1. MANAGING CHALLENGING STUDENT BEHAVIOR

2. This Approach is a Good News/Bad News Scenario: GOOD NEWS: The only person’s behavior you have control over is your own. BAD NEWS: It’s very difficult to change our behavior. GOOD NEWS: The only person’s behavior you have control over is your own. BAD NEWS: It’s very difficult to change our behavior.

3. Don’t Be Afraid of Opposition. Remember, a kite rises against the wind, not with it. George Bernard Shaw Remember, a kite rises against the wind, not with it. George Bernard Shaw

4. The Role of Paradigms A paradigm is a pattern or model for interpreting information. It provides us with a set of rules and regulations for making sense out of our environment. Information that agrees with our paradigm is easily recognized and accepted. Information that disagrees with our paradigm is difficult to recognize and is resisted.

5. The Dominant Paradigm… Resistance Originates from a Child.

6. RESISTANCE ORIGINATES FROM YOUR BEHAVIOR!

7. Do You Disagree with Me? If so, I have just created your resistance. I can change that. I am NOT suggesting this as a technique for managing resistance. Nevertheless, what would happen to resistance if you never asked a student to stop behaving inappropriately or to start behaving appropriately? Would there be resistance?

8. The Opposite of Resistance Is Rapport Alter your behavior so that it becomes easier to lead a child in the direction of a desired outcome. Is Rapport Alter your behavior so that it becomes easier to lead a child in the direction of a desired outcome.

12. Teaching/Instructional Practices  Three approaches to discipline:  Authoritarian - where the adult is the enforcer.  Permissive - where the adult enables children.  Cooperative - where the adult empowers students and teaches responsibility through choices and problem solving.  Three approaches to discipline:  Authoritarian - where the adult is the enforcer.  Permissive - where the adult enables children.  Cooperative - where the adult empowers students and teaches responsibility through choices and problem solving.

13. Authoritarian – yells, lectures, uses harsh words, put downs, sarcasm  Leads to power struggles, revenge or rebellion.  Consequences (punishments) are external.  Adversary condition.  An enforcer – may use guilt to control.  Lots of control – few choices.  Reward and punishment/fear and intimidation.  Goal – compliance (does not teach self discipline or responsibility).  Leads to power struggles, revenge or rebellion.  Consequences (punishments) are external.  Adversary condition.  An enforcer – may use guilt to control.  Lots of control – few choices.  Reward and punishment/fear and intimidation.  Goal – compliance (does not teach self discipline or responsibility).

14. Permissive – a “friend”, uses persuasion and bribery (rewards)  Student is dependent on teacher – behaves to please.  Lots of choices but few limits.  Students believe world owes them and tantrum when world doesn’t come through.  Student is dependent on teacher – behaves to please.  Lots of choices but few limits.  Students believe world owes them and tantrum when world doesn’t come through.

15. Cooperative – Manager – Firm and Friendly  Enforces rules and consequences.  Consequences reasonable, related and done respectfully.  Students learn to be responsible for their decisions.  Manager is pro-active and prevents discipline problems by developing: mutual respect and meeting individual needs.  Students are empowered to solve problems.  Resolution is internal.  Enforces rules and consequences.  Consequences reasonable, related and done respectfully.  Students learn to be responsible for their decisions.  Manager is pro-active and prevents discipline problems by developing: mutual respect and meeting individual needs.  Students are empowered to solve problems.  Resolution is internal.

17. Manager

18. Parts of a Management Plan 1.Building a foundation:  Know what you want.  Understand misbehavior.  Develop a belief system. 1.Building a foundation:  Know what you want.  Understand misbehavior.  Develop a belief system.

19. Parts of a Management Plan  Prevention  Create a safe, secure environment based on mutual respect, cooperation and trust.  Building a positive relationship and creating a caring environment.  Effective instructional strategies.  Rules and consequences.  Procedures.  Prevention  Create a safe, secure environment based on mutual respect, cooperation and trust.  Building a positive relationship and creating a caring environment.  Effective instructional strategies.  Rules and consequences.  Procedures.

20. Parts of a Management Plan  Action  Intervene when students misbehave.  Prevent power struggles.  Redirect student behavior.  Crisis management.  Strategies for dealing with volatile students.  Action  Intervene when students misbehave.  Prevent power struggles.  Redirect student behavior.  Crisis management.  Strategies for dealing with volatile students.

21. Parts of a Management Plan 1.Inclusion – working with special needs students.

22. Parts of a Management Plan  Resolution – strategies that bring about change:  Problem solving conference.  Class meetings.  Anger management.  Resolution – strategies that bring about change:  Problem solving conference.  Class meetings.  Anger management.

