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