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The Individual Psychology of Misbehavior
The Individual Psychology of Misbehavior
Alfred AdlerRudolph Driekurs
Jane NelsonUs…
Alfred AdlerRudolph Driekurs
Jane NelsonUs…
Psychosocial Engine…Psychosocial Engine…
Four Components of Effective Management…
Four Components of Effective Management…
Kyle and RogienEffective teachingPreventative mgmt.Corrective mgmt.Supportive
Kyle and RogienEffective teachingPreventative mgmt.Corrective mgmt.Supportive
Children’s Misbehavior …Children’s Misbehavior … Comes from fundamental belonging
needs Is goal directed (teleological) and
purposeful Shows decreasing social interest
Comes from fundamental belonging needs
Is goal directed (teleological) and purposeful
Shows decreasing social interest
A teacher’s response…A teacher’s response…Should consider the goal Identify the goal by
focusing on how the behavior makes you feel
Should be thoughtfulShould not allow the
child to achieve their goal (control of your behavior)
Should consider the goal Identify the goal by
focusing on how the behavior makes you feel
Should be thoughtfulShould not allow the
child to achieve their goal (control of your behavior)
Remember: always…Remember: always…
Use few wordsBe in control of your own
emotional behavior
Use few wordsBe in control of your own
emotional behavior
Increasing Intensity of Social Destructiveness …
Increasing Intensity of Social Destructiveness …
Normal (in the behavioral groove)
DistractionControl/powerAnger/ViolenceDisabled
Normal (in the behavioral groove)
DistractionControl/powerAnger/ViolenceDisabled
Chapter 10Chapter 10
Keys and Links for Corrective Strategies
Keys and Links for Corrective Strategies
Teacher AttitudeTeacher Attitude
Have high behavioral expectations for all of your students
Encourage your students!Never discipline in a demeaning
way.
Have high behavioral expectations for all of your students
Encourage your students!Never discipline in a demeaning
way.
Modeling Self ManagementModeling Self Management
Act respectful and professional when a student is trying to provoke you.
Deal appropriately with your own negative emotions. find your happy place:-)
Use beta language See the positive characteristics in ALL
students…yes even the tough ones!
Act respectful and professional when a student is trying to provoke you.
Deal appropriately with your own negative emotions. find your happy place:-)
Use beta language See the positive characteristics in ALL
students…yes even the tough ones!
Student FactorsStudent Factors
Active involvement in the discipline problems. Discipline is done WITH students not TO
students! Use prevention strategies to avoid problems. Students have 7 needs: dignity, enjoyment,
power, security, hope, competence, and acceptance.
Active involvement in the discipline problems. Discipline is done WITH students not TO
students! Use prevention strategies to avoid problems. Students have 7 needs: dignity, enjoyment,
power, security, hope, competence, and acceptance.
Perspectives on PowerPerspectives on Power
Sharing power with students doesn’t diminish your power. Don’t be a power-hungry control freak!
Teachers and students should be allies not enemies.
Power in the classroom is emPOWERing!
Sharing power with students doesn’t diminish your power. Don’t be a power-hungry control freak!
Teachers and students should be allies not enemies.
Power in the classroom is emPOWERing!
Levels of MisbehaviorLevels of Misbehavior
A level: Distracting misbehavior Example: pencil tapping, weird noises!
B level: Controlling misbehavior Example: “This is stupid!” “You can’t make me!”
C level: Angry violent misbehaviors Example: destroying things, hurting others
A level: Distracting misbehavior Example: pencil tapping, weird noises!
B level: Controlling misbehavior Example: “This is stupid!” “You can’t make me!”
C level: Angry violent misbehaviors Example: destroying things, hurting others
Corrective StrategiesCorrective Strategies
A level Example: Active body language, Attention focusing strategies
B level Example: Brief choices, Button-pusher escapes
C level Example: Chill out time, Consequences
A level Example: Active body language, Attention focusing strategies
B level Example: Brief choices, Button-pusher escapes
C level Example: Chill out time, Consequences
“A” Options for Distracting Behaviors
“A” Options for Distracting Behaviors
Brittany,Lynn,Margaret, Ashley, CaitlinBrittany,Lynn,Margaret, Ashley, Caitlin
DISTRACTING BEHAVIORSDISTRACTING BEHAVIORS
Distracting behaviors are behaviors that sidetrack you and divert attention of students from learning…..
pencil tapping, wandering the room, making weird noises, throwing things, talking to other students
Distracting behaviors are behaviors that sidetrack you and divert attention of students from learning…..
pencil tapping, wandering the room, making weird noises, throwing things, talking to other students
WHY? WHY?
