Unit 2 Dealing with Behavior ED581

Dealing with Behavior Functions of behavior Dealing with off-task behavior Modifying off-task behavior patterns Most common off-task behaviors in a classroom Your school policies The 25 minute process for behavior concerns Behavior contracts

Functions of Behavior Every behavior has a function Four primary reasons for disruptive behavior in the classroom Power Revenge Attention Want to be left alone (i.e., disinterest or feelings of inadequacy) Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher Do not tolerate undesirable behaviors no matter what the excuse Understanding why a person exhibits a behavior is no reason to tolerate it Understanding the function of a behavior will help in knowing how to deal with that behavior

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 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 Specify the exact behavior pattern to extinguish Identify positive rein forcers for the behavior Plan to eliminate positive reinforcement Establish a realistic time schedule Implement the plan Evaluate the effectiveness by observing behavior

Most Common Behaviors In a Classroom Attention seeking behavior Power seeking behavior Rambling Lack of participation Know-it-all Sharpshooting Heckling/Arguing Grandstanding Overt Hostility/Resistance Griping Side-conversations

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 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 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 2 minutes & GOAL PROBLEM CORRECTIVE CONSQUENCES CREATE THE PLAN 3 minutes (Brainstorm; don’t evaluate!) PROACTIVE STRATEGIES 4 minutes RESPONSIBLE & IRRESPONSIBLE BEHAVIOR FINAL DETAILS 1. BACKGROUND (6 minutes) • DESCRIBE the presenting problems. Identify when, where, how often, how long, etc. the problem occurs • Identify student STRENGTHS • Identify STRATEGIES already tried 2. PROBLEM & GOAL (2 minutes) NARROW the scope of the problem and identify a goal 3. CORRECTIVE CONSQUENCES (2 minutes) Determine whether irresponsible or inappropriate behavior will be CORRECTED, IGNORED, or whether a CONSEQUENCE will be implemented 4. RESPONSIBLE & IRRESPONSIBLE BEHAVIOR (4 minutes) Provide EXAMPLES of responsible behavior and/or student strengths to encourage AND irresponsible/inappropriate behavior to discourage. 5. PROACTIVE STRATEGIES (4 minutes) (Brainstorm; don’t evaluate!) Brainstorm strategies to encourage responsible behavior 6. CREATE THE PLAN (3 minutes) Teacher(s) select a manageable set of proactive strategies to implement. 7. FINAL DETAILS (4 minutes) a) Evaluation: • Identify at least two ways to determine if the plan is working. b) Support: • Identify things other adults can do to assist the student and the teacher(s). (Be specific–who, what, where, when). c) Plan Summary: • Identify each person’s responsibilities & when actions will be taken • Identify who will discuss the plan with the student and when • Schedule follow-up 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). The behavior contract is a written agreement about how the individual will behave. It will indicate the appropriate consequence should the student neglect to behave according to the contract and it also states the reinforcer to be used for successful compliance. The behavior contract provides the student with structure and self-management. The behavior contract is often an effective form of behavior modification.

Developing the Contract 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.

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-tips-for-using-behavior-contracts?page=2 http://www.interventioncentral.org/htmdocs/interventions/behavior/behcontr.php Intervention. Sprick, Sprick, & Garrision, 1993