Discipline Problem Defined What constitutes a behavior problem in a classroom? Suggestions . . .

Is this OK in your class?

“ Negative teacher behavior is ineffective in helping children learn appropriate behavior “ (Levin & Nolan, 2016, p. 20). “ What types of student behaviors constitute discipline problems? (Levin & Nolan, 2016, p. 20)

Behavior ? Disruptive Behavior Misbehavior Maladaptive Behavior “ Misbehavior is any student [or teacher or parent or administrator or trustee] behavior that interferes with teaching ” (Levin & Nolan, 2016, p. 21).

Discipline Defined: “ A discipline problem is behavior that (1) interferes with the teaching act, (2) interferes with the rights of others to learn, (3) is psychologically or physically unsafe, or (4) destroys property ” (Levin & Nolan, 2016, p. 23). How does our Education Act define it?

Times have changed! Crime and vandalism is different from common misbehavior such as off-task and disruptive classroom behaviors. “ Crime and routine classroom misbehavior are inherently different problems that require different solutions ” (Levin & Nolan, 2016, p. 28). Remember: You are not the police!

A teachers must be able to defuse . . . Situations and direct students toward more prosocial means of conflict resolution Conflict management training - For all! Non-violent conflict resolution - For all!

Your role: Be perceptive! Observe as a referee would. Make the call! Assert yourself! Be proactive. Why - Because disruptive behavior can result in a ‘ripple effect’. In other words, students learn misbehavior from observing other children

Remember Rough and threatening behavior causes student anxieties which lead to additional disruptive behaviors from onlooking students No threats, violence, vandalism at school? Is this possible? Students witness bullying, robbery, assault, victimized = avoidance of school!

We are emotionally vulnerable ! Impact = changes in teacher attitudes Personal feelings impact students! Result - “ differential treatment is fueled by negative beliefs and feelings many teachers have toward disruptive students”

Help - I give up!

Fight or Flight!

Focus on the good! “ . . . Studies have concluded that teachers are much more likely to reprimand inappropriate behavior than to approve of appropriate behavior when interacting with disruptive students ” You can choose to be different!

Standards Work towards one standard for all. Ensure that your standards are realistic. Fair standards are well received. Disruptive students need a chance to learn new behaviors. Small, manageable steps.

More problems = sadness You might try to ‘get even’ with students. You might say ‘I don’t care’. You might look for revenge. Power struggles develop in class. Stress increases = 3 options Face it, leave teaching, do nothing

Perplexed

Good Management = Good Feelings “ . . . Feelings of efficacy lead to improvements in the teaching-learning process and job satisfaction, which ultimately results in gains in student achievement ”