MisbehaviorMisbehavior
And how to Handle it
OutlineOutline
Verbal intervention– Guidelines to using verbal intervention– Levels of verbal intervention
Hints Questions Requests/demands
When verbal intervention fails– Use of logical consequences
Outline continuedOutline continued
Chronic misbehavior– What chronic misbehavior looks like– How to deal with chronic misbehavior
Relationship building Cycle of disencouragement Private conferences
Management techniques– Self monitoring– Anecdotal records– Behavior contracting
Group activity conclusion
Guidelines to Verbal Guidelines to Verbal InterventionIntervention
1.When possible, use non verbal interventions first
2.Keep verbal interventions private (if possible)
3.Make verbal intervention brief4.Speak to the situation, not the person
Guidelines continuedGuidelines continued
5. Set limits on behavior, not feelings 6. Avoid sarcasm and other responses that are
demeaning 7. Begin by using a technique that fits the student
and the problem, try to allow as much student control as possible
8. If the first verbal intervention is unsuccessful, then try a second one closer to the teacher end of the control spectrum
Guidelines continuedGuidelines continued
9. If more than one verbal intervention fails, then it may be time to move to logical consequences.
Levels of verbal interventionLevels of verbal intervention
Move from student controlled to teacher controlled.
The three levels include:– Hints– Questions– Requests/demands
HintsHints
Adjacent peer reinforcementCalling the student by nameUsing humor
QuestionsQuestions
Questioning awareness of effect
Requests/demandsRequests/demands
Sending an I-message Using direct appeal Using positive phrasing Using “are not for” Reminding students of rules Asking Glasser’s triplets Using explicit redirection Broken Record Strategy
Verbal Intervention failed…Verbal Intervention failed…Now what?Now what?
Use of logical consequences– Goal is to emphasize that the student must
change their behavior, or consequences will be faced.
– “you have a choice”– Once teacher moves to this stage, No more
dialogue. Student now faces a consequence.– Consistency, consistency, consistency– Punishment must fit the behavior.
Classroom Interventions for Classroom Interventions for Chronic problems (Ch.9)Chronic problems (Ch.9)
Chronic Behavioral Problems
Disrupt learning
Two-step trap
Strategies
Relationship BuildingRelationship Building
One of the most effective strategies
Disregard any negative qualities
Look for any positive qualities
Be persistent, consistent, and predictable
Teacher must monitor their own behaviour
Breaking the Cycle of Breaking the Cycle of DiscouragementDiscouragement
Stop negative teacher responses to negative student behaviours
•Engage in behaviours to help meet students
Needs
4 questions
Positive Feedback
Sense of Virtue
Private ConferencesPrivate Conferences
Makes student aware that their behaviour is a problem
Basic step to a positive relationship
Helps student take ownership of the problem
Receiving SkillsReceiving Skills
1. Use silence and non-verbal attending cues
2. Probe
3. Check Perceptions
4. Check Feelings
Sending SkillsSending Skills1. Deal in the here and now
2. Make eye contact and use congruent non-verbal behaviours
3. Make statements rather than asking questions
4.Use “I”- take responsibility for your feelings
Sending Skills cont.Sending Skills cont.
5. Be brief
6. Talk directly to the student, not about him/her
7. Give directions to help the student correct the problem
8. Check student understanding of your message
Techniques for Managing Students with Techniques for Managing Students with Chronic MisbehaviourChronic Misbehaviour
1)Self-monitoring
2)Anecdotal record keeping
3)Behavioural contracting*exclusion (last resort)
Group ActivityGroup Activity
ConclusionConclusion