Chapter 8

Comprehensive Classroom Management, 9th Edition

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 8

Responding to Violations of Rules and Procedures

Comprehensive Classroom Management, 9th Ed.Jones & Jones

© 2009 Pearson Education, Inc.

All rights reserved.2

Appropriate and Effective Responses

Infrequent Behavior

Academic Assume student is trying

to make correct response

Assume error was accidental

Provide assistance

Provide more practice

Assumes student has learned skill and will perform in future

Social Assume student is not

trying to make correct response.

Assume error was deliberate

Provide negative consequences

Practice not required.

Assume student will make right choice and behave in future.




Learning Goals

How to develop an effective classroom system for

responding to behavior that disrupts the learning

environment

How to respond effectively to minor disruptive

behaviors in a classroom or school setting

How to respond to major disruptions and defiant

student behavior




Frequent behavior

Academic Assume student has learned

the wrong way

Assumes student has been taught the wrong way

Diagnose the problem

Identify misrule or determine more effective manner in which to present the material

Adjust presentation

Assume student has been taught skill and will perform correctly in the future

Social Assume student refuses to

cooperate

Assume student knows what is right and has bee told often

Provide more negative consequences

Withdraws student from normal consequences.

Maintain student removal from normal consequences

Assume student has “learned” lesson and will behave in future.




General Concepts and Methods in Responding

Effectively to Inappropriate or Disruptive Behavior

1. Arrange seating patterns so that you can easily access all students

2. Scan the class to respond to problems and needs

3. State expectations clearly

4. Ignore behavior

5. Use proximity control

6. Place note on student’s desk

7. Involve student in story or questions

8. Increase interest with humor or topic of interest

9. Make contact-- When misbehavior occurs-make quiet contact with student

10. See if student needs some assistance

11. Use a signal that you would like the behavior to stop

12. The intervention should not be greater than the disruption

13. Monitor your own anger

14. Remain calm: Positive ripple effect is associated with a calm and immediate response

15. Speak courteously

16. Make eye-contact and be aware of non-verbal message

17. Remind students of classroom rules

18. Use I statements

19. Provide students with choices

20. Remind students of the positive consequences associated with behaving

21. Reinforce students who are close by and behaving appropriately

22. Focus on positive behavior-quietly reprimand few




Teacher Effectiveness Training

(TET)

Gordon believed that teachers should express a concern about student’ behavior that affects the teacher by employing I-messages consisting of three components:

a. the personal pronoun I

b. the feeling teacher is experiencing

c. the affect the students behavior is having on the teacher




Responding to Defiant Behavior Prepare students for situations that may be difficult

An once of prevention is worth a pound of cure

Build a positive relationship bank account with known power strugglers

Having a relationship with the students has been proven to reduce problem behavior

Ensure That Your Requests Have Been Made Clearly, Politely, and Firmly

When cuing students regarding their behavior, it is more effective to use the word reminder or refer to the “agreed” upon rules than to use the word warning

Model Self-Control

Teachers can get pulled into a power-struggle with the student. Remain calm. Sometimes students




Respond Thoughtfully and with

Purpose to Deescalate the Behavior

1. Expand on the active-listening techniques when you identify the feelings the student might be feeling

It sounds like you’re frustrated

2. Send an I message—I would be angry too, if I thought I as asked to complete something I didn’t know how to do

3. Offer Assistance

Provide options

Predict a positive choice and its consequences




Respond Thoughtfully and with

Purpose to Deescalate the Behavior

6. State the expectation in a positive manner

7. Review available options and consequences, and give the student space and time to make a choice

8. Walk away

9. Clarify that the student must make a choice

10. Give the student an errand to run

11. Help students develop a menu of coping strategies




Sequence to De-escalate Behavior Phase I: Validating/Clarifying

Validate the underlying feelings

Help them understand the impact of the behavior on others

Help them understand that behavior violates rules

Phase II: Choices/Options—Educative Function What would be a better way?

What would be a better choice

Would you like to take a few minutes in the quiet area?

If you continue to violate, you would be choosing to work this our with the principal

Phase III: Invitation I am sure we can work this out

You’re been making good choices lately, I know we can solve this

I really want you to stay here and solve the problem




Handling Violent Student Behavior

An ounce of prevention is

worth a pound of cure

Teacher tension can often

agitate crisis behavior

Always remain calm

Lower your voice

Slow your rate of speech

Arrange the environment to

minimize risk

Give the student space

Be aware of your body stance

Dress in a manner that minimized risk of injury

Remind misbehaving students of the consequence of their behavior

Allow verbal venting

Ignore irrelevant comments—Redirect student back to problem

Provide choices

Set limits

Use Physical restraints

Once the student is calm, teach alternative appropriate ways to deal with anger




Using Time-Out

The use of time-out is controversial

Make the time-out into a problem-

solving/solution room instead of punishment




Dealing with Bullies Make sure you provide support for the victim

Do not reinforce the aggressor

Let bully know that their behavior is not acceptable

Deal with bully firmly and clearly

Remove bully from setting until the bully understands why his/her behavior is unacceptable, including

how it impacted victim and school

practice behaviors her/she could use in the future situations to meet his needs without creating an unsafe classroom

Develop school-wide plan




The Role of Reinforcement in Encouraging

Students to Act Responsibly

Rewards positive behavior

Need to be weaned off at appropriate time




Why Problem Solving Rather

than Punishment?

Students need support and assistance

Punishment inhibits learning

Punishment does not change behavior

Punishment allows student to project blame

May create a negative attitude

Comprehensive Classroom Management, 9th Edition

© 2009 Pearson Education, Inc.All rights reserved.

End of Chapter 8

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