23. Fundamental Premises About People

24. 1.FUNDAMENTAL PREMISE ABOUT PEOPLE 1.People are social beings and have a desire to belong and feel significant in the eyes of others. 2.All behavior is goal-oriented and has a purpose. - The Primary Goal is to belong and feel significant. - The Four Mistaken Goals of Misbehavior: 1.People are social beings and have a desire to belong and feel significant in the eyes of others. 2.All behavior is goal-oriented and has a purpose. - The Primary Goal is to belong and feel significant. - The Four Mistaken Goals of Misbehavior: A.Attention“Notice me.” B.Power“I’m in charge.” C.Revenge“I’ll get even.” D.Avoidance of Failure“I can’t.”

25. 3.People Have Basic Needs. (These needs will be met in a positive or negative way!) a.Safety and Security b.Connect (Acceptance, Attention, Appreciation, Affection) c.Control – Power d.Capable e.Contribute f.Fun – Enjoyment 4.People are Decision-Makers. (Decision-makers must be responsible for the decisions they make.) 5.All People are Entitled to Dignity and Respect. 6.Perception is Reality. 7.The Only Person You can Control is YOURSELF! 3.People Have Basic Needs. (These needs will be met in a positive or negative way!) a.Safety and Security b.Connect (Acceptance, Attention, Appreciation, Affection) c.Control – Power d.Capable e.Contribute f.Fun – Enjoyment 4.People are Decision-Makers. (Decision-makers must be responsible for the decisions they make.) 5.All People are Entitled to Dignity and Respect. 6.Perception is Reality. 7.The Only Person You can Control is YOURSELF! Fundamental Premises About People

26. CYCLE OF FAILURE A.Negative Self-Concept/ Low Self-Worth. B.Negative Behavior. C.Punishment. D.Self-Concept Lowered. E.Angry Person More Violent. F.Back to “A”.. A.Negative Self-Concept/ Low Self-Worth. B.Negative Behavior. C.Punishment. D.Self-Concept Lowered. E.Angry Person More Violent. F.Back to “A”..

27. CYCLE OF FAILURE TO BREAK THAT CYCLE, YOU MUST: A.Have a Supportive Climate. B. Build Relationships. TO BREAK THAT CYCLE, YOU MUST: A.Have a Supportive Climate. B. Build Relationships.

28. Belief Statements…What’s Yours? Without belief statements, there is no foundation for developing a discipline plan. I believe… Without belief statements, there is no foundation for developing a discipline plan. I believe…

29. Belief Statements

31. PREVENTION

32. Environment

33. Motivation

34. Kids don’t care how much you know until they know how much you care!

35. Encouragement

36. Notice

38. Effective Instruction

39. Cooperative Learning

40. Engage Immediately

42. People retain  10% of what they read  20% of what they hear  30% of what they see  50% of what they see and hear  70% of what they discuss with others  80% of what they say and do  95% of what they teach  10% of what they read  20% of what they hear  30% of what they see  50% of what they see and hear  70% of what they discuss with others  80% of what they say and do  95% of what they teach

43. Auditory Learners

44. Visual Learners

45. Tactile Learners

46. Kinesthetic Learners

48. Reflect

49. RULES  Two rules Spencer Henry uses:  1. Do things that will not prevent me from teaching, you or others from learning.  2.Respect yourself, others and your school.  Two rules Spencer Henry uses:  1. Do things that will not prevent me from teaching, you or others from learning.  2.Respect yourself, others and your school.

50. Teach what works and what doesn’t work with you.

51. PROCEDURES  Daily classroom routines:  Transitions.  Developed by the school.  Daily classroom routines:  Transitions.  Developed by the school.

52. Don’t assume anything! Teach everything!

53. Giving Directions:

54. Punishment

55. Research says that for every year a bad habit is practiced, it will take one month of intervention to change that behavior – 6 years - 6 months!

56. Consequences  Loss or delay of privileges.  Require interaction.  Restitution.  Instructional.  Loss or delay of privileges.  Require interaction.  Restitution.  Instructional.

57. Time Out/Chill Out

59. So what do you do with the non-compliant student?

60. Listen, acknowledge and defer.

61. Use thinking statements – not arguing words!  What.  Judgmental.  Close-ended questions.  Problem solving.  Consequence questions.  What.  Judgmental.  Close-ended questions.  Problem solving.  Consequence questions.

62. If student does not answer – be prepared to answer.

63. Use “I” Statements. Use “I” Statements.

64. NEVER engage for more than 10 seconds.

65. THE QUALITY OF A CHILD’S EDUCATION DEPENDS UPON THREE THINGS YOU CAN CONTROL: HOW WELL YOU MANAGE YOUR CLASSROOM. THE RELATIONSHIP BETWEEN THE STUDENT AND THE TEACHER AND. THE CAPABILITY OF THE TEACHER. HOW WELL YOU MANAGE YOUR CLASSROOM. THE RELATIONSHIP BETWEEN THE STUDENT AND THE TEACHER AND. THE CAPABILITY OF THE TEACHER.

66. Pro-Acting is like sharpening an ax before chopping wood. Are you prepared to deal with difficult, challenging, at risk students?

67. Be Personal! Don’t Personalize!

68. THE TEACHER I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or hurt, humor or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. Haim Ginott I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or hurt, humor or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. Haim Ginott