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

2. 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

3. 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

4. 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