reasonable, related and

done respectfully. Students learn to be responsible for

their decisions. Manager is pro-active and prevents

discipline problems by developing: mutual respect and meeting individual needs.

Students are empowered to solve problems.

Resolution is internal.

Enforces rules and consequences. Consequences reasonable, related and

done respectfully. Students learn to be responsible for

their decisions. Manager is pro-active and prevents

discipline problems by developing: mutual respect and meeting individual needs.

Students are empowered to solve problems.

Resolution is internal.

Manager Manager

Parts of a Management Plan

Parts of a Management Plan

1. Building a foundation: Know what you want. Understand misbehavior. Develop a belief system.

1. Building a foundation: Know what you want. Understand misbehavior. Develop a belief system.

Parts of a Management Plan

Parts of a Management Plan

Prevention

Create a safe, secure environment based on mutual respect, cooperation and trust.

Building a positive relationship and creating a caring environment.

Effective instructional strategies.

Rules and consequences. Procedures.

Prevention

Create a safe, secure environment based on mutual respect, cooperation and trust.

Building a positive relationship and creating a caring environment.

Effective instructional strategies.

Rules and consequences. Procedures.

Parts of a Management Plan

Parts of a Management Plan

Action

Intervene when students misbehave.

Prevent power struggles.

Redirect student behavior.

Crisis management . Strategies for dealing

with volatile students.

Action

Intervene when students misbehave.

Prevent power struggles.

Redirect student behavior.

Crisis management . Strategies for dealing

with volatile students.

Parts of a Management Plan

Parts of a Management Plan

1. Inclusion – working with special needs students.

1. Inclusion – working with special needs students.

Parts of a Management Plan

Parts of a Management Plan

Resolution – strategies that bring about change: Problem solving

conference. Class meetings. Anger

management.

Resolution – strategies that bring about change: Problem solving

conference. Class meetings. Anger

management.

Fundamental Premises About People

Fundamental Premises About People

1. FUNDAMENTAL PREMISE ABOUT PEOPLE

1. FUNDAMENTAL PREMISE ABOUT PEOPLE

1. People are social beings and have a desire to belong and feel significant in the eyes of others.

2. All behavior is goal-oriented and has a purpose.- The Primary Goal is to belong and feel significant.- The Four Mistaken Goals of Misbehavior:

1. People are social beings and have a desire to belong and feel significant in the eyes of others.

2. All behavior is goal-oriented and has a purpose.- The Primary Goal is to belong and feel significant.- The Four Mistaken Goals of Misbehavior:

A. Attention “Notice me.”

B. Power “I’m in charge.”

C. Revenge “I’ll get even.”

D. Avoidance of Failure “I can’t.”

3. People Have Basic Needs. (These needs will be met in a positive or negative

way!)a. Safety and Securityb. Connect (Acceptance, Attention, Appreciation, Affection)c. Control – Powerd. Capablee. Contributef. Fun – Enjoyment

4. People are Decision-Makers.(Decision-makers must be responsible for the decisions they make.)

5. All People are Entitled to Dignity and Respect.6. Perception is Reality.7. The Only Person You can Control is YOURSELF!

3. People Have Basic Needs. (These needs will be met in a positive or negative

way!)a. Safety and Securityb. Connect (Acceptance, Attention, Appreciation, Affection)c. Control – Powerd. Capablee. Contributef. Fun – Enjoyment

4. People are Decision-Makers.(Decision-makers must be responsible for the decisions they make.)

5. All People are Entitled to Dignity and Respect.6. Perception is Reality.7. The Only Person You can Control is YOURSELF!

Fundamental Premises About People

Fundamental Premises About People

CYCLE OF FAILURECYCLE OF FAILURE

A. Negative Self-Concept/ Low Self-Worth.

B. Negative Behavior.C. Punishment.D. Self-Concept Lowered.E. Angry Person More Violent.F. Back to “A”.

.

A. Negative Self-Concept/ Low Self-Worth.

B. Negative Behavior.C. Punishment.D. Self-Concept Lowered.E. Angry Person More Violent.F. Back to “A”.

.

CYCLE OF FAILURECYCLE OF FAILURE

TO BREAK THAT CYCLE, YOU MUST:

A. Have a Supportive Climate.

B. Build Relationships.

TO BREAK THAT CYCLE, YOU MUST:

A. Have a Supportive Climate.

B. Build Relationships.

Belief Statements…What’s Yours?

Belief Statements…What’s Yours?

