2. The Individual Psychology of Misbehavior Alfred Adler Rudolph Driekurs Jane Nelson Us… Alfred Adler Rudolph Driekurs Jane Nelson Us…

3. Psychosocial Engine…

4. Four Components of Effective Management…  Kyle and Rogien  Effective teaching  Preventative mgmt.  Corrective mgmt.  Supportive  Kyle and Rogien  Effective teaching  Preventative mgmt.  Corrective mgmt.  Supportive

5. Children’s Misbehavior …  Comes from fundamental belonging needs  Is goal directed (teleological) and purposeful  Shows decreasing social interest  Comes from fundamental belonging needs  Is goal directed (teleological) and purposeful  Shows decreasing social interest

6. A teacher’s response…  Should consider the goal  Identify the goal by focusing on how the behavior makes you feel  Should be thoughtful  Should not allow the child to achieve their goal (control of your behavior)  Should consider the goal  Identify the goal by focusing on how the behavior makes you feel  Should be thoughtful  Should not allow the child to achieve their goal (control of your behavior)

7. Remember: always…  Use few words  Be in control of your own emotional behavior  Use few words  Be in control of your own emotional behavior

8. Increasing Intensity of Social Destructiveness …  Normal (in the behavioral groove)  Distraction  Control/power  Anger/Violence  Disabled  Normal (in the behavioral groove)  Distraction  Control/power  Anger/Violence  Disabled

9. Chapter 10 Keys and Links for Corrective Strategies

10. Teacher Attitude  Have high behavioral expectations for all of your students  Encourage your students!  Never discipline in a demeaning way.  Have high behavioral expectations for all of your students  Encourage your students!  Never discipline in a demeaning way.

11. Modeling Self Management  Act respectful and professional when a student is trying to provoke you.  Deal appropriately with your own negative emotions. find your happy place:-)  Use beta language  See the positive characteristics in ALL students…yes even the tough ones!  Act respectful and professional when a student is trying to provoke you.  Deal appropriately with your own negative emotions. find your happy place:-)  Use beta language  See the positive characteristics in ALL students…yes even the tough ones!

12. Student Factors  Active involvement in the discipline problems.  Discipline is done WITH students not TO students!  Use prevention strategies to avoid problems.  Students have 7 needs: dignity, enjoyment, power, security, hope, competence, and acceptance.  Active involvement in the discipline problems.  Discipline is done WITH students not TO students!  Use prevention strategies to avoid problems.  Students have 7 needs: dignity, enjoyment, power, security, hope, competence, and acceptance.

13. Perspectives on Power  Sharing power with students doesn ’ t diminish your power. Don ’ t be a power- hungry control freak!  Teachers and students should be allies not enemies.  Power in the classroom is emPOWERing!  Sharing power with students doesn ’ t diminish your power. Don ’ t be a power- hungry control freak!  Teachers and students should be allies not enemies.  Power in the classroom is emPOWERing!

14. Levels of Misbehavior  A level: Distracting misbehavior Example: pencil tapping, weird noises!  B level: Controlling misbehavior Example: “This is stupid!” “You can’t make me!”  C level: Angry violent misbehaviors Example: destroying things, hurting others  A level: Distracting misbehavior Example: pencil tapping, weird noises!  B level: Controlling misbehavior Example: “This is stupid!” “You can’t make me!”  C level: Angry violent misbehaviors Example: destroying things, hurting others

15. Corrective Strategies  A level Example: Active body language, Attention focusing strategies  B level Example: Brief choices, Button-pusher escapes  C level Example: Chill out time, Consequences  A level Example: Active body language, Attention focusing strategies  B level Example: Brief choices, Button-pusher escapes  C level Example: Chill out time, Consequences

16. “A” Options for Distracting Behaviors Brittany,Lynn,Margaret, Ashley, Caitlin

17. DISTRACTING BEHAVIORS  Distracting behaviors are behaviors that sidetrack you and divert attention of students from learning…..  pencil tapping, wandering the room, making weird noises, throwing things, talking to other students  Distracting behaviors are behaviors that sidetrack you and divert attention of students from learning…..  pencil tapping, wandering the room, making weird noises, throwing things, talking to other students

