Misbehavior And how to Handle it Outline l

Misbehavior And how to Handle it

Outline l Verbal intervention – Guidelines to using verbal intervention – Levels of verbal intervention Hints l Questions l Requests/demands l l When verbal intervention fails – Use of logical consequences

Outline continued l Chronic misbehavior – What chronic misbehavior looks like – How to deal with chronic misbehavior l l Relationship building Cycle of disencouragement Private conferences Management techniques – Self monitoring – Anecdotal records – Behavior contracting Group activity l conclusion l

Guidelines to Verbal Intervention l 1. When possible, use non verbal interventions first l 2. Keep verbal interventions private (if possible) l 3. Make verbal intervention brief l 4. Speak to the situation, not the person

Guidelines continued 5. Set limits on behavior, not feelings l 6. Avoid sarcasm and other responses that are demeaning l 7. Begin by using a technique that fits the student and the problem, try to allow as much student control as possible l 8. If the first verbal intervention is unsuccessful, then try a second one closer to the teacher end of the control spectrum l

Guidelines continued l 9. If more than one verbal intervention fails, then it may be time to move to logical consequences.

Levels of verbal intervention l Move from student controlled to teacher controlled. l The three levels include: – Hints – Questions – Requests/demands

Hints l Adjacent peer reinforcement l Calling the student by name l Using humor

Questions l Questioning awareness of effect

Requests/demands l l l l Sending an I-message Using direct appeal Using positive phrasing Using “are not for” Reminding students of rules Asking Glasser’s triplets Using explicit redirection Broken Record Strategy

Verbal Intervention failed…Now what? l Use of logical consequences – Goal is to emphasize that the student must – – change their behavior, or consequences will be faced. “you have a choice” Once teacher moves to this stage, No more dialogue. Student now faces a consequence. Consistency, consistency Punishment must fit the behavior.

Classroom Interventions for Chronic problems (Ch. 9) Chronic Behavioral Problems Disrupt learning Two-step trap Strategies

Relationship Building One of the most effective strategies Disregard any negative qualities Look for any positive qualities Be persistent, consistent, and predictable Teacher must monitor their own behaviour

Breaking the Cycle of Discouragement Stop negative teacher responses to negative student behaviours • Engage in behaviours to help meet students Needs 4 questions Positive Feedback Sense of Virtue

Private Conferences Makes student aware that their behaviour is a problem Basic step to a positive relationship Helps student take ownership of the problem

Receiving Skills 1. Use silence and non-verbal attending cues 2. Probe 3. Check Perceptions 4. Check Feelings

Sending Skills 1. Deal in the here and now 2. Make eye contact and use congruent nonverbal behaviours 3. Make statements rather than asking questions 4. Use “I”- take responsibility for your feelings

Sending Skills cont. 5. Be brief 6. Talk directly to the student, not about him/her 7. Give directions to help the student correct the problem 8. Check student understanding of your message

Techniques for Managing Students with Chronic Misbehaviour 1)Self-monitoring 2)Anecdotal record keeping 3)Behavioural contracting *exclusion (last resort)

Group Activity

Conclusion