Without belief statements, there is no foundation for developing a discipline plan.

I believe…

Without belief statements, there is no foundation for developing a discipline plan.

I believe…

Belief StatementsBelief Statements

PREVENTIONPREVENTION

EnvironmentEnvironment

MotivationMotivation

Kids don’t care how much you know

until they know how much you care!

Kids don’t care how much you know

until they know how much you care!

Encouragement Encouragement

NoticeNotice

Effective InstructionEffective Instruction

Cooperative LearningCooperative Learning

Engage Immediately Engage Immediately

People retain People retain

10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they discuss with

others 80% of what they say and do 95% of what they teach

10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they discuss with

others 80% of what they say and do 95% of what they teach

Auditory Learners Auditory Learners

Visual Learners Visual Learners

Tactile Learners Tactile Learners

Kinesthetic Learners Kinesthetic Learners

ReflectReflect

RULESRULES

Two rules Spencer Henry uses:

1. Do things that will not prevent me from teaching, you or others from learning.

2. Respect yourself, others and your school.

Two rules Spencer Henry uses:

1. Do things that will not prevent me from teaching, you or others from learning.

2. Respect yourself, others and your school.

Teach what works and what doesn’t work with you.

Teach what works and what doesn’t work with you.

PROCEDURESPROCEDURES

Daily classroom routines:

Transitions.

Developed by the school.

Daily classroom routines:

Transitions.

Developed by the school.

Don’t assume anything!

Teach everything!

Don’t assume anything!

Teach everything!

Giving Directions:Giving Directions:

Punishment Punishment

Research says that for every year a bad habit is practiced,

it will take one month of intervention to change that

behavior – 6 years - 6 months!

Research says that for every year a bad habit is practiced,

it will take one month of intervention to change that

behavior – 6 years - 6 months!

Consequences Consequences

Loss or delay of privileges.

Require interaction.

Restitution.

Instructional.

Loss or delay of privileges.

Require interaction.

Restitution.

Instructional.

Time Out/Chill OutTime Out/Chill Out

So what do you do with the non-compliant

student?

So what do you do with the non-compliant

student?

Listen, acknowledge and defer.

Listen, acknowledge and defer.

Use thinking statements – not arguing words!

Use thinking statements – not arguing words!

What.

Judgmental.

Close-ended questions.

Problem solving.

Consequence questions.

What.

Judgmental.

Close-ended questions.

Problem solving.

Consequence questions.

If student does not

answer –be prepared to

answer.

If student does not

answer –be prepared to

answer.

Use “I” Statements.

Use “I” Statements.

NEVER engage for more than 10 seconds.

NEVER engage for more than 10 seconds.

THE QUALITY OF A CHILD’S EDUCATION DEPENDS UPON THREE THINGS

YOU CAN CONTROL:

THE QUALITY OF A CHILD’S EDUCATION DEPENDS UPON THREE THINGS

YOU CAN CONTROL:

• HOW WELL YOU MANAGE YOUR CLASSROOM.

• THE RELATIONSHIP BETWEEN THE STUDENT AND THE TEACHER AND.

• THE CAPABILITY OF THE TEACHER.

• HOW WELL YOU MANAGE YOUR CLASSROOM.

• THE RELATIONSHIP BETWEEN THE STUDENT AND THE TEACHER AND.

• THE CAPABILITY OF THE TEACHER.

Pro-Acting is like sharpening an ax before chopping wood.

Are you prepared to deal with difficult, challenging, at

risk students?

Pro-Acting is like sharpening an ax before chopping wood.

Are you prepared to deal with difficult, challenging, at

risk students?

Be Personal!Be Personal!

Don’t Personalize!Don’t Personalize!

THE TEACHERTHE TEACHER

I have come to a frightening conclusion.I am the decisive element in the classroom.It is my personal approach that creates the climate.It is my daily mood that makes the weather.As a teacher, I possess tremendous power to make a

child’s life miserable or joyous.I can be a tool of torture or an instrument of

inspiration. I can humiliate or hurt, humor or heal.In all situations, it is my response that decides

whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.

Haim Ginott

I have come to a frightening conclusion.I am the decisive element in the classroom.It is my personal approach that creates the climate.It is my daily mood that makes the weather.As a teacher, I possess tremendous power to make a

child’s life miserable or joyous.I can be a tool of torture or an instrument of

inspiration. I can humiliate or hurt, humor or heal.In all situations, it is my response that decides

whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.

Haim Ginott