Managing Problem Behavior Evertson, Chapter 9 This chapter focus on problem behavior rather than problem students

n what strategies to follow…. What is problem behavior? Non problem = talk during transitions, daydreaming, etc. Minor problem = infrequent misbehavior that does not interrupt class Major problem but limited in scope and effect Escalating or spreading problem Let me think n what strategies to follow…. From minor to moderate more extreme interventions These are my goals to manage problem behavior Judge long and short term effects of any strategy to use Short term effects = inappropriate behavior cease and appropriate ones start Check on negative side effects Check on the effects on those with inappropriate behaviors Ideal strategy = restores order in the class immediately and prevents repetition

Minor Moderate Extreme Non-verbal cues Get activity moving Use proximity Use group focus Provide needed instruction Issue a brie desist Give the student a choice Withhold privilege or desired activity Isolate or remove student Use a penalty Assign detention Use a school based consequence Use problem solving: 5-step intervention Nonverbal signal Follow the rule Choice between stopping behavior or develop plan Move to designated area Move to front office Think time strategy Send student to another teacher Reality therapy model Involvement with students Focus on behavior Studentresponsibility Studentevaluate/develop/ikimplement a plan Confer with parent/individual contract

Most effective programs against bullying: School wide programsstopping pervasive bulling need coordinated efforts Tattling - what to do? Check difference between tattling and being responsible Reasons: Get someone in trouble Get someone to solve a problem you could handle Get help for someone Seeking attention “Ill handle the Problem” Rudeness Avoid getting angry or overreacting Instead, “respect others”, “be polite”, etc. In extreme cases use school rules Chronic avoidance of work Carefully plan accountability system (CH 3) Correct before it becomes chronic Fighting and power struggles Intervene directly or alert administration (school rules) Understand what motivates the struggle Do not overreact and remain objective