MisbehaviorMisbehavior

And how to Handle it

OutlineOutline

Verbal intervention– Guidelines to using verbal intervention– Levels of verbal intervention

Hints Questions Requests/demands

When verbal intervention fails– Use of logical consequences

Outline continuedOutline continued

Chronic misbehavior– What chronic misbehavior looks like– How to deal with chronic misbehavior

Relationship building Cycle of disencouragement Private conferences

Management techniques– Self monitoring– Anecdotal records– Behavior contracting

Group activity conclusion

Guidelines to Verbal Guidelines to Verbal InterventionIntervention

1.When possible, use non verbal interventions first

2.Keep verbal interventions private (if possible)

3.Make verbal intervention brief4.Speak to the situation, not the person

Guidelines continuedGuidelines continued

5. Set limits on behavior, not feelings 6. Avoid sarcasm and other responses that are

demeaning 7. Begin by using a technique that fits the student

and the problem, try to allow as much student control as possible

8. If the first verbal intervention is unsuccessful, then try a second one closer to the teacher end of the control spectrum

Guidelines continuedGuidelines continued

9. If more than one verbal intervention fails, then it may be time to move to logical consequences.

Levels of verbal interventionLevels of verbal intervention

Move from student controlled to teacher controlled.

The three levels include:– Hints– Questions– Requests/demands

HintsHints

Adjacent peer reinforcementCalling the student by nameUsing humor

QuestionsQuestions

Questioning awareness of effect

Requests/demandsRequests/demands

Sending an I-message Using direct appeal Using positive phrasing Using “are not for” Reminding students of rules Asking Glasser’s triplets Using explicit redirection Broken Record Strategy

Verbal Intervention failed…Verbal Intervention failed…Now what?Now what?

Use of logical consequences– Goal is to emphasize that the student must

change their behavior, or consequences will be faced.

– “you have a choice”– Once teacher moves to this stage, No more

dialogue. Student now faces a consequence.– Consistency, consistency, consistency– Punishment must fit the behavior.

Classroom Interventions for Classroom Interventions for Chronic problems (Ch.9)Chronic problems (Ch.9)

Chronic Behavioral Problems

Disrupt learning

Two-step trap

Strategies

Relationship BuildingRelationship Building

One of the most effective strategies

Disregard any negative qualities

Look for any positive qualities

Be persistent, consistent, and predictable

Teacher must monitor their own behaviour

Breaking the Cycle of Breaking the Cycle of DiscouragementDiscouragement

Stop negative teacher responses to negative student behaviours

•Engage in behaviours to help meet students

Needs

4 questions

Positive Feedback

Sense of Virtue

Private ConferencesPrivate Conferences

Makes student aware that their behaviour is a problem

Basic step to a positive relationship

Helps student take ownership of the problem

Receiving SkillsReceiving Skills

1. Use silence and non-verbal attending cues

2. Probe

3. Check Perceptions

4. Check Feelings

Sending SkillsSending Skills1. Deal in the here and now

2. Make eye contact and use congruent non-verbal behaviours

3. Make statements rather than asking questions

4.Use “I”- take responsibility for your feelings

Sending Skills cont.Sending Skills cont.

5. Be brief

6. Talk directly to the student, not about him/her

7. Give directions to help the student correct the problem

8. Check student understanding of your message

Techniques for Managing Students with Techniques for Managing Students with Chronic MisbehaviourChronic Misbehaviour

1)Self-monitoring

2)Anecdotal record keeping

3)Behavioural contracting*exclusion (last resort)

Group ActivityGroup Activity

ConclusionConclusion