1. Preventing and Responding to Misbehaviour through Low-Key Responses Classroom Management EDUC 4454

2. Effective teachers weave the following concepts into their classroomsEffective teachers weave the following concepts into their classrooms *winning over *cohesiveness/bonding*inclusiveness *a safe environment even when responding to student misbehaviour.

3. Teachers have little or no control over the baggage children bring to school with them.Teachers have little or no control over the baggage children bring to school with them. There are no easy solutions to managing a classroom.There are no easy solutions to managing a classroom. Bennett and Smilanich offer a concept they call BUMPS.Bennett and Smilanich offer a concept they call BUMPS.

4. What is the Theory of Bumps? Bennett and Smilanich label the student’s escalation (i.e., the move towards power and revenge) as a BUMP.Bennett and Smilanich label the student’s escalation (i.e., the move towards power and revenge) as a BUMP. The student bumps up the ante…emotion and the teacher chooses an appropriate response in order to defuse the situation.The student bumps up the ante…emotion and the teacher chooses an appropriate response in order to defuse the situation.

5. BUMP 1 Low Key Responses Low key responses are critical to the successful day-to-day creation of effective learning environments.Low key responses are critical to the successful day-to-day creation of effective learning environments. More than one low key response may be used at any time.More than one low key response may be used at any time. The key is being proactive and prevent the escalation of misbehaviour.The key is being proactive and prevent the escalation of misbehaviour.

6. Low-Key Responses Characteristics: 1.no or minimal verbal responses 2.quick and quiet…they don’t stop the flow of the lesson 3.they don’t invite escalation

7. Low-Key Responses 1.Proximity: The teacher moves towards a misbehaving student. Be aware of how you move and what your body language conveys to the students. Be aware of personal space. The closer you get to the student, the more assertive the stance becomes. You want to avoid escalating the behaviour.

8. 2.Touch: A quick light touch on the forearm or shoulder by the teacher done in such a way the it is not noticed by others. Be sure to check the school policy as it relates to the use of touch in the classroom and around the school.

9. 3.The Look: Communicates to the student that their behaviour is inappropriate. Preventative Scan: Communicates to the students that the teacher is aware of what is happening in the classroom and allows the teacher to address potential disruptions.

10. 4.Using the Student’s Name: Reminds students that the teacher is aware of what is going on in the classroom. Be aware of your tone of voice. Used to greet or select a student, it is an effective way of winning students over.

11. 5.The Gesture: Usually a hand or facial response that communicates the expected behaviour. Can be effectively used with other low-key response. Be aware of cultural differences.

12. 6.The Pause: Communicates to the students that the teacher is aware of what is going on in the classroom. Gives some time to think before responding. Is generally used with other low-key response.

13. 7.Ignoring: Communicating that the student’s misbehaviour will not get the desired effect the student wants…usually the teacher’s attention. Ignore the student if it does not stop the teacher from continuing or others from learning.

14. Always remember to focus on the behaviour NOT the student. This communicates to the student the he/she is accepted in the classroom but the behaviour is not.

15. Transitions Transitions occur anytime student movement is required.Transitions occur anytime student movement is required. Transitions are the breeding ground for misbehaviour.Transitions are the breeding ground for misbehaviour. Include: WHEN the students will do itInclude: WHEN the students will do it WHAT the students will do… HOW the students will do it… Practice, practice, practice in September.

16. Rules Set guidelines for expected behaviour in the classroom.Set guidelines for expected behaviour in the classroom. The teacher’s ability to act on these rules will determine whether or not the rules make a difference.The teacher’s ability to act on these rules will determine whether or not the rules make a difference. Consistency is important.Consistency is important.