31 4-earthsoft-understanding students

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Earthsoft Foundation of GuidanceEdge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent

Understanding Student behavior & Dealing with them


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Index


Engaging today’s students…

Means tapping into what is important to them


Digital Natives• Today’s students are Digital Natives• Visual learners• Multi-taskers• Short attention spans• Use technology to express themselves• Information analysts• Content producers• Real-time learners- Instant messages, text

messages, etc

Making earth little softer6

21st Century Skills• Communication• Innovation • Creativity• Problem-Solving• Interactive• Collaboration• Critical Thinking


Applied skills• Applied skills enable new entrants to use the

basic knowledge acquired in school to perform


What Employers Want• Relevant Education• Experience in similar fields• Professionalism/Work Ethic• Oral and Written Communications• Teamwork/Collaboration • Critical Thinking/Problem Solving• Knowledge of Foreign• Health and Wellness• Creativity/Innovation


Preparedness• Don’t prepare us for your world, prepare us for

our world..develop skills aligning to the trends


Understanding Our StudentsDealing With Student Behavior in Today’s Classrooms


Easy time?Good Points Bad points

Sincere, focused No concentrationFollowing guidelines Not following guidelines &

instructions, not afraid of punishment

Respecting elders Does not demonstrate the respect, hates if guided

Do not disturb others Enjoys disturbing othersGet guided by parent Does not listen to parentHave vision for future Just want to take as it is


Behaviors depends on• The physical and emotional climate of the child's

home and neighborhood

• Stability and consistency in the child’s family

• The parenting styles of the child’s parents

• The power and influence of peers in a child’s life


Role Models• The positive & negative role models available• The child’s exposure to violent & sexy media

and other influencing factors• The child’s emotional and physical health• The child’s own attitude toward his/her anger• Parental guidance, selling dreams to child• Good and bad influences of peers


Why Kids MisbehaveBasic has several “Functions”:

Attention from peers or adults

Attain power/control

Revenge or Retaliation

Feels Good/Play and fun

Fear of Failure or motivation for daringGetting false promises

Imitation


Behavioral Problems• Aggressive-hyperactive, agitated, unruly student• Resistant (the student who won’t work)• Distractible (the student who can’t concentrate)• Dependent (the student wants help all the time)• Demands (unreasonable demands & keep

perusing conditionally)


Location for such StudentsLocation for Students who cause behavioral problems:• Separate disruptive students; may be

aggressive and resistant students

• Nearby disruptive students; may be distractible, dependent, and resistant


PUNISHMENT VS.

DISCIPLINE


PunishmentWhy Do We Punish?• Because it works• Eaziest way to manage• Effective for approximately 95% of our students• It’s quick• Punishment produces a rapid suppression of

behavior though temporary• It requires lower level thinking skills.


Discipline vs. Punishment• D: Strives to replace an unwanted behavior with

a desirable behavior

• P: Takes away a behavior by force, but replaces it with nothing

• D: Is firm and consistent, but peaceful

• P: Inflicts harm to a good name


Discipline vs. Punishment• D: Positive behavioral change is expected

• P: The worst is expected, and the worst is often received

• D: Takes time and energy but consequences are logical and encourage restitution

• P: Is immediate and high-impact but is hardly ever logical


Discipline vs. Punishment• D: May the youth angry at first, but calls for self-

evaluation and change rather than self-degradation

• P: Agitates and often causes anger and resentment on the part of the child, it might be a recursive chain

• D: Is caring but takes time and planning

• P: Is often “off the cuff” and emotionally charged


Discipline vs. Punishment• D: Allows child to rebuild self-esteem

• P: Damages fragile self-esteem, builds fear in a child, negative impact mentally

• D: Disciplinarian is in control of his/her own emotions and is consistent

• P: Allows anger to be released physically by punisher, allowing for dangerous loss of control on adult’s part


Discipline vs. Punishment• D: Is not threatening, dangerous or abusive,

ability to convince, need high thinking abilities

• P: Can be physically and emotionally dangerous

• D: Allows for reflection and restitution

• P: Does not allow the child to make up for his/her behavior


Well-Disciplined Classroom• Discipline• Procedures• Routines

• Effective teachers introduce rules, procedures, guidelines and routines

• Implementation is on the very first day of school and continue to teach and reinforce throughout

• They do it convincingly manner• They command respect while doing so


Polsky’s Diamond• The Social Interaction is prompted by the need

for 3 things1. Power – influence over one’s own life2. Affiliation – belonging3. Achievement – status


So their behaviors look likeSocial functions of Behavior:• Attention Seeking (adult/peer)• Power/control• Fear of failure/frustration• Imitation

Other functions of Behavior:• Getting something (sensory input)• Revenge or retaliation• Avoidance – person, activity, demand or request• Feels Good/Play


Social Skills…How do “Tough Kids” meet these needs?Behavioral ExcessesAggression ArguingHitting FightingShouting TeasingBlaming Provoking

How do “Tough Kids” meet these needs?Behavioral DeficitsUsing self-control CooperatingProblem Solving HelpingSharing Making good decisions


Dealing with Anger…

How do YOU deal with an angry student?