18. WHY?  Students exhibit distracting behaviors - for personal attention - because their learning styles are not being met - they are not engaged in the material - they don’t feel like a part of the community IT IS NECESSARY TO TEACH KIDS RESPECT  Students exhibit distracting behaviors - for personal attention - because their learning styles are not being met - they are not engaged in the material - they don’t feel like a part of the community IT IS NECESSARY TO TEACH KIDS RESPECT

19. Strategies  Active Body Language  Attention focusing strategies  **Need to wean students away from getting attention needs met through misbehavior to getting them met through responsible behavior  Active Body Language  Attention focusing strategies  **Need to wean students away from getting attention needs met through misbehavior to getting them met through responsible behavior

20. Active Body Language  Utilize in a non-aggressive manner  “The Look”  Making eye contact and maintaining for a few seconds communicates need to stop the behavior.  Firm but not angry  Utilize in a non-aggressive manner  “The Look”  Making eye contact and maintaining for a few seconds communicates need to stop the behavior.  Firm but not angry

21. Proximity  When student is choosing a distracting behavior walk over and begin teaching right next to him/her.  Get into the habit of moving around the room  It is a deterrent and corrective strategy  When student is choosing a distracting behavior walk over and begin teaching right next to him/her.  Get into the habit of moving around the room  It is a deterrent and corrective strategy

22. Body Carriage  When dealing with a discipline situation you want your body to be erect and “I mean business” demeanor  Aggressive body language tends to be cause aggressive in the situation  When dealing with a discipline situation you want your body to be erect and “I mean business” demeanor  Aggressive body language tends to be cause aggressive in the situation

23. Appropriate Touch  Light pat on back may communicate “stop”  Ex. Hand on shoulder  Light pat on back may communicate “stop”  Ex. Hand on shoulder

24. Signals and Gestures  Sign language- taught to class to mean “stop” or “quiet”, etc.  Can also be used to highlight responsible behavior.  Ex. Thumbs up  Sign language- taught to class to mean “stop” or “quiet”, etc.  Can also be used to highlight responsible behavior.  Ex. Thumbs up

25. Teaching Pause  A pause in your teaching for a few seconds can be a very effective way to have active body language communicate with your whole class.

26. Teaching Pause (cont.)  1. Simply stop teaching and stand in “I mean business” stance, scan room getting eye contact with as many students as possible.  2. Same, but sit down if student is so engaged in misbehavior that they don’t notice you have stopped. Once they have made eye contact, gotten message, stand back up and continue  1. Simply stop teaching and stand in “I mean business” stance, scan room getting eye contact with as many students as possible.  2. Same, but sit down if student is so engaged in misbehavior that they don’t notice you have stopped. Once they have made eye contact, gotten message, stand back up and continue

27. Attention Focusing Strategies  - use as few words as possible  Signals  Auditory & visual Examples- “give me 5” * lights off* clapping patterns * chimes….. (note- remember wait time!)  - use as few words as possible  Signals  Auditory & visual Examples- “give me 5” * lights off* clapping patterns * chimes….. (note- remember wait time!)

28. Refocus Notes  -Don’t stop teaching, write what you want student to stop doing in note, walk over & put it on their desk  Target stop Do  Voice change  Name Dropping  Grandma’s Rule  Distract their Distractor  Coupon approach  I -Statements  -Don’t stop teaching, write what you want student to stop doing in note, walk over & put it on their desk  Target stop Do  Voice change  Name Dropping  Grandma’s Rule  Distract their Distractor  Coupon approach  I -Statements

29. Options for Controlling Behavior Chapter 12 Jenilee Palasik, Jennifer Paulding, Erin Stechiak, Christie Ericson, Jennifer Pekarsky Chapter 12 Jenilee Palasik, Jennifer Paulding, Erin Stechiak, Christie Ericson, Jennifer Pekarsky

30. Management Plan  Setting up a management plan in order to deal with students’ behavior is the key to successfully handle behavior issues  3 methods:  Button Pusher Escape  Brief Choices  Business-Like Consequences  Setting up a management plan in order to deal with students’ behavior is the key to successfully handle behavior issues  3 methods:  Button Pusher Escape  Brief Choices  Business-Like Consequences

31. Button Pushers  Acknowledge student’s power  How to deal-  Influence student to make responsible decision  “You can either work on this now with the rest of us or you can work on it during Choice Time… it’s your choice.”  Acknowledge student’s power  How to deal-  Influence student to make responsible decision  “You can either work on this now with the rest of us or you can work on it during Choice Time… it’s your choice.”

