2Agenda Classroom behaviors that get in the way of learning. Why students may behave the way they do.Strategies to use in the classroom.
3ActivityDiscuss with a partner and write down student behaviors that interfere with learning.
4Purpose of BehaviorAll behavior is telling us something. Every behavior has a purpose, it is goal directed, attempts to meet their needs.Identifying the goal of behavior- To understand the purpose- To reduce possible misinterpretation of a behavior- To teach alternative behaviors
5Why Do They Misbehave?Dreikurs: “Kids misbehave and seek “mistaken goals” when they do not have a sense of belonging or being valued.
6Goals of Behavior (Dreikers) Attention SeekingAvoidance/InadequacyPower/ControlRevenge
7Attention SeekingPurpose: an attempt to get the recognition they feel they deserve.Behaviors:Blurting OutRefuse to work unless teacher hoversAsk irrelevant questions or comments
8Seeking Power or Control ArgueContradictLieRefuse to work or follow directions
9Seeking Revenge Treat others cruelly/bullying Set themselves up to be punishedEngage in pranks
10Displaying inadequacy Passively refuse to participateSit silently and don’t engage in instructionRequest to be left alone
11How to identify the “mistaken goal” If students: Possible Goal:Stop behavior, but then Attentionrepeat itRefuse to cooperate, Avoidance/participate, or interact InadequacyRefuse to stop and Power/Controlincrease misbehaviorBecome hostile/violent Revenge
12How to identify the “mistaken goal” If you feel:AnnoyedThreatenedHurtPowerlessThe student is probably seeking:AttentionPowerRevengeInadequacy
13Other Goals of Behavior TangibleFoodObjectActivitySensoryStimulationSensory InputHabit
15ActivityDiscuss in small groups what you believe to be your role and purpose in the classroom?What goals do you have for yourself and your students?What barriers are getting in the way of achieving these goals.
17Manipulate the learning environment…not the behavior This is where you have the greatest control and will see inappropriate behaviors diminish…and maybe be extinguished!We can only control our behaviors, we cannot force anyone to do anything.
18Set students up for success Establish routinesDiscuss behavior expectations before an activityUse student inputUse proactive cooperation. Get them in a cooperative moodHelp them respond correctly. Give hints/cues so they are successful in front of their peers
19So What Do We Do? Help develop a sense of belonging Create a feeling that they are valuedDevelop a “supportive team” spirit
20Relationship is Key Work to establish a genuine relationship Provide genuine affirmationPreserve a student’s dignity, allow them to save faceDon’t take a student’s behavior personally – It’s not about you!Strive to be patient, fair, firm, and consistentAccept that you cannot force anyone to do something (you may win the battle, but lose the war)Keep your sense of humorShow and expect respect
21Strategies To Try Attention: Provide acceptable ways of gaining attention. This may need to be taught!Make an action plan in which student receives positive attention (greet student, praise student…)Provide academic supports (peer help, modifications)
22Power:Avoid power struggles. Stay out of the “conflict cycle”. Seek solutions, not blameInvolve student in making decisions, choicesGive responsibilitiesUse an “I message” followed by a question (I’m hearing you use language that is not school appropriate. Could you restate your opinion in a way that is appropriate?)
23Examples of “I” messages You weren’t listening. You’re gonna end up on welfare or flipping burgers!“I want my students to listen closely so they can learn important things that will help them succeed in life.” (Spell out the specific behaviors that will demonstrate that they are listening. E.g. eyes on the teacher, book open to the correct page, hands free on their desk, etc.)
24If you use garbage mouth one more time, you’re losing recess. “I need to hear only school appropriate words. Please try your statement again.”
25You’re a rude, inconsiderate student. “I feel bad when students behave in a mean way when I know that there are better ways to express things. How about saying it in a polite way so I won’t be distracted from what you truly want.”
26What is wrong with this class What is wrong with this class? Why does it take you forever to open your notebooks? How do you expect to learn anything if you take up half the morning fooling around?“I get impatient when we don’t get to work promptly. I’m excited about teaching you things that will help you. I like to see all your notebooks opened and everyone ready to begin when the bell rings.”
27Activity Let’s Give it a try! You’re out of your chair again!What’s wrong with you?You don’t have your assignment done again!You better start paying attentionYou’re late againWhat are you doing in the hall again? You’re always trying to find a way to get out of class.You’re doing it all wrong. Weren’t you paying attention?
28Revenge SeekingProvide activities that help students view each other positivelyBuild a relationship outside the classroomExpect resistance due to trust issues. Be persistent.
29Displaying Inadequacy Offer encouragement and supportBlame the lack of success on curriculum, materials, even the way the lesson was presented, but do not blame the studentSet the student up for success and recognize his/her effort…not gradesNever show frustration…this may reinforce the sense of worthlessness
30How do we guide students into appropriate behavior? Rephrase Our Comments: When addressing misbehavior, “delete” from our commentary…“Why” questions (e.g. “Why did you do that?”)The word “you” (e.g. “You better stop that.”)The words “No” and “Don’t”Lecturing/Nagging/Berating
31Need a reason for “deleting”? All of these place blame rather than seek solutions. They make matters worse rather than better!
32The “Why Questions” Asking “why” really translates into “I gotcha!” Promotes finding a defense…lying which now gives a new behavior to deal withUse “why” only when you really can produce concern/caring
33“You” Attacks, hurts, is condescending, controlling Fails to solve the problemPuts them “on stage”Often leads to more power struggles
34Remember the Goal! Examples: You ask a student to open his book and read. He pushes his desk, swears, walks to the other side of the room and yells, “I’m not opening that book.”
35His Goal: Avoidance/Failure Why??? He gets bossed around a lot at home. He had a problem before class and he’s upset about something else………….He can’t read
36ActivityA student finishes his part of the activity ahead of his classmates. He starts drumming his hands on the desk. You ask him to stop, but he continues.(Identify the student’s possible goal, how you are feeling, and a strategy to address the behavior.)
37ActivityYou ask a disruptive student to leave the room. He does, but on his way out he turns off the lights.(Identify the student’s possible goal, how you are feeling, and a strategy to address the behavior.)
38ActivityA student arrives in class wearing his hat. You remind him of the rules but he continues to wear it.(Identify the student’s possible goal, how you are feeling, and a strategy to address the behavior.)
39Remembering the Goal! What is the goal for the classroom Consider the student’s motivation for the behaviorWill traditional interventions (warnings, punishments, exclusion, and orders work or make the situation worse?)
40What can I do to adjust my behavior right now to meet the goal of the classroom? (offer help, planned ignore, involve the student)What type of follow-up is needed to teach the student new skills so he/she can learn socially appropriate ways to express himself/herself in the future?
41Avoiding “No” and “Don’t” Doesn’t tell kids what behavior you want to see…so it won’t happenIf you want a student to display a behavior, teach it like academic materialKids hear action words so“Don’t run” =“ Run”“Stop yelling” = “Yell”
42Lecturing About Behavior Lecturing is nagging and comes across as blah, blah, blah, blah…..Nagging…causes embarrassment, negative self image, and retaliation
43Positive Strategies Give clear directions Use a neutral, calm voice Give yourself and the student timeUse enforceable statementsUse few wordsOffer choicesDiscipline in privateTag teamFollow through with consequences
44A Final Word: Respect! How do we get respect? How do we show respect? Listen to the studentShow concern for their welfarePay attention to them Outside the classroomUse humor…but avoid sarcasm
45Recognize effort, not correctness Point out progress made no matter how smallBelieve in their potential
46Resources Web sites: www.mcspecialeducation.com www.schoolbehavior.com http//.pbskids.org