Angry StudentsGoals : • To help channelize and guide the student to

constructive outcomes.• To assist the child in learning acceptable ways

of expressing this emotion.

• Caution!!• Caution should be taken to avoid repressing or

destroying the feeling of anger.


AngerAnger may be…• A defense to avoid painful feelings• Associated with

• Failure• Low self-esteem• Feelings of isolation• Insult• Feelings of anxiety

For these reasons the child has no or minimal control


Anger vs. SadnessChild• Anger and sadness closely related

• Expresses sadness as anger

Adult• Expresses sadness as sadness


Angry Child Interventions• Catch the child being good. Tell what behaviors

please you.

• Respond to positive efforts and reinforce good behavior.• “Thanks for sitting in your seat quietly.”• “You worked hard on that project, and I admire

you effort.”• “You are a good student, sincere & intelligent,

that’s why keep getting good grades”


Angry Child Interventions• Deliberately ignore inappropriate behavior that

can be tolerated.

• Tell child what you are doing.

• If attention seeking, it will get worse before better.

• Be consistent


Angry Child Interventions• Provide physical outlets and other alternatives.

• Pre-plan opportunities for child to release stored energy

• Consider meaningful work


Angry Child Interventions• Manipulate the surroundings.

• Look for triggers both inside/outside your class.

• Re-examine your rules.

• Consider the child’s physical space.


Angry Child Interventions• Use closeness and touching.

• Move physically closer to the child

• Consider gently placing your hand on the child’s shoulder

• Works best with younger children


Angry Child Interventions• Express interest in the child’s activities.

• Develop the relationship

• Teachers are often the best therapists


Angry Child Interventions• Ease tension through humor.

• Attempt to “joke” the child out of an episode.

• This will help “save face”.

• Be careful to distinguish between humor and teasing.

• If sarcastic tone, child may become more angry.


Angry Child Interventions• Explain situations to the child.

• Assist the child in understanding what situations can contribute to their anger

• Assist the child in learning appropriate alternative responses.

• Allow for practice/role play


When an Explosion is pending

Stimulus

Thoughts

Feelings Action

Consequence

The Crisis Cycle:


The Curve of Explosion• Stimulus- initiates the process.• Period of Escalation- child calls on available

coping skills.• Anger will resolve or escalate• Begins to think less and feel more• Try to get child to talk• Use Active Listening skills• Monitor your Para-Verbal Communication• Assume a Calmness


The Curve of ExplosionDo’s • DO use positive expectations.• DO use “I” statements.• DO reflect the emotion you hear.• DO use non-verbal affirmation.• DO try to direct the youth into a problem solving

mode.


The Curve of ExplosionDon’ts• Don’t lead with the rules.• Don’t lead with the consequences.• Don’t begin statements with the word, “You”.• Don’t ask “Why” questions.


The Curve of Explosion• Out of Control- behavior is driven by emotion. • Thought process is repressed.• Avoid threats of disciplinary sanctions.• All youth to “vent” safely.• Understand what would help them to vent• Physical restraint may be required.


The Curve of Explosion• Period of De-escalation.• Thought processes begin to stabilize.• Emotional control is re-established. • Student may be tired.• Student may request to be left alone.


Dealing an Explosion• Have a close door meeting• Win confidence to communicate• Demonstrate love & care attitude• Listen & gather as many inputs understanding

the reasons• Try to find the root causes and conclude• Think what are the possible solutions• Prioritise the solutions• Take a child in confidence & share the solutions• Seek agreement by way of participation• Take actions• Convey the results and check satisfaction


Behavior Modification…


Pre-Corrections• “Thank you for not smoking.”• “Gentle reminder”• Serves as a gentle reminder of expectations.• Gives students an opportunity to mentally

prepare before an activity.• Always respond to sincere efforts to comply.• Classroom Behavior Modification using: “Pre-

Correction for Classroom”


Behavior ModificationSeven steps: • Identify the context & likely problem behavior• Specify the expected behaviors• Systematically modify the context• Conduct behavioral rehearsals• Provide strong reinforcement for expected

behaviors• Prompt expected behaviors• Monitor the plan


Pre-Correction Scenario• Context – students entering classroom

immediately after recess• Predictable behavior – students shouting,

laughing, and pushing before complying with teacher direction

• Expected Behavior – Entering the room quietly, go to desks, begin task, keep hands to self.


