Presentation on theme: "Assertive Discipline Methods Of Teaching Coleen Guest Fall 2001."— Presentation transcript:
Assertive Discipline Methods Of Teaching Coleen Guest Fall 2001
Understanding The Goals of Misbehavior There are two common forms of behaviors: -Attention-Seeking Behavior and -Power Behavior
Active Characteristics of Attention-Seeking Behavior Student does all kinds of behaviors that distract the teacher and their classmates.
Active Characteristics of Power Behavior Temper tantrums and verbal tantrums: Student is disruptive and confrontive.
Passive Characteristics of Attention-Seeking Behavior Student exhibits one-pea-at-a-time behavior, operates on slow, slower, slowest speeds.
Passive Characteristics of Power Behavior Quiet Noncompliance: -Student does his or her own thing, yet often is pleasant and even agreeable.
Origins of Behavior for Attention-Seeking Behavior Parents and teachers tend to pay more attention to misbehavior than to appropriate behavior. Young people aren’t taught how to ask for attention appropriately. Young people may be deprived of sufficient personal attention.
Origins of Behavior for Power Behavior Student hides behind a label: Transforms bid for power into inherent personality trait. Changes in society that stress equality in relationships, rather that dominant-submissive roles. The exaltation of the individual and the emphasis on achieving personal power, as epitomized by the human potential movement.
Students’ Legitimate Needs for Attention-Seeking Behavior Positive recognition.
Students’ Legitimate Needs for Power Behavior Personal autonomy.
Silver Lining for Attention- Seeking Behavior Student wants a relationship with the teacher and classmates.
Silver Lining for Power Behavior Student Exhibits: -Leadership Potential -Assertiveness -Independent Thinking
Principals of Prevention for Attention-Seeking Behavior Catch the student being good by giving lots of attention for appropriate behavior. Teach student to ask directly for attention when needed.
Principals of Prevention for Power Behavior Allow voice and choice so student has options and feels heard. Grant legitimate power through hands- joined discipline and decision making. Delegate responsibility so student feels a sense of responsible power. Avoid and defuse confrontations.
Strategies and Techniques for Attention-Seeking Behavior Minimize the attention: -Refuse to respond. -Give “The Eye”. -Stand close by. -Use name dropping. -Send a general or secret signal. -Give a written notice. -Use an I-message.
Strategies for Attention-Seeking Behavior Continued Clarify desired behavior. -State “Grandma’s Law”. -Use “target-stop-do”.
Strategies for Attention-Seeking Behavior Continued Legitimize the behavior. -Create a lesson from the misbehavior. -Go the distance. -Have the class join in. -Use a diminishing quota.
Strategies for Attention-Seeking Behavior Continued Do the unexpected. -Turn out the lights. -Play a musical sound. -Lower your voice. -Change your voice. -Talk to the wall. -Use one-liners -Cease teaching temporarily.
Strategies for Attention-Seeking Behavior Continued Distract the students. Ask a direct question. Ask a favor. Give choices. Change the activity.
Strategies for Attention-Seeking Behavior Continued Notice appropriate behavior. -Use proximity praise. -Use compliance praise. -Make recordings. -Give a standing voice.
Strategies for Attention-Seeking Behavior Continued Move the student. -Change the student’s seat. -Use the thinking chair.
Strategies and Techniques for Power Behavior Make a graceful exit. -Acknowledge student’s power. -Remove the audience. -Table the manner. -Schedule a conference. -Use a fogging technique: Agree with the student or change the subject.
Strategies and Techniques for Power Behavior Make a graceful exit – continued. -State both viewpoints. -Refuse responsibility. -Dodge irrelevant issues. -Deliver a closing statement. -Call the student’s bluff. -Take teacher time-out.
Strategies and Techniques for Power Behavior Use time-out. -Use the language of choice. -Call the who squad. -Require a reentry plan.
Set Consequences for Power Behavior Loss or delay of privileges. -Loss or delay of an activity. -Loss or delay of using objects. -Loss or delay of access to school areas.
Set Consequences for Power Behavior Continued Loss of freedom of interaction. -Denied interactions with other students. -Required interactions with school personnel. -Required interactions with parents. -Required interactions with police.
Set Consequences for Power Behavior Continued Restitution: -Return, repair, or replacement of objects. -Repayment of time. -Compensation to classmates and teachers. -School service.
Set Consequences for Power Behavior Re-teach appropriate behavior. -Extended practice. -Written reports. * Conduct a teacher-student conference.*
References Beach Center on Families and Disability. (1995). What research says: Understanding challenging behavior and teaching new skills. Lawrence, KS:Author. Piant, R.C. (1999). Enhancing relationships between children and teachers. Washington, D.C: American Psychological Association.