Classroom Management Bumps Responding to Challenging Behaviour

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Presentation transcript:

Classroom Management Bumps Responding to Challenging Behaviour Adapted from Classroom Management, Bennett & Smilanich (1994)

Instructional Strategies Instructional Skills Effective Classroom Environments Content Instructional Strategies Instructional Skills Classroom Management

Goals of misbehaviour. Attention seeking Power/defiance Revenge (physical or emotional) Assumed disability (low self confidence/self esteem)

What effects our decision to respond? Past behaviour of the student Severity of misbehaviour Frequency of misbehaviour Time between misbehaviours Importance of lesson School discipline policy Student’s life at home Student’s respect for the teacher Reaction by allies

Pre-empt where possible. Win students over Greet at the door Show interest Be polite Be alert

Bump 1 Low key responses Proximity Student’s name Gesture “Look” Pause Ignore Use signals (for attention) Deal with problem, not the student

Bump 2 Squaring off Five steps Pause/stop Turn towards student Intensify eye contact Minimal verbal request to stop Finish with a thank you

Bumps 3 and 4 Choices and the implied choice

Bump 3 Stop, square off, make eye contact Provide the student with an appropriate choice Ask for an answer Listen to the answer Finish with a thank you.

Bump 4 If the student persists follow through with the other side of the choice. “You’ve made your decision. Please …

Attributes of Effective Choices Choice is related to misbehaviour The choice is not seen as a punishment The consequence is given as immediately as possible The choice is not an ultimatum Use a positive or neutral tone Don’t bluff, follow through on the choice

Bump 5 Defusing the power struggle

Bump 5 Defusing the power struggle Stop, square off, make eye contact (2-3s) Take one or more deep breaths Deal with any allies Shift the locus of control Pause and allow the student to save face Closure by saying thank you.

Responses to power situations Ignore it Short circuit it Describe the situation and inform the student you are not interested Put ball back in student’s court Provide a choice Student leaves the class

Bump 6 Informal Agreement Greet student and set atmosphere Define problem Generate alternatives Agree on alternatives to try and when to begin Review what has been agreed upon End conference positively

Bump 6 Informal Agreement Shifts the responsibility to the student Minimises the time spent dealing with misbehaviour during class time Allows student and teacher to work together Opportunity to establish a more positive relationship

Bumps 7, 8, & 9 Formal contracts In-school suspensions Out-of school suspensions A collective response by staff and parents to assist the student to take action about whether or not to be part of that school’s learning environment