Pre-Correction Scenario• Context modification – Teacher meets students

at door, has them wait and then go to desk to begin entry tasks.

• Behavior rehearsal – Teacher reminds students just before recess of expected behaviors. Asks “student” to tell what are expected behaviors.


Pre-Correction Scenario• Strong reinforcement – Students are told that if

they cooperate with teacher requests, they will have additional break and 5 extra minutes for recess.

• Prompts – Teacher gives signals at the door to be quiet and points to activity on Chalkboard. Teacher says “ssshh” to noisy students and praises students who are beginning work.


Pre-Correction Scenario• Monitoring plan – Teacher uses a watch to

measure how long it takes for all students begin their tasks immediately (within 10 seconds)


5 Steps to Correction• List Previous Positive Behavior.• “Sanjana, yesterday you did such a good job

staying in your seat and paying attention. I really appreciate how you behaved.”

• State Current Behavior.• “However, today you’ve been out of your seat,

disrupting class several times.”


5 Steps to Correction• State Expectations.• “What I expect from you is, you go & sit in your

seat, pay attention, and only talk to your neighbors when I give you permission.”

• Child Repeats.• “You want me to go to my seat, sit down, listen,

and keep my mouth shut.”


5 Steps to Correction• Praise Any Efforts.• Acknowledge any compliance• Be positive• Be sincere• Be encouraging• You need a positive relationship with the student

to use this effectively.


If you want it…teach it.If you expect to maintain it, encourage it, acknowledge it, and reinforce it


Post-Correction• Allows the child an opportunity to process and

learn from the experience.

• This is to be done • by the adult who witnessed the incident.• within 24 hours (As soon as both parties are

calm)


5 Steps to Post-Correction• Youth’s Perception-• Adult should:• Listen• Refrain from judgments and corrections• Ask questions which help student with

description• Attempt to find out what student was trying to

achieve• Guide for positive steps• Help


5 Steps to Post-Correction• Adult’s Perception-• Discuss what parts of incident you see same

and differently• Provide reality base

• Connection Incident to Pattern of behavior• Assist student in seeing a behavior pattern

he/she has developed


5 Steps to Post-Correction• Explore Alternative Behaviors -

• Prompts may be used• Important to let student find options

• Develop A Plan -• May use behavior contract• Assure student of adult commitment• Discuss consequences for next incident


“Always say what you mean, and mean what you say…but don’t say it in a mean way.” - Nicholas Long


Unmotivated Students…


The Unmotivated Student• Problems often emerge during late elementary

or middle school.• Often initiated by early academic problem.• Begins to see school as a place of “drudgery”.• Will most often become discipline problem.• At risk of becoming a “drop out”.


Unmotivated Student• Factors That Influence Motivation:• Fear of Failure – “Better to look bad, than

stupid”. Safer not to try.• Lack of Meaning – May not see relevance to

assignments.• Emotional Distress – Anxiety/Depression from

influences at home.• Learning Disability – Give up in frustration.


Unmotivated Student• Lack of Challenge• Desire for Attention – look helpless to teacher• Peer Concern – not cool to like school• Low Expectation – no encouragement from

home• Expression of Anger – due to pressure from

parents


Interventions• Assess the origin (records, teachers, etc)• Talk with the Student Privately – develop the

relationship.• Provide a Warm, Accepting Climate • Stay Close to the Student • Introduce the Lesson with Enthusiasm• Give Clear Direction and Feedback• Present Tasks in Manageable Doses• Orchestrate the Student’s Success• Highlight the Student’s Talents


Interventions• Vary Your Teaching Style• Relate Instruction to Student’s Interests• Make Instruction Relevant to Real World• Provide Hands-on Activities • Apply “Meaningful Work”• Allow Student some control over What and How• Praise Student’s Efforts and Accomplishments• If Student is Too Cool, consider incentives,

rewards, group recognition (spark some competition)

• Challenge the Student


Hyperactivity…Constant movement

Provide structured high activity tasks

Easily distracted Allow for control movementLack of controlVerbal Reward on-task behaviorsDoes not attend to cues

Use color codes for recognitions of behaviors


Inattention…Passive Focus attention on key

elements of activityMinimal problem-solving skills

Develop and mental map with student

Dependent learner Facilitate routine successViews ability versus effort as a problem

Help the student self-monitor performance


Impulsivity…Speaks before thinking out answers

Provide short and specific directions

Cannot monitor behavior Reflective evaluationImpatient with repetition Develop patienceAvoids anxiety Model expected

behaviorsAllow behavior outlets


Disruptive behavior…Refuses to do work

Distract teaching through verbal or physical means

Defy authority Reinforce positive behaviorIntimidates other students

Use high interest personally relevant materialProvide short successes


Discipline, Routines and Procedures…


The number one problem in the classroom is not

discipline; it is the lack of procedures and routines.


