Understanding and Dealing with Difficult Student Behavior Terry Espejo, PGSS Guitar 11/12 Pre-Employment 11/12 Prince George School District 57 Union Staff Representative – PGSS PGDTA – Barg. Committee BCTF Income Security Committee

Agenda / Topics - School - Position / Assignment - Teaching Experience 1. Introductions - Name - School - Position / Assignment - Teaching Experience 2. Some causes of behavior: 2.1 Introduction 2.2 Lack of Attention 2.3 Lack of Power

Agenda / Topics 2.4 Lack of Self-Confidence / Fear of Failure 2.5 Seeking Revenge 2.6 Seeking Excitement 3. Teacher expectations 4. Teacher response to student behavior, “If student break these rules…” 5. Group activity 6. Factors that promote student learning and minimize misbehavior 7. What interferes with student learning

Agenda / Topics 8. Prevention is better than prescription / Front – Loading / Classroom Management 9. Classroom Culture 10. Grading / Assessment 11. Modeling 12. Behavior Management 13. Classroom Behavior 14. Summary / Conclusion

Agenda / Topics 12. Behavior management 13. Classroom behaviors 14. Summary 15. Conclusion

Some causes of misbehavior Introduction: - Misbehavior is a word adults use – not students - Misbehavior the way teachers see it is different from the way students see it - Students are naturally curious. They explore, they try, they experiment, they test and some of their behavior(s) can be seen as inappropriate by teachers The well-behaved student behaves well for a reason – what would the reasons be? Ideas? All behavior has a purpose and dealing with all misbehavior the same way may not work

Some Causes of Misbehvior Introduction Continued: - Most difficult and perhaps most important in dealing with misbehavior is understanding the purpose of misbehavior - Teachers cannot deal with misbehavior effectively until we know the reasons for it - Most important to remember is to “keep our cool and stay calm” when we try to help students behave in a better manner

Some causes of Misbehvior Introduction Continued: When students misbehave in class and teachers have difficulty maintaining classroom control, Teachers feel a sense of failure, rejection, threatened. Others feelings? To avoid these feelings Clarify types of behavior – why is the student behaving this way? Understand some causes Generate solutions Separate behavior from person

Some causes of Misbehavior Introduction Continued: - Check our emotions out of the situation and don’t take student’s behavior personally

Some Causes of Misbehavior - There are many causes of misbehavior, e.g., anger, ADHD, ODD, FASD, DAV, bullying, low motivation, anxious, mental health, emotional stability, physical health, home / school issues, peer pressure, others? - But the majority of misbehavior emerges from: 1. Lack of attention 2. Lack of power 3. Lack of self-confidence / Fear of Failure (DAV) 4. Seeking Revenge 5. Seeking Excitement

Some causes of Misbehavior Lack of Attention: Seeking attention is another cause of behavior – most if not all of us like attention from our boss, spouse, colleagues. Students are no different The more social the personality type, the more attention is needed Situations at home, school or social environment the student is involved may increase the need to seek attention

Some causes of misbehavior Lack of Attention Continued: Behavior can be interpreted as: Active – behavior that interrupts or disturbs Passive – ignoring or forgetting your request If the teacher finds the behavior annoying, more than likely the student is seeking attention Try to ignore attention seeking behavior if possible and focus the student’s attention to task(s) at hand or remind and reinforce behavior expectations to student

Some causes of misbehavior Lack of Attention: Discussion Question(s): Can anyone provide an example where seeking attention was a possible cause of behavior? What did you do to deal with the situation? What would you do different next time you encounter a similar situation?

Some causes of Misbehavior Lack of Power Seeking power is another cause of misbehavior Adults seek power at work, in organizations, or at home to satisfy a need for control – students are the same If teachers feel angry or provoked, student is probably seeking power Behavior can be interpreted: 1. Active – disobedience 2. Passive – being stubborn or ignoring

Some causes of Misbehavior Lack of Power Continued: Continuous responding (nagging) may encourage student to continue pattern of behavior resulting in a power struggle Once a power struggle begins, best to walk away Try to redirect the student’s behavior – e.g., work on something else (offer alternatives), do not use ultimatums / threats Encourage the student to make decisions on the choices you provide

Some causes of Misbehavior Discussion Question(s): Can anyone provide an example where seeking power was a possible cause of behavior? What did you do to deal with the situation? What would you do different next time you encounter a similar situation?

Some causes of Misbehavior Lack of self-confidence / Fear of failure (Defended Against Vulnerability - DAV (Dr. G. Neufeld) Students who lack self-confidence expect failure – “I can’t or don’t know how to do it…” Dr. Neufeld would suggest that students will not attempt to do something because they might expose their vulnerabilities – some students would lash out to avoid attempting any tasks because they don’t want to show their lack of ability or knowledge Students who display this characteristic frustrate teachers because they are often capable of being successful

Some causes of Misbehavior Lack of self-confidence / Fear of failure Continued: Teachers are sometime annoyed because we feel student’s behavior is a cop-out, except students really think they can’t win in school These students use inability – real or assumed – to escape participation Instead of doing schoolwork, these students look for distractions instead and make excuses… “I’m dumb”

Some causes of Misbehavior Lack of self-confidence / Fear of failure Continued: Discussion Question(s): Can anyone provide an example where lack of self-confidence / fear of failure was a possible cause of behavior? What did you do to deal with the situation? What would you do different next time you encounter a similar situation?

