Unit 2 Dealing with Behavior

ED581

1. Functions of behavior2. Dealing with off-task behavior3. Modifying off-task behavior patterns4. Most common off-task behaviors in a classroom 5. Your school policies6. The 25 minute process for behavior concerns7. Behavior contracts

Dealing with Behavior

Functions of Behavior

• Every behavior has a function• Four primary reasons for disruptive behavior in

the classroom1. Power

2. Revenge

3. Attention

4. Want to be left alone (i.e., disinterest or feelings of inadequacy)

Dealing with off-task behaviors

• Remain focused and calm; organize thoughts• Either respond decisively or ignore it all

together• Distinguish between off-task behaviors and off-

task behavior patterns• Control the time and place for dealing with off-

task behavior• Provide students with dignified ways to terminate

off-task behaviors

Modifying off-task behavior patterns

1. Use the principle of “Extinction”• Whenever the positive rein forcers for a person’s voluntary

behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior

2. Specify the exact behavior pattern to extinguish3. Identify positive rein forcers for the behavior4. Plan to eliminate positive reinforcement5. Establish a realistic time schedule6. Implement the plan7. Evaluate the effectiveness by observing

behavior

1. Attention seeking behavior

2. Power seeking behavior

3. Rambling

4. Lack of participation

5. Know-it-all

6. Sharpshooting

7. Heckling/Arguing

8. Grandstanding

9. Overt Hostility/Resistance

10. Griping

11. Side-conversations

Most Common Behaviors In a Classroom

Attention Seeking Behavior

• Attention-seeking students prefer being punished, admonished, or criticized to being ignored

• Give attention to this student when he or she is on-task and cooperating

• “Catch them being good!” – and let them know you caught them

Power Seeking Behavior

• Power-seeking students attempt to provoke teachers into a struggle of wills

• In most cases, the teacher should direct attention to other members of the class

Rambling -- wandering around and off the subject. Using far-fetched examples or

analogies.

POSSIBLE RESPONSES: – Refocus attention by restating relevant point. – Direct questions to group that is back on the subject – Ask how topic relates to current topic being

discussed. – Use visual aids, begin to write on board, turn on

overhead projector. – Say: "Would you summarize your main point please?"

or "Are you asking...?"

Shyness or Silence -- lack of participation

POSSIBLE RESPONSES: – Change teaching strategies from group

discussion to individual written exercises or a videotape

– Give strong positive reinforcement for any contribution.

– Involve by directly asking him/her a question. – Make eye contact. – Appoint to be small group leader.

Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.

POSSIBLE RESPONSES: – Acknowledge comments made. – Give limited time to express viewpoint or feelings, and then

move on. – Make eye contact with another participant and move toward

that person. – Give the person individual attention during breaks. – Say: "That's an interesting point. Now let's see what other other

people think."

Behavior: Sharpshooting -- trying to shoot you down or trip you up.

POSSIBLE RESPONSES: – Admit that you do not know the answer and redirect

the question the group or the individual who asked it. – Acknowledge that this is a joint learning experience. – Ignore the behavior.

Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks.

POSSIBLE RESPONSES: – Redirect question to group or supportive individuals. – Recognize participant's feelings and move one. – Acknowledge positive points. – Say: "I appreciate your comments, but I'd like to hear

from others," or "It looks like we disagree."

Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment

of other learners.

POSSIBLE RESPONSES: – Say: "You are entitled to your opinion, belief

or feelings, but now it's time we moved on to the next subject," or

– "Can you restate that as a question?" or – "We'd like to hear more about that if there is

time after the presentation."

Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior.

POSSIBLE RESPONSES: – Hostility can be a mask for fear. Reframe hostility as

fear to depersonalize it. – Respond to fear, not hostility. – Remain calm and polite. Keep your temper in

check. – Don't disagree, but build on or around what has

been said. – Move closer to the hostile person, maintain eye

contact. – Always allow him or her a way to gracefully retreat

from the confrontation.

Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)

POSSIBLE RESPONSES: – Say: "You seem really angry. Does anyone else feel this

way?" Solicit peer pressure. – Do not accept the premise or underlying assumption, if it is

false or prejudicial, e.g., "If by "queer" you mean homosexual..."

– Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.

– Ignore behavior. – Talk to him or her privately during a break. – As a last resort, privately ask the individual to leave class for

the good of the group.

Behavior: Griping -- maybe legitimate complaining.

POSSIBLE RESPONSES: – Point out that we can't change policy here. – Validate his/her point. – Indicate you'll discuss the problem with the

participant privately. – Indicate time pressure.

Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.

POSSIBLE RESPONSES: – Don't embarrass talkers. – Ask their opinion on topic being discussed. – Ask talkers if they would like to share their

ideas. – Casually move toward those talking. – Make eye contact with them. – Standing near the talkers, ask a near-by

participant a question so that the new discussion is near the talkers.

– As a last resort, stop and wait.

Be familiar with your school policies

Policies relating directly to students:– Attendance/Tardy Policy– Academic/Grading Policies– Telephone use (school phones, cell, pagers)– Student Dress and Grooming Policies– Safe School Policies

• Weapons, fighting, intimidation, verbal abuse, etc.– Alcohol, Tobacco, and Drug Policies– Sexual Harassment Policy

Other policies you need to be aware of

• Internet/Email use policies• Family Educational Rights and Privacy Act (FERPA) Policies• Policies regarding the reporting of abuse, neglect, suicide threats, etc.• Emergency procedures

– Fire, earthquake, bomb threat, intruder, etc.• Field Trip policies• Accident reporting procedures• Reporting academic progress• Purchasing guidelines• Substitute teachers

– Requests for, planning, etc.• Use of videos, movies, and instructional materials

The 25-Minute Process for BEHAVIOR CONCERNS

BACKGROUND

6 minutes

PROBLEM & GOAL 2 minutes

CORRECTIVE CONSQUENCES

2 minutes

CREATE THE PLAN

3 minutes

PROACTIVE STRATEGIES

4 minutes (Brainstorm; don’t

evaluate!)

RESPONSIBLE & IRRESPONSIBLE

BEHAVIOR 4 minutes

FINAL DETAILS 4 minutes

Adapted from INTERVENTION Sprick, Sprick, & Garrision, 1993

What’s a behavior contract?

A behavior contract is an agreement between the child and teacher and often includes the student's parent(s).

There are two key things that need to happen so that a behavior contract will be successful.

– First, the contract needs to be simple and not complicated.– Second, the parents and school administration need to be

supportive of the contract.

• The parents, child and teacher should sit down and write up the contract.

• Choose up to three specific disruptive behaviors that they student does on a regular basis to list on the contract.

• Then, decide on consequences for those behaviors.• Also, there should be rewards for when the student has completed a

week without the disruptive behavior. The consequences and rewards can be things that parents can help support at home.

Developing the Contract

References

• Cangelosi, James S. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman.

• Bear River High School Student Handbook• Spanish Fork High School Faculty Handbook• http://www.nea.org/tools/19617.htm• http://theapple.monster.com/education/articles/7641-11-ti

ps-for-using-behavior-contracts?page=2• http://www.interventioncentral.org/htmdocs/interventions/

behavior/behcontr.php• Intervention. Sprick, Sprick, & Garrision, 1993