Mod 4-C slides

Module 4-C
Managing Problem Behaviors
TED 377
Methods in Sec. Ed.
Module 4-C
Students will explain types of motivation and
behavior management problems presented by
Secondary students, including integrated
students with disabilities.
Levels of problem behavior.
Teacher-defiance problems.
Things to remember.
Many Approaches to
Classroom Management
• Behavior Modification (Skinner)
• Reality Therapy Model (Glasser)
• Assertive Discipline model (Canter &
• Logical Consequences approach
• Cooperative Discipline (Albert)
• Communications model (Ginott)
Levels of Problem Behaviors
Levels of Problem Behavior
Major Problem,
Major Problem,
Minor Problem
• What are levels of teacher intervention for
disruptive behaviors?
Classroom Behaviors
Interventions (3:16)
Levels of Problem Behavior
• Non-problem:
– “Common behavior” problems.
– Brief, and do not interfere with instruction.
– Examples: brief, minor talking, brief off-task
Teachers can ignore common behavior. To deal
with every instance would be an interruption and a
Levels of Problem Behavior
• Minor problem:
– Go against classroom rules or procedures,
but do not seriously interfere with learning.
– Examples: calling out, leaving seats, passing
notes, extended talking, eating candy, off-task
Do not let this behavior “slip” by. It could spread,
affect learning, and undermine your classroom
management system.
Levels of Problem Behavior
• Major problem, contained:
– Disrupt activities and interfere with learning.
– Limited to one or a few students.
– Examples: refusing to do work, breaking
classroom rules, chronically off-task, walking
around room and talking.
Levels of Problem Behavior
• Major problem, spreading:
– Any problem behavior that is commonplace
and that is a threat to order in the classroom.
– Examples: students roaming around the
room, students talking back and refusing to
comply with teacher’s requests.
(minor, moderate,
and more extensive)
Minor Interventions
Use non-verbal cues.
Increase the pace of the activity.
Use teacher presence.
Redirect behavior. (“Everyone should be…”)
Tell students to stop the behavior.
Frame a choice: comply or consequence.
(“You may choose X; if you continue, you will be
choosing Y.”)
• Use an “I-Message.” (“When you do X, it causes Y,
and I feel Z.”)
Moderate Interventions
• Withhold a privilege or desired activity,
with ability to earn it back.
• Isolate or remove students.
• Impose a fine/penalty. (extra assignment)
• Give student detention.
– Most students want to avoid this.
– Limits extra attention to the situation.
– Allows teacher to conference with student.
• Refer student to assistant principal.
More Extensive Interventions
• Use an individual contract with student.
– Discuss problem with student. Ask “why?”
– Identify possible solutions.
– Agree on a course of action.
– Specify:
• Expected change in behavior.
• Consequences.
• Maybe include an incentive.
More Extensive Interventions
• Conference with a parent/guardian.
– Tell parent you would appreciate support in
helping understand and resolve the problem.
– Don’t make parent feel defensive/responsible.
– Determine if phone or in-person meeting is
warranted. Based your decision on knowing
student and parent:
• Some parents overreact.
• Some parents are defensive.
More Extensive Interventions
Reality Therapy Model (William Glasser)
1. Demonstrate caring, personal interest.
2. Conference with student.
“What happened?” “What is going on?”
3. Help student accept responsibility.
4. Help student evaluate behavior.
“How did behavior help/hurt you/others?”
5. Develop a plan/contract.
6. Have student commit to the plan/contract.
7. Monitor and follow through.
Teacher Defiance Problems
 Remind student of class rules (“be polite” or
“respect others”).
 Tell student he/she must find a more acceptable
way to express feelings.
 Conference with the student if behavior
 Realize that a student may seem rude, but may
not intend to do so.
 Remember peer pressure. Adolescents would
rather appear “bad” than “dumb.”
Refusal to Do Work
Ensure students realize impact on grades.
Contact parent/guardian to help you
understand and to provide support.
Get help from extracurricular
teachers/coaches (if applies).
Check student work early in year to catch
this problem early.
Defiance or Hostility
Avoid a power struggle.
Do not engage in confrontation with
Allow student to cool down.
Redirect student back to the learning
Deal with student privately later.
If extreme, call the office.
Things to Remember
• Try to handle things “locally” (in the
classroom) rather than involving the office.
• Try not to let classroom management be
your job; your job is teaching/learning.
• Start off nonverbally:
– Nonverbal: Make eye contact, use a signal, use your
physical presence.
– Verbal: Remind student of correct procedure, redirect
student attention to the task, ask/tell student to stop
behavior, use facial expression and tone.
– Private talk: Conference with student.
– Contract: Have student commit to agreement.
– Office: Put student on detention, contact viceprincipal.
– Contact parent: Gain help and support.
• Be positive with students.
• Maintain a positive climate/atmosphere.
• Do not focus on negative behavior. Don’t
let anything interfere with learning.
• Don’t like the behavior, but don’t dislike
the student.
• After correcting a student, be welcoming
and supportive. (Don’t hold a grudge!)
• Don’t take bad behavior personally. It may
have nothing to do with you.
• If someone is misbehaving, it is for a
reason. Try to determine the reason.
– It could be with the student (problem at home,
some type of pressure).
– It could be with the teacher (plan better
lessons, increase the pace, be proactive in
classroom management).
Assertive Discipline
(Canter & Canter)
1. Teachers have professional rights and should
expect appropriate student behavior.
2. Students have rights to choose how to behave;
teachers should plan limits for inappropriate
3. Clearly and firmly state expectations and
explain boundaries.
4. Establish positive (good behavior) and
negative consequences (inappropriate
Characteristics of
Assertive Teachers
• According to the Canters, assertive
– Do not allow any student stop them from
teaching for any reason.
– Do not allow any student to stop another
student from learning for any reason.
– Do not permit behavior that is not in students’
best interests and/or not in the best interests
of others.
– Routinely recognize, support, and reward
appropriate behavior.
Class Activity
Developing Assertiveness Skills
– Role-play (or talk through) the below-listed
Use appropriate body language, facial
expressions, vocal tone.
Insist that your rights be respected.
– Discuss/debrief:
Students: How assertive does the teacher seem?
– How assertive are you?
– How does it feel?
– How can you improve?
1. A student was supposed to put
equipment away, but has left it out in the
classroom. The student is heading for the
door, expecting the end-of-period bell.
2. During a class discussion, 2 students
trade notes and laugh. You become
aware that other students are beginning
to pay attention to their activity, and you
are beginning to get annoyed.
3. A student has been off-task, not working
on the guided practice you have
assigned. You caught the student’s eye,
but the student looked away and
proceeded to talk to other students. As
you move around the room, the student
begins to make a paper airplane.
4. As you begin class, one student starts to
chew a snack (in violation of a class rule).
When the student realizes that you have
noticed, he/she stuffs the snack in his/her
mouth, and proceeds to gets another
snack out of the plastic.
5. You were absent yesterday. Your third
period class gave the substitute teacher a
hard time. He left a copy of the note he
sent to the principal describing the
following behaviors: many students
refused to work, several left for the lav
and never returned, and a spitball fight
took place. As the bell rings, you enter
the room to start class.