Preventing Problem Behavior Bill Leaming, Northeast Region

Objectives How to prevent many problem behaviors from occurring How to set limits with students who are not following the bus rules How your own attitude affects the behavior of students How to be more confident and more successful in your attempts to address challenging behavior

Preventing Problem Behavior What is one strategy you use for preventing problem behaviors on the bus?

Preventing Problem Behavior What are some warning signs of problem behaviors that occur on the school bus?

Preventing Problem Behavior List 3 of the discipline challenges a school bus driver faces on a daily basis

Preventing Problem Behavior How might a bus driver’s approach to these challenges impact a potential crisis?

Preventing Problem Behavior Three simple strategies you can use to prevent difficult behaviors from happening in the first place 1. Get to Know Your Students

Preventing Problem Behavior 2. Establish rules/expectations - Post simple and positive rules - Go over rules and revisit frequently - Treat students as you would be treated

Preventing Problem Behavior How do you get your students to understand your interpretation of the rules? How do you know if your students understand the bus rules? If someone gives you a rule, what makes you want to follow that rule?

Preventing Problem Behavior Get to Know Your Students Establish Expections 3. Be A Positive Role Model - Be friendly and polite - Demonstrate the behavior that you would like to see; “Please”, “Thank You”, etc. - Compliment them when they behave well

Preventing Problem Behaviors The first step when intervening is to identify the individual’s level of behavior Three levels or categories of behaviors First is the Anxiety Level Pacing Finger drumming Wringing of hands Staring

Preventing Problem Behavior Respond Effectively to Problem Behavior Keep problem behavior from escalating Be proactive, not reactive Anxiety Level – Be Supportive Invite the student to sit next to you Create a distraction or redirect Others???

Preventing Problem Behavior Second Level is Defensive Behavior This is the beginning stage of loss of rationality Becomes belligerent and challenges authority Refuses to comply with the rules Very resistive

Preventing Problem Behavior Verbal Escalation Continuum Questioning Refusal Release Intimidation Tension Reduction

Preventing Problem Behavior Directive Responses to Defensive Behaviors Five-Step Approach to Setting Limits Explain which behavior is inappropriate – be specific Explain why the behavior is inappropriate – don’t assume they know Give reasonable choices with consequences Allow “wait” time – may seem like ultimatum Enforce the consequence

Preventing Problem Behavior Third Level is the Acting-Out Person Pull over Use a distraction Attempt verbal intervention Control “fuel for the fire” Summon help Check district policies

Preventing Problem Behavior Intervention Tools and Strategies Nonverbal – two aspects Personal space uncomfortable when invaded don’t crowd one seat or leg length away

Preventing Problem Behavior Intervention Tools and Strategies Nonverbal Body Language posture gestures facial expressions do you scowl put hands on hips wag the finger in face

Preventing Problem Behavior Intervention Tools and Strategies Paraverbal Communication Tone – avoid impatience, condescension, sarcasm Volume – appropriate for situation Cadence – even tone and rhythm How, and what, you say makes a difference

Preventing Problem Behavior Intervention Tools and Strategies Use Integrated Experience The idea that the behaviors and attitude of drivers have a powerful impact on the behavior of students Hard to maintain patience and be calm when students are verbally abusive Find ways to rationally detach

Preventing Problem Behavior Intervention Tools and Strategies Rational Detachment Stay calm and in control Don’t allow students’ behavior to affect your own Take care of yourself on and off the job Reduce stress

Preventing Problem Behavior 5-Step Approach to Setting Limits Explain which behavior is inappropriate Explain why behavior is inappropriate Give reasonable choices with consequences Allow wait time for student to choose Enforce consequences

Summary Knowing your students is crucial so that you have established trust and respect Your expectations must be clear and consistent Be able to read warning signs and identify and respond to problems early If a student is anxious, we support them If they are defensive, we are direct with them - give options

Huge Responsibility Even with our best preventive student management we will experience one or more levels of problem behavior Our first priority is always safety – for our students and ourselves.