Discipline vs. Procedures…• Discipline: Concerns how students BEHAVE• Procedures: Concerns how things are DONE

• Discipline: HAS penalties and rewards• Procedures: Have NO penalties or rewards

• A procedure is simply a method or process for how things are to be done in a classroom.


• Students must know from the very beginning how they are expected to behave and work in a classroom environment.

• DISCIPLINE dictates how students are to behave

• PROCEDURES and ROUTINES dictate how students are to work

Share procedures


Procedures…• Statements of student expectations necessary

to participate successfully in classroom activities, to learn, and to function effectively in the school environment

• Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of wasted time and confusion

• Increase on-task time and greatly reduce classroom disruptions

• Tell a student how things operate in the classroom, thus reducing discipline problems


• A PROCEDURE is how you want something done

• It is the responsibility of the the teacher to communicate effectively

• A ROUTINE is what the student does automatically without prompting or supervision

• Becomes a habit, practice, or custom for the student

Procedure


A smooth-running class is the responsibility of the

teacher, and it is the result of the teacher’s ability to

teach procedures.


Procedures answer questionsWhat to do when• the bell rings• the pencil breaks• you hear an emergency alert signal• you finish your work early• you have a question• you need to go to the restroom• How to enter the classroom• Where to put completed work


Steps to Teach Procedures• EXPLAIN. State, explain, model, and

demonstrate the procedure.

• REHEARSE. Practice the procedure under your supervision.

• REINFORCE. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.


Discipline with the Body• EXCUSE yourself from what you are doing• RELAX, take a slow relaxing breath and

CALMLY approach the student with a meaningful look

• FACE the student directly and CALMLY wait for a response

• If there is no response, WHISPER the student’s first name and follow with what you want the student to do, ending with “please”.

• RELAX and WAIT.• If the student does not get to work, RELAX and

WAIT. Repeat Steps if necessary.


• If backtalk occurs, relax, wait and KEEP QUIET.• If the student wants to talk back, keep the first

principle of dealing with backtalk in mind• It takes one fool to talk back.• Takes two fools to make a conversation out of it.

Discipline with the Body


• When the student responds with the appropriate behavior say, “Thank you,” and leave with an affirmative SMILE.

• If a student goes so far as to earn an office referral, you can deliver it just as well RELAXED. After all, ruining your composure and peace of mind does not enhance classroom management.

Discipline with the Body


Beginning & Ending Routines• Entering Class• Goal: Students will feel welcome and will

immediately go to their seats and start on a productive task.

• Greet the students at the door.• Have a task prepared for students to work on as

they sit down.• Do your “housekeeping”.• Keep tasks short (3-5 min.)• When you’ve finished, address the task.


Beginning & Ending Routine• Ending Routine• Goal: Your procedures for ending the day/class

will:• Ensure that students will not leave the

classroom before they have organized their own materials and completed any necessary clean-up tasks.

• Ensure the you have enough time to give students both positive and corrective feedback, and to set a positive tone for ending the class.


Beginning & Ending Routines, cont.• Dismissal• Goal: Students will not leave the classroom

until they are dismissed by you (not the bell).• Explain that the bell is a signal for you.• Excuse the class when things are reasonably

quiet and all “wrap up” activities are completed.• General Rule:• Dismiss primary students by rows• Dismiss older students by class


Student Work• Design efficient procedures for assigning,

monitoring, and collecting student work.• 5 Major Areas of Managing Student Work:• Assigning Class Work and Homework• Managing Independent Work Periods• Collecting Completed Work• Keeping Records and Providing Feedback• Dealing with Late/Missing Assignments


Ponder This…• You don’t build your football team on the day of

the game.

• You don’t drill a well when you get thirsty.

• And you don’t discuss procedures once an emergency has begun.


Thank You

Steve Yelon, (1996) MSU Professor Emeritus2009 TASEM - What is Effective Classroom Teaching?Jim Knight, University of Kansas

Todd Whitaker (2004)Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan FarazAdopted from: Book by Stephen R Covey

A powerpoint presentation byMarney sobel & Mary anne lapenna

Keith Lakes, Behavior ConsultantLisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?Kevin M. JohnstonMSU TA Programs

http://grad.msu.edu/PREP

31 4-earthsoft-understanding students

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