32. Brief Choice Language This type of language states appropriate behavior then present consequence using the word “or.” “I need you to finish your writing or you’ll have to stay in for recess.” This type of language states appropriate behavior then present consequence using the word “or.” “I need you to finish your writing or you’ll have to stay in for recess.”

33. Business-Like Consequences  5 R’s to Successful Behavior  Related  Reasonable  Respectful  Reliably Enforced  Real Participation  5 R’s to Successful Behavior  Related  Reasonable  Respectful  Reliably Enforced  Real Participation

34. Role of Teacher  You may feel frustrated, angered, and want to lash out but these strategies teach you to control your reactions  Use as few words as possible  Be graceful and respectful  You may feel frustrated, angered, and want to lash out but these strategies teach you to control your reactions  Use as few words as possible  Be graceful and respectful

35. You can use humor too :  #1- Student- “You don’t know anything about coaching.”  Teacher- “Oh yes I do… the instructions came with my Reeboks.”  #2- Student- “This is a really dumb class.”  Teacher- “You need four dumb classes to graduate.”  #1- Student- “You don’t know anything about coaching.”  Teacher- “Oh yes I do… the instructions came with my Reeboks.”  #2- Student- “This is a really dumb class.”  Teacher- “You need four dumb classes to graduate.”

36. Putting the “C” Back in Control Approaches to Dealing with Angry and Violent Behavior Approaches to Dealing with Angry and Violent Behavior

37. Key Teacher Responsibilities  Model self control and responsible behavior.  Set up a fair and supportive environment through preventive stragies.  Set up corrective strategies.  Model self control and responsible behavior.  Set up a fair and supportive environment through preventive stragies.  Set up corrective strategies.

38. The Six C’s  Chill out time  Choice Levels  Consequences  Chat time  Contracts  Curbing Violence  Chill out time  Choice Levels  Consequences  Chat time  Contracts  Curbing Violence

39. Chill Out Time  Purpose: To help students recognize when they need to calm down.  Personal Responsibility  Purpose: To help students recognize when they need to calm down.  Personal Responsibility

40. Key Components to Chill Out Time  Not a consequence  Implement from beginning  Holds students accountable  Personal Responsibility  Logical consequences follow  Not a consequence  Implement from beginning  Holds students accountable  Personal Responsibility  Logical consequences follow

41. Choice Levels  Next step for students resistant to chill out time  Students need to be given to an oppurtunity to make their own choices and understand the consequences of these choices.  Next step for students resistant to chill out time  Students need to be given to an oppurtunity to make their own choices and understand the consequences of these choices.

42. Continued…  Delivery should be controlled and firm.  CBone’s Fav… turn and walk away.  Delivery should be controlled and firm.  CBone’s Fav… turn and walk away.

43. ~Consequences~  Hold students responsible for their choices.  Students help to set behavioral goals.  Restitution Consequences: consequence helps to repair damaged situation.  Hold students responsible for their choices.  Students help to set behavioral goals.  Restitution Consequences: consequence helps to repair damaged situation.

44. Chat time with Students  Students help create solutions to their problems.  Listen to students problems…work out where the behavior is stemming from.  What would work for them.  Students help create solutions to their problems.  Listen to students problems…work out where the behavior is stemming from.  What would work for them.

45. Contracts  Gives students responsibility and control over their behavior and consequences.  Empowering  Helps students and teachers to follow through with plans.  Gives students responsibility and control over their behavior and consequences.  Empowering  Helps students and teachers to follow through with plans.

46. Curbing Violence  Teaching students strategies that will help them to control and prevent violent behavior.