Some causes of Misbehavior Seeking Revenge: Is the goal of a student’s misbehavior after trying everything and they are still not satisfied Student may feel hurt and may want to get even Students who seek revenge may feel unloved or unappreciated When a teacher feels deeply hurt by a student’s behavior or feel like getting even, it indicates that the student’s behavior is motivated by revenge Teachers need to show they won’t “play” revenge

Some causes of Misbehavior Seeking Revenge Continued: Teachers need to show authentic appreciation for specific positive behaviors Show sincere acceptance of the students own self Think about what led the student to seek revenge and think of ways to avoid it – being over critical may be the cause Student’s feelings of inadequacy may stem from thoughts of not being able to do anything worthwhile – feelings of uselessness

Some causes of Misbehavior Seeking Revenge Continued: Resulting behavior may be dropping out of school, skipping, trying alcohol, drugs Discussion Question(s): Can anyone provide an example where revenge was a possible cause of behavior? What did you do to deal with the situation? What would you do different next time you encounter a similar situation?

Some causes of Misbehavior Seeking Excitement Another cause of misbehavior Some people participate in “high-risk” activities to satisfy their need for excitement, e.g., sky diving, hang glide, steal cars, drive fast etc. – Students are the same Some student behavior may present health and safety concerns in their attempts to seek thrills and excitement Teachers need to redirect student behavior to safer behavior – liability issues, supervision

Teachers expect certain behaviors in the classroom Punctuality Regular attendance Performance of required tasks Paying attention Coming prepared Dressing appropriately Being polite, Being respectful Others?

If students break these rules . . . It poses a problem for teacher trying to manage classroom behavior to optimize student learning First thing to do—rank those behaviors in order of importance, depending on behavior, teachers respond… What do we do? How do we manage the classroom climate? - ask student to stop behavior and focus on tasks - remove student, issue warnings, offer choices, dispense consequences, referrals to admin. Other responses?

If students break these rules . . . Does it… Make you angry? Seem senseless to respond? Embarrasses you? Amuse you? Make you want to ignore behavior? Challenge you to understand what causes the behavior and respond accordingly? Now, what does it mean to respond “accordingly?”

Group Activity # 1 – Groups of 3-4 Try and recall a challenging behavior or situation you had to deal with and think about how you responded? Described what happened What led up to it? What was the behavior? How did other students react? How did you respond / intervene? What were the activities in the classroom at the time? What was the outcome? What would you do differently next time?

Discipline with Dignity, Mendler & Curwin, 1999. “Our effectiveness largely depends on our ability to choose a response that is appropriate to the situation.”

What are the factors that promote student learning and hopefully minimize misbehavior? Lessons are enjoyable, students are involved / engaged in their own learning, relevant and meaningful Students discovering interesting and new information Teacher / Students achieving goals (ELOs are being met) Understanding the purpose of tasks, (relevant curriculum) Student – teacher relationship positive Structured environment, clear expectations, lesson delivery components are consistent Formative and summative assessment practices are known to students…other factors?

What interferes with learning? Fear of failure, boredom, unrealistic goals (too much material, e.g., overloaded curriculum with Provincials) Not understanding the purpose of tasks, relevancy, connectivity, scope and sequence disjointed, pace of lessons to fast Students feeling tired, unmotivated, personal issues (grad, home-life, money) Classroom structure / arrangement, unclear classroom expectations, poor lesson planning, teacher subject expertise is minimal Others?

Prevention is better than Prescription – Front Loading, Classroom Management Techniques Impossible to avoid all behavior difficulties in classroom Set students up for success, e.g., outline / overview of activities (ELOs), exemplars of expected outcomes Variety of activities, e.g., station studies, use existing visual resources like maps for geography, chord charts, scales, Feudal System, Criminal Code Communicate clear outline of expectations and assessment criteria, e.g., evaluation rubrics, no group mark

Front Loading, Classroom Management Techniques Follow Lesson Delivery Components: Introduction (PLO) connect to previous learning Discussion of Concept(s) or skills, e.g., today we are going to learn… Demonstration Guided practise Independent practise (homework) Teach / Re-teach (check for understanding) Evaluate / Assessement (Formative vs. Summative)..discuss where skill belongs in scope or sequence of course outline, relevancy to other disciplines

Front Loading, Classroom Management Techniques Clearly state expectations concerning class attendance, participation, and the timely completion of assignments UP FRONT. (Unit plans, Course Outline) Hand out a document that outlines these criteria. Pay close attention to curricular integration & relevance (Aboriginal content), variety in lessons and classroom activities, e.g., Cooperative Learning, Active Participation, station studies, individual / group research and presentations, MET (maximize engagement time), Field Trips, guest speakers, etc.

