Managing Student
Behavior
OR…
A Good Offense is
the Best Defense!
Lisa P. Hammel
Behavioral Issues …
- Skill Deficit
- Motivation Deficit
- Skewed Perceptions
Behavior
 Behaviors
 Reduce
serve a need:
anxiety
 Increase self-worth
 Reduce frustration
 Return person to homeostatic state
Academics and Behavior
 Treat
behavior as you would any other
subject:
- Explicitly teach
- Practice, review and reinforce
- Re-teach to students who need it
- Give intensive training to those who
continue to struggle
I. The Engaging Lesson
 The
first step in managing behavior.
 Your
mood sets the tone.
 Your confidence creates safety
 FUN - If you love teaching it…your
students will love learning it!
 Teaching as the transfer of passion
THINKING CREATIVELY
 Solution-based
problem solving
 The Norwegian Garbage Problem
 The Creative Problem-solving Process:
 Identify The Problem
 “Sky’s the Limit” Brainstorming
 Bring it back to Earth
Challenge Activity
Choose a “dry lesson” you hate to teach and
students hate to learn
 Apply the creative process to the teaching
method
 Invent a new enjoyable way to teach the
lesson that’s fun for you.
II. NOTICE THE POSITIVE “PROs”
 Actively
seek to notice behaviors that
are:
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Pro-social
Pro-active
Pro-ductive
Pro-fessional
Pro-ficient
Pro-found
Pro-gressive
Acknowledge!
Acknowledge!
Acknowledge!
Incentives
No Salt
 No Sugar
 No Money
 Yes, Accolades
 Yes, Privileges

Classroom Expectations
Defined
Concise
Consistent
Operationalized
Developed
by the teacher
ACTIVITY
Develop
your own behavioral
expectations for your…
Measurable, observable,
positively stated
III. Punishment, Revenge or Discipline?
What’s
your goal?
PUNISHMENT
…To
cause to undergo pain,
loss, as for a crime.
Should reduce negative
behaviors.
REVENGE
 …the
desire to inflict harm in
return for previous harm.
 “Even the score”
DISCIPLINE
…Training
control.
Teaching
that develops self-
Reinforcement
 Increases
behavior
 Hypothesis
 Implementation
 Data
evaluation
 Change
THE CONFLICT CYCLE
De-escalating
conflict
The role of the audience
The Finesse of teaching
Preparation is key
Attitude is everything!
Confrontation/Consequences
Should be connected to the “crime” in tenor
and time.
 Should be delivered…
 Respectfully
 Privately
 Unemotionally
 Consistently

TIPS For Effective Behavior management
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1. 2C-1C = SR
2. The “Inside Track”
3. “Step Into My Office”
4. The “Bargaining Table”
5. Assume the Best
6. Alternative Communication
7. Hiding Your Smile
8. Thank You for Coming
9. Can You Believe It?
10. Help!
ACTIVITY
 “The
Late Student”
 Proactive
Solutions
 In-the-moment solutions
 Consequences
WHEN IT’S NOT ENOUGH
Targeted interventions in the classroom and
building – continuum of interventions,
triggered by data, least to most intensive
 When to refer
 Where to refer
 The consequences of your referral
 Wrap-around services

Speaking to Parents
Forming a partnership
 Taking the student’s view
 Taking the long view

IT REALLY DOES TAKE A VILLAGE!
Kids and rules – finding the loop-hole
 Keeping your buoys close
 Have a sense of humor
 Stay calm
 Be a Team!
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QUESTIONS?
Lisa P. Hammel
Effective Educational Practices, LLC
lhammel@successfulschools.org