From a Teacher’s Perspective
Amanda B. Lowe, M.A.

How adults feed into a student’s oppositional
behavior.

Behavior management techniques that really
work!

Putting it all together school wide Positive
Behavior Supports (PBS)

If you have to use a restraint…

What NASDSE is doing at the federal level
"Good teaching
cannot be reduced
to technique; good
teaching comes
from the identity
and integrity of the
teacher."
-Parker Palmer, “The Courage to
Teach”

Describes how
oppositional students
create counter
aggressive feelings in
staff which often
leads to a mutual,
self-defeating power
struggle and reinforce
the student’s
irrational beliefs
(become a self
fulfilling prophecy).
Nick Long, 1996.





A stressful incident occurs which ACTIVATES a troubled
student’s irrational beliefs.
These negative thoughts determine and trigger his
feelings.
His feelings and not his rational forces DRIVE his
inappropriate behavior.
His inappropriate behaviors INCITE adults.
Adults not only pick up the student’s feelings, but also
they frequently MIRROR his behaviors.
 This
negative adult REACTION increases the
student’s stress escalating the conflict into a
self-defeating power struggle.
 Although
the student may lose the battle
(i.e., he is punished), he wins the war! His
SELF-FULFILLING PROPHECY (i.e. irrational
belief) is REINFORCED and therefore, he has
no motivation to change or alter his beliefs
or his inappropriate behaviors.
Long, N.J. (1996). The conflict cycle paradigm on how troubled
students get teachers out of control. In N. Long & W. Morse (Eds.),
Conflict in the Classroom: The Education of At-Risk and Troubled
Students. P. 224-265
Conflict is a natural and inevitable part of a
student’s life.
 Conflict is neither good nor bad, but a function
of the student’s perceptions and thoughts.
 A student in conflict is his/her own worst enemy.
 A student in conflict can create in others (adults)
his/her feelings. Untrained staff may mirror
these feelings.
 If an adult gets caught in the conflict cycle, the
struggle will escalate and there are no winners.

 Some
techniques
you will use
consistently
(expectations,
explicit directions,
etc).
 Others you will use
when you need
them (planned
ignoring, proximity
control, etc).
 Classroom

Created jointly, stated positively, repeated daily.
 Support

from Routine
Use a daily schedule, agenda, time limits, etc.
 Permitting

Instructions
Let your students know exactly what is expected of them, and
if they are unsure, exactly how to achieve the goal.
 Planned

Behavior
Decide what behaviors, while not ideal, are permissible.
 Explicit

Expectations
Ignoring
If possible, ignore minor misbehavior – don’t reinforce it with
your attention.
 Proximity

Control
Move close to your student, putting a hand on a shoulder, etc.
 Signaling

Give non-verbal feedback on behavior i.e., a shake of the head, a
thumbs up.
 Antiseptic

Give your student a valid reason to leave the classroom before
escalation occurs.
 Limited

Bounce
Choices
Give your student a valid reason to leave the classroom before
escalation occurs (purple crayon example).
 Surprise

Never underestimate the power of surprise in holding students
attention! A bored student is an unpredictable student.
 Removal

of Seductive Objects
Remove objects that appear to be interfering with student’s behavior.
 Shaping

Reinforce behavior that approximates desired behavior.
 Modeling

Constantly practice student behaviors you wish to increase as part of
your teaching repertoire.
 Ripple

Effect
Praise and reward students who are exhibiting appropriate behavior –
you will be amazed at the power of this on others!!
 Positive

Reinforcement
Praise and reward your students!!! Celebrate their successes! Move
from extrinsic rewards to intrinsic rewards.
 PBS
is a school-wide
model that supports
the academic and
behavioral needs of
ALL students.
 The PBS model
utilizes all school
personnel from
teachers to related
service personnel to
bus drivers.
 PBS




emphasizes four integrated elements:
(a) data for decision making;
(b) measurable outcomes supported and
evaluated by data;
(c) practices with evidence that these outcomes
are achievable and;
(d) systems that efficiently and effectively
support implementation of these practices.
www.pbis.org
 Make
sure you are trained and certified.
 Know your school policy.
 If you have questions, ask, ask, ask…
 Self assess motivation.
 Be sure of imminent danger to self(student)
or others.
 Use the least restrictive hold.
 Do not become emotionally involved.
 Process with student following restraint.
 Notify all proper individuals.
 Document.
Currently meeting
with education and
disability groups to
craft common
language for expected
legislation.
 Working with House
and Senate staff on
language for expected
legislation.
 Publically supports
introduced legislation
that promotes PBS.


Long, N. J., & Morse, W. C. (1996). Conflict in
the classroom: The education of at-risk and
troubled students. Austin, TX: Pro-ed.
Mendler, A.N, & Curwin R.L. (1999) Discipline
with dignity for challenging youth. Bloomington,
IN: National Educational Service.
 Long, N., & Long, J. (2002) Angry Smiles.
Bloomington, IN: National Education Service.


Brendtro, L. K., Brokenleg, M., & Van Bockern,
S. (2001). Reclaiming youth at risk: Our hope
for the future. Bloomington, IN: National
Educational Service.
 www.pbis.org
 http://www.lsci.org/welcome
 http://cecp.air.org/
 http://www.nasponline.org/resources/factsh
eets/pbs_fs.aspx
 http://www.aft.org/pubsreports/teachers/CT-BehaviorMgmt.pdf