Classroom culture Communicate your biases so they know what type of work you expect / how to perform a certain skill and explain why you want it done a certain way Be an ally, not an adversary. Be accessible. Be warm and supportive in encouraging your students' participation in class. Be careful when correcting students in class—don’t embarrass them or put them on the defensive.

Classroom Culture Point out mistakes in a positive and constructive manner that is not discouraging. Help students recognize for themselves flaws in their argument or response. Be fair and ethical. Students talk to each other and compare notes. Intervene early when a problem arises, documenting and saving copies of all your efforts to reach out to a given student. Document behaviors, referrals, contact with parents. Make sure that your attitude in class serves as a model of how you expect your students to behave and participate in your class.

Grading / Assessment Making your grading policies and expectations as transparent as possible – be able to defend your assessment practices This will help but will not totally preclude difficulties. Use rubrics and convert them to percentages or letter grades that can be understood by student, parent and admin. Pay close attention to Ministerial, District grading policies, e.g., “I” designation

Grading / Assessment Discuss how late or missing assignments will be handled – department or school practice may be useful. Use of ASP, LA may be considered Make the student aware of negative impact on grade if any. Remind the student they are in control of their learning and success. Document the interaction that you have with your student concerning the missed assignment(s). Communicate with parents, use interim reports to update students on progress

Grading Assessment - Activity Discussion: How do you handle late assignments or not submitted? Do you allow for late submission with / without penalty? Do you give zeros? Do you give out 49%, 72% or 85%? Do you assign marks just one percent below next letter grade? What are we trying to teach students by not accepting late assignments? Discuss how you'll handle missed exams and quizzes. What will be your policy on making up missed exams?

Modeling Model the behavior you want to see In class prepared & on time – Discuss / Write out class overview Use respectful language not sarcasm Remain calm Leave your problems at home Be honest Develop classroom radar (try and sense what’s going on between students or in the school) Use proximity control, move around the classroom (during guided and independent practice)

Behavior Management Use non-verbal signals for attention (ideas?) Be aware of your voice & body language (eye contact) Use pauses and wait time (during questioning, lesson transitions) Distract (planned explosion) / re-direct / no threats, use bribes…I mean incentives Praise publicly / discipline privately Use humour Use school resources / programs, e.g., Connections, LSP, Behavior Contracts, admin. referrals,

Behavior Management IEP meetings, SBTs, Behavior Support Teams, Teaching Asst. etc. Use parental / guardian support, ongoing communication with home, social workers, group homes, probation officers Use class meetings to sort out / clarify problems Change physical environment / seating Private conferences (student, parent or guardian, teacher, counselor, admin.) Behavior plans

Classroom Behaviours Chronically hostile or disruptive Meet with student. Document and keep records of any discussion with student. Ask for, listen to, and try to understand the student's perspective. Sometimes disruptive behavior reflects a desperate need for attention. Listening may help. You may often discover that the attitude has nothing to do with you or your class and that the student is not even aware that they seem hostile. Calling attention to the behavior may incite the student to be more attentive to the impression that they are giving.

Classroom Behavior cont. Chronically hostile or disruptive If the student has a specific problem, ask them to suggest possible solutions. Try to think of ways that you could help, within the limits of your role as an teacher. If the problem persists, talk to other staff members who have had the student in their classes to ask how they deal with student’s behavior Talk to counselor, admin., parent / guardian, social worker, probation off. regarding student’s behavior

Classroom behavior If a student is stubborn and refuses to discuss a disagreement until after class and completely disrupts a class, remain calm. If the student is agitated to the point of being unreasonable, ask them to carry the grievance to a higher authority (e.g., admin.) Make apparent your willingness to discuss the issue calmly, but do not continue trying to reason with a student who is highly agitated. If you remain calm in the presence of the group, the student may soon become cooperative again. In an extreme case, you may have to ask the student to leave the classroom. Try to respond as calmly as possible. Avoid making an issue out of a small incident. The hardest part of such a situation is to maintain your professionalism, and not to respond as if you feel personally attacked.

The ultimate goal of student behavior is to fulfill a need: Students need to feel – 1. Counted – I am significant…the teacher notices me and cares about what I have to say; 2. Capable – I have the ability to do whatever is asked of me; 3. Connected – The teacher likes me and cares about who I am

Summary Set a positive tone Provide structure, routines Make expectations clear Teach the behavior you want to see Focus on prevention Curricular relevance, lesson variety, fun, fair, relationships

Conclusion Students may not remember what we teach them, but they will never forget how we treat them… “I never teach my pupils, I only create an environment in which they can learn”…Einstein