Students exhibit distracting behaviors - for personal attention - because their learning styles are not being met - they are not engaged in the material
- they don’t feel like a part of the community
IT IS NECESSARY TO TEACH KIDS RESPECT
Students exhibit distracting behaviors - for personal attention - because their learning styles are not being met - they are not engaged in the material
- they don’t feel like a part of the community
IT IS NECESSARY TO TEACH KIDS RESPECT
StrategiesStrategies
Active Body LanguageAttention focusing strategies
**Need to wean students away from getting attention needs met through misbehavior to getting them met through responsible behavior
Active Body LanguageAttention focusing strategies
**Need to wean students away from getting attention needs met through misbehavior to getting them met through responsible behavior
Active Body LanguageActive Body Language
Utilize in a non-aggressive manner“The Look”
Making eye contact and maintaining for a few seconds communicates need to stop the behavior.Firm but not angry
Utilize in a non-aggressive manner“The Look”
Making eye contact and maintaining for a few seconds communicates need to stop the behavior.Firm but not angry
ProximityProximity
When student is choosing a distracting behavior walk over and begin teaching right next to him/her.
Get into the habit of moving around the room
It is a deterrent and corrective strategy
When student is choosing a distracting behavior walk over and begin teaching right next to him/her.
Get into the habit of moving around the room
It is a deterrent and corrective strategy
Body CarriageBody Carriage
When dealing with a discipline situation you want your body to be erect and “I mean business” demeanor
Aggressive body language tends to be cause aggressive in the situation
When dealing with a discipline situation you want your body to be erect and “I mean business” demeanor
Aggressive body language tends to be cause aggressive in the situation
Appropriate TouchAppropriate Touch
Light pat on back may communicate “stop”
Ex. Hand on shoulder
Light pat on back may communicate “stop”
Ex. Hand on shoulder
Signals and GesturesSignals and Gestures
Sign language- taught to class to mean “stop” or “quiet”, etc.
Can also be used to highlight responsible behavior.Ex. Thumbs up
Sign language- taught to class to mean “stop” or “quiet”, etc.
Can also be used to highlight responsible behavior.Ex. Thumbs up
Teaching PauseTeaching Pause
A pause in your teaching for a few seconds can be a very effective way to have active body language communicate with your whole class.
A pause in your teaching for a few seconds can be a very effective way to have active body language communicate with your whole class.
Teaching Pause (cont.)Teaching Pause (cont.)
1. Simply stop teaching and stand in “I mean business” stance, scan room getting eye contact with as many students as possible.
2. Same, but sit down if student is so engaged in misbehavior that they don’t notice you have stopped. Once they have made eye contact, gotten message, stand back up and continue
1. Simply stop teaching and stand in “I mean business” stance, scan room getting eye contact with as many students as possible.
2. Same, but sit down if student is so engaged in misbehavior that they don’t notice you have stopped. Once they have made eye contact, gotten message, stand back up and continue
Attention Focusing Strategies
Attention Focusing Strategies
- use as few words as possible Signals
Auditory & visual
Examples- “give me 5” * lights off* clapping patterns * chimes…..
(note- remember wait time!)
- use as few words as possible Signals
Auditory & visual
Examples- “give me 5” * lights off* clapping patterns * chimes…..
(note- remember wait time!)
Refocus NotesRefocus Notes
-Don’t stop teaching, write what you want student to stop doing in note, walk over & put it on their desk
Target stop Do Voice change Name Dropping Grandma’s Rule Distract their Distractor Coupon approach I -Statements
-Don’t stop teaching, write what you want student to stop doing in note, walk over & put it on their desk
Target stop Do Voice change Name Dropping Grandma’s Rule Distract their Distractor Coupon approach I -Statements
Options for Controlling Behavior
Options for Controlling Behavior
Chapter 12Jenilee Palasik, Jennifer Paulding, Erin Stechiak, Christie Ericson, Jennifer
Pekarsky
Chapter 12Jenilee Palasik, Jennifer Paulding, Erin Stechiak, Christie Ericson, Jennifer
Pekarsky
Management PlanManagement Plan
Setting up a management plan in order to deal with students’ behavior is the key to successfully handle behavior issues
3 methods:Button Pusher EscapeBrief ChoicesBusiness-Like Consequences
Setting up a management plan in order to deal with students’ behavior is the key to successfully handle behavior issues
3 methods:Button Pusher EscapeBrief ChoicesBusiness-Like Consequences
Button PushersButton Pushers
Acknowledge student’s powerHow to deal-
Influence student to make responsible decision
“You can either work on this now with the rest of us or you can work on it during Choice Time… it’s your choice.”
