1. RESPONDING TO INAPPROPRIATE BEHAVIOR Chapter 11 Classroom Management Paul Burden, 5 th edition 1

2. CHAPTER OVERVIEW A Three-Step Response Plan Cautions and Guidelines Dealing with Chronic Misbehaviors Bullying 2

3. 1. A THREE-STEP RESPONSE PLAN Situational Assistance Mild Responses Moderate Responses 3

4. THREE-STEP RESPONSE PLAN (CONT’D) An intervention is an action taken by the teacher that is intended to stop the disruptive actions and return the student to the academic activities. 4

5. THREE-STEP RESPONSE PLAN (CONT’D) The principle of least intervention—When routine classroom behavior is being handled, misbehaviors should be corrected with the simplest, least intrusive intervention that will work. If the least intrusive intervention does not work, then you move up to a more intrusive approach. The three-step response plan is based on this principle. 5

6. PROVIDE SITUATIONAL ASSISTANCE Step One: Situational assistance involves actions designed to help the students cope with the instructional situation and to keep them on task or to get them back on task before problems worsen. Problem behaviors thus can be stopped early before they escalate or involve other students. 6

7. PROVIDE SITUATIONAL ASSISTANCE (CONT’D) Examples of Situational Assistance: 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors 4. Boost student interest 5. Provide cues 7

8. PROVIDE SITUATIONAL ASSISTANCE (CONT’D) Examples of Situational Assistance (cont’d) 6. Help students over hurdles 7. Redirect the behavior 8. Alter the lesson 9. Provide nonpunitive time-out 10. Modify the classroom environment 8

9. USE MILD RESPONSES Step Two: Mild responses are non-punitive ways to deal with misbehavior while providing guidance for appropriate behavior. Nonverbal and verbal mild responses are meant to stop the off-task behavior and to restore order. 9

10. USE MILD RESPONSES (CONT’D) Nonverbal Responses: 1.Ignore the behavior 2.Use nonverbal signals 3.Stand near the student 4.Touch the student 10

11. USE MILD RESPONSES (CONT’D) Verbal Responses: 1. Call on the student during the lesson 2. Use humor 3. Send an I-message 4. Use positive phrasing 5. Remind students of the rules 6. Give students choices 7. Ask, “What are you doing?” 8. Give a verbal reprimand 11

12. USE MODERATE RESPONSES Step Three: Moderate responses are intended to be punitive responses to deal with misbehavior by removing desired stimuli to decrease the occurrence of the inappropriate behavior. Moderate responses include logical consequences and behavior modification techniques. 12

13. USE MODERATE RESPONSES (CONT’D) A logical consequence is an event that is arranged by the teacher that is directly and logically related to the misbehavior. 13

14. USE MODERATE RESPONSES (CONT’D) Examples of logical consequences (moderate responses): 1. Withdraw privileges 2. Change the seat assignment 3. Have the student write reflections on the problem 4. Place the student in a time-out 5. Hold the student for detention 6. Contact the family 7. Have the student visit the principal 14

15. 2. CAUTIONS AND GUIDELINES Some Practices to Avoid Guidelines for Punishment 15

16. SOME PRACTICES TO AVOID 1. Harsh and humiliating reprimands 2. Threats 3. Nagging 4. Forced apologies 5. Sarcastic remarks 6. Group punishment 16

17. SOME PRACTICES TO AVOID (CONT’D) 7. Assigning extra academic work 8. Reducing grades 9. Writing as punishment 10. Physical labor or exercise 11. Corporal punishment 17

18. GUIDELINES FOR PUNISHMENT Punishment is the act of imposing a penalty with the intention of suppressing undesirable behavior. Punish only as a last resort when students repeatedly fail to respond to more positive treatment. Apply punishment as part of a planned response, not as a means to release your anger or frustration. Follow punishment guidelines to be fair and consistent. 18

19. 3. DEALING WITH CHRONIC MISBEHAVIORS Chronic misbehaviors are troublesome behaviors that students repeatedly or compulsively perform. 19

20. DEALING WITH CHRONIC MISBEHAVIORS (CONT’D) Chronic misbehaviors include: Tattling Clowning Cheating Lying Stealing Profanity Rudeness toward the teacher Defiance or hostility Failure to do schoolwork Inappropriate use of electronic devices 20

21. 4. BULLYING Characteristics of Bullying Effects of Bullying Types of Bullying Confronting Bullying 21

22. BULLYING Bullying is when a person, or group of persons, uses power to harass or intimidate one or more people who have less power. Bullying takes the form of belittling weaker students, calling them names, and threatening or harassing them. 22

23. CHARACTERISTICS OF BULLYING Imbalance of power—People who bully use their power to control or harm, and the people being bullied may have a hard time defending themselves. Intent to cause harm—The person bullying has a goal to cause harm. Actions done by accident are not bullying. Repetition—Incidents of bullying happen to the same person over and over by the same person or group. 23

24. EFFECTS OF BULLYING Bullying has serious and long lasting effects for both the bullies and their victims. Bullies—more likely to get into fights, vandalize property, and drop out of school; higher risk of abuse of alcohol and drugs; more likely to be abusive to others and to have criminal records Victims—higher risk of depression and anxiety; health complaints; changes in eating and sleeping; decreased school achievement and participation; increased thoughts of suicide 24

25. TYPES OF BULLYING Physical Bullying Verbal Bullying Relational Bullying (social aggression) Sexual Bullying Cyberbullying 25

26. CONFRONTING BULLYING 1.Intervene immediately 2.Get the facts 3.Tell the students you are aware of their behavior 4.Consider an appropriate intervention 5.Follow up with the students 6.Report the incident to the right person 26

27. IT’S TIME TO START PREPARING FOR MIDTERMS!

28. MIDTERM

29. DIGITAL SLIDESHOW Due - Midterm http://www.teachers.net/wong/SEP12/Mitchell%20Photo%20Story%20Short.w mvhttp://www.teachers.net/wong/SEP12/Mitchell%20Photo%20Story%20Short.w mv – example 1 https://youtu.be/QTSl9lkF10Qhttps://youtu.be/QTSl9lkF10Q - example 2 http://microsoft-photo-story.en.softonic.com/ –Introducing yourself on the first day of school http://microsoft-photo-story.en.softonic.com/ Imovie Prezi See Moodle for instructions and rubric Written exam will follow the slideshow presentations

30. MIDTERM REVIEW What is classroom management? Characteristics of effective teachers Reasons for rules and procedures Rules in the classroom Procedures in the classroom Off-task behavior Discipline

31. MIDTERM REVIEW Management preparations – what to prepare Dress for success – four main effects Room arrangement –Physical environment reminders The first days of school –When to prepare, what to prepare and why prepare

32. STUDY! PLEASE BRING A PEN OR PENCIL TO TAKE THE MIDTERM EXAM & DON’T FORGET YOUR SLIDESHOW