1. Comprehensive Classroom Management, 9th Edition © 2009 Pearson Education, Inc. All rights reserved. Chapter 8 Responding to Violations of Rules and Procedures

2. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 2 Appropriate and Effective Responses Infrequent Behavior Academic Assume student is trying to make correct response Assume error was accidental Provide assistance Provide more practice Assumes student has learned skill and will perform in future Social Assume student is not trying to make correct response. Assume error was deliberate Provide negative consequences Practice not required. Assume student will make right choice and behave in future.

3. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 3 Learning Goals How to develop an effective classroom system for responding to behavior that disrupts the learning environment How to respond effectively to minor disruptive behaviors in a classroom or school setting How to respond to major disruptions and defiant student behavior

4. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 4 Frequent behavior Academic Assume student has learned the wrong way Assumes student has been taught the wrong way Diagnose the problem Identify misrule or determine more effective manner in which to present the material Adjust presentation Assume student has been taught skill and will perform correctly in the future Social Assume student refuses to cooperate Assume student knows what is right and has bee told often Provide more negative consequences Withdraws student from normal consequences. Maintain student removal from normal consequences Assume student has “learned” lesson and will behave in future.

5. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 5 General Concepts and Methods in Responding Effectively to Inappropriate or Disruptive Behavior 1. Arrange seating patterns so that you can easily access all students 2. Scan the class to respond to problems and needs 3. State expectations clearly 4. Ignore behavior 5. Use proximity control 6. Place note on student’s desk 7. Involve student in story or questions 8. Increase interest with humor or topic of interest 9. Make contact-- When misbehavior occurs- make quiet contact with student 10. See if student needs some assistance 11. Use a signal that you would like the behavior to stop 12. The intervention should not be greater than the disruption 13. Monitor your own anger 14. Remain calm: Positive ripple effect is associated with a calm and immediate response 15. Speak courteously 16. Make eye-contact and be aware of non-verbal message 17. Remind students of classroom rules 18. Use I statements 19. Provide students with choices 20. Remind students of the positive consequences associated with behaving 21. Reinforce students who are close by and behaving appropriately 22. Focus on positive behavior-quietly reprimand few

6. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 6 Teacher Effectiveness Training (TET) Gordon believed that teachers should express a concern about student’ behavior that affects the teacher by employing I- messages consisting of three components: a.the personal pronoun I b.the feeling teacher is experiencing c.the affect the students behavior is having on the teacher

7. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 7 Responding to Defiant Behavior Prepare students for situations that may be difficult An once of prevention is worth a pound of cure Build a positive relationship bank account with known power strugglers Having a relationship with the students has been proven to reduce problem behavior Ensure That Your Requests Have Been Made Clearly, Politely, and Firmly When cuing students regarding their behavior, it is more effective to use the word reminder or refer to the “agreed” upon rules than to use the word warning Model Self-Control Teachers can get pulled into a power-struggle with the student. Remain calm. Sometimes students

8. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 8 Respond Thoughtfully and with Purpose to Deescalate the Behavior 1.Expand on the active-listening techniques when you identify the feelings the student might be feeling It sounds like you’re frustrated 2.Send an I message—I would be angry too, if I thought I as asked to complete something I didn’t know how to do 3.Offer Assistance Provide options Predict a positive choice and its consequences

9. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 9 Respond Thoughtfully and with Purpose to Deescalate the Behavior 6. State the expectation in a positive manner 7. Review available options and consequences, and give the student space and time to make a choice 8. Walk away 9. Clarify that the student must make a choice 10. Give the student an errand to run 11. Help students develop a menu of coping strategies

10. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 10 Sequence to De-escalate Behavior Phase I: Validating/Clarifying Validate the underlying feelings Help them understand the impact of the behavior on others Help them understand that behavior violates rules Phase II: Choices/Options—Educative Function What would be a better way? What would be a better choice Would you like to take a few minutes in the quiet area? If you continue to violate, you would be choosing to work this our with the principal Phase III: Invitation I am sure we can work this out You’re been making good choices lately, I know we can solve this I really want you to stay here and solve the problem

11. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 11 Handling Violent Student Behavior An ounce of prevention is worth a pound of cure Teacher tension can often agitate crisis behavior Always remain calm Lower your voice Slow your rate of speech Arrange the environment to minimize risk Give the student space Be aware of your body stance Dress in a manner that minimized risk of injury Remind misbehaving students of the consequence of their behavior Allow verbal venting Ignore irrelevant comments— Redirect student back to problem Provide choices Set limits Use Physical restraints Once the student is calm, teach alternative appropriate ways to deal with anger

12. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 12 Using Time-Out The use of time-out is controversial Make the time-out into a problem- solving/solution room instead of punishment

13. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 13 Dealing with Bullies Make sure you provide support for the victim Do not reinforce the aggressor Let bully know that their behavior is not acceptable Deal with bully firmly and clearly Remove bully from setting until the bully understands why his/her behavior is unacceptable, including how it impacted victim and school practice behaviors her/she could use in the future situations to meet his needs without creating an unsafe classroom Develop school-wide plan

14. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 14 The Role of Reinforcement in Encouraging Students to Act Responsibly Rewards positive behavior Need to be weaned off at appropriate time

15. Comprehensive Classroom Management, 9th Ed. Jones & Jones © 2009 Pearson Education, Inc. All rights reserved. 15 Why Problem Solving Rather than Punishment? Students need support and assistance Punishment inhibits learning Punishment does not change behavior Punishment allows student to project blame May create a negative attitude

16. Comprehensive Classroom Management, 9th Edition © 2009 Pearson Education, Inc. All rights reserved. End of Chapter 8