2Three basic concepts to behavior: 1. Students choose their behavior2. Ultimate goal of behavior is to fulfill the psychological and emotional need to belong.3. Students misbehave to achieve one of four immediate goals (covered later)
3Behavior is a CHOICE! What is our goal? What is the action plan? To have cooperative relationships in and beyond the classroomWhat is the action plan?INDIVIDUALIZED discipline plan specific to student’s needsPinpoint and describe student’s behaviorIdentify the goal of the misbehaviorChoose intervention technique for moment of misbehaviorSelect encouragement techniques to build self-esteem
4Behavior is a CHOICE!No one can make someone behave a certain way.We need to learn how to interact with children so they will choose to behave appropriately.What are some ways we can have positive interactions with our students?
5Styles of Classroom Management Hands-Off StylePermissive“freedom”No clear boundariesNo effective teacher interventions ready at moment of misbehaviorMany students push the limits and make poor behavior choices
6Styles of Classroom Management Hands-On Style“Because I say so”Making students behaveLaying down the law and expecting obedienceMany students make poor choices when confronted with a hands-on style of classroom managementThey want to rebel
7Styles of Classroom Management Hands-Joined StyleStudents are respectfully treated as important decision makersParticipate in the design of their educationMore cooperative and achieve more academically
8Behavior is the need to BELONG What does it mean to “belong” to a middle or high school student? – (Think/Pair/Share)
9The 3 C’s Capable Connect Contribute Feel capable of completing tasksConnectConnect successfully with teachers and classmatesContributeContribute to the group in a significant wayIn a classroom setting, what do these three words have to do with discipline?In a classroom, how can we authentically encourage our students?
10Three Factors Affect the three C’s 1. Quality of teacher-student relationship2. Strength of classroom climate for success3. Appropriateness of the classroom structure
11The Encouragement Process Students misbehave less because we give them the gift of our attention
12Encouragement Affects: Self-esteem: healthy, resilient self-esteem helps students achieve more academically and cause far fewer behavior problemsViolence Prevention: unfulfilled needs lead to anger, frustration, and feelings of powerlessness.Gang Prevention: students join gangs to belong; community must join together to encourage youthInclusion: special needs students have the same need to belong; “I can do it”
134 Goals of MisbehaviorAttention: extra attention; center stage; constantly distract the teacher and classmates to gain an audiencePower: quest for power; be the boss; show others you can’t push them around; refuse to comply with class rules or requestsRevenge: lash out to get even for real or imagine hurts; target can be teacher, students, or bothAvoidance-of-Failure: avoid repeated failure; choose withdrawal behaviors; hope everyone backs off and leaves them along
14Scenario 1Student is minutes late and makes an announcement as she enters the room.
15Scenario 2Student refuses to raise hand during a discussion.
16Scenario 3When Sally answers, Jimmy has a habit of rolling his eyes and sometimes making a comment under his breath.
17Scenario 4Student constantly trips or falls when walking around the classroom.
18Your turn!Get into your regular groups. Create a scenario that is centered around one of the four goals of misbehavior. You have 5 minutes.We will come back as a group to discuss each other’s scenarios.