Acknowledge student’s powerHow to deal-
Influence student to make responsible decision
“You can either work on this now with the rest of us or you can work on it during Choice Time… it’s your choice.”
Brief Choice LanguageBrief Choice Language
This type of language states appropriate behavior then present consequence using the word “or.”
“I need you to finish your writing or you’ll have to stay in for recess.”
This type of language states appropriate behavior then present consequence using the word “or.”
“I need you to finish your writing or you’ll have to stay in for recess.”
Business-Like ConsequencesBusiness-Like Consequences
5 R’s to Successful BehaviorRelatedReasonableRespectfulReliably EnforcedReal Participation
5 R’s to Successful BehaviorRelatedReasonableRespectfulReliably EnforcedReal Participation
Role of TeacherRole of Teacher
You may feel frustrated, angered, and want to lash out but these strategies teach you to control your reactions
Use as few words as possibleBe graceful and respectful
You may feel frustrated, angered, and want to lash out but these strategies teach you to control your reactions
Use as few words as possibleBe graceful and respectful
You can use humor too : You can use humor too : #1- Student- “You don’t know anything
about coaching.” Teacher- “Oh yes I do… the instructions
came with my Reeboks.”
#2- Student- “This is a really dumb class.”
Teacher- “You need four dumb classes to graduate.”
#1- Student- “You don’t know anything about coaching.”
Teacher- “Oh yes I do… the instructions came with my Reeboks.”
#2- Student- “This is a really dumb class.”
Teacher- “You need four dumb classes to graduate.”
Putting the “C” Back in Control
Putting the “C” Back in Control
Approaches to Dealing with Angry and Violent
Behavior
Approaches to Dealing with Angry and Violent
Behavior
Key Teacher Responsibilities
Key Teacher Responsibilities
Model self control and responsible
behavior. Set up a fair and supportive
environment through preventive stragies.
Set up corrective strategies.
Model self control and responsible behavior.
Set up a fair and supportive environment through preventive stragies.
Set up corrective strategies.
The Six C’sThe Six C’s
Chill out timeChoice LevelsConsequencesChat timeContractsCurbing Violence
Chill out timeChoice LevelsConsequencesChat timeContractsCurbing Violence
Chill Out TimeChill Out Time
Purpose: To help students recognize when they need to calm down.
Personal Responsibility
Purpose: To help students recognize when they need to calm down.
Personal Responsibility
Key Components to Chill Out Time
Key Components to Chill Out Time
Not a consequence Implement from beginningHolds students accountablePersonal ResponsibilityLogical consequences follow
Not a consequence Implement from beginningHolds students accountablePersonal ResponsibilityLogical consequences follow
Choice Levels Choice Levels
Next step for students resistant to chill out time
Students need to be given to an oppurtunity to make their own choices and understand the consequences of these choices.
Next step for students resistant to chill out time
Students need to be given to an oppurtunity to make their own choices and understand the consequences of these choices.
Continued…Continued…
Delivery should be controlled and firm.
CBone’s Fav… turn and walk away.
Delivery should be controlled and firm.
CBone’s Fav… turn and walk away.
~Consequences~~Consequences~
Hold students responsible for their choices.
Students help to set behavioral goals.
Restitution Consequences: consequence helps to repair damaged situation.
Hold students responsible for their choices.
Students help to set behavioral goals.
Restitution Consequences: consequence helps to repair damaged situation.
Chat time with StudentsChat time with Students
Students help create solutions to their problems.
Listen to students problems…work out where the behavior is stemming from.
What would work for them.
Students help create solutions to their problems.
Listen to students problems…work out where the behavior is stemming from.
What would work for them.
ContractsContracts
Gives students responsibility and control over their behavior and consequences.
Empowering Helps students and teachers to
follow through with plans.
Gives students responsibility and control over their behavior and consequences.
Empowering Helps students and teachers to
follow through with plans.
Curbing ViolenceCurbing Violence
Teaching students strategies that will help them to control and prevent violent behavior.
Teaching students strategies that will help them to control and prevent violent behavior.
