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30 Cards in this Set
- Front
- Back
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Misbehavior
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any misbehavior that is perceived by the teacher to compete w/or threaten the academic actions at a particular moment. Creates disruptions.
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Types of Misbehavior
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-Interferes w/ your teaching interferes w/ the rights of others to learn, is psychologically or physically unsafe, or destroys property.
May show up in a # of ways: -Needles talk -Annoying others -Moving around the room -Noncompliance -Disruption -Aggressive actions -Defiance of authority |
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Causes of Misbehavior
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• Health factors
• Neurological conditions • Medication or drugs • Influences from the home or society • The physical environment • Poor beh. decisions by the student • Other students in the classroom • Teacher factors when managing the class • Teacher factors concerning instruction\ |
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The principle of least intervention:
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- When routine classroom behavior is handled, misbehavior should be corrected w/the simplest, least intrusive intervention that will work.
- If it doesn’t work move up to a more intrusive approach - Main goal is to handle misbehavior in an effective manner that avoids unnecessarily disrupting the lesson |
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Some practices to avoid:
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1. Harsh and humiliating reprimands
2. Threats 3. Nagging 4. Forced apologies 5. Sarcastic remarks 6. Group punishment 7. Arranging extra academic work 8. Reducing grades 9. Writing as a punishment 10. Physical labor or exercise 11. Corporal punishment |
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Three-Step Response Plan
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1. Situational Assistance
2. Mild Responses 3. Moderate Responses |
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Situational Assistance
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- actions designed to help students cope with the instructional situation and to keep them on task before problems worsen
1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors 4. Boost student interest 5. Provide cues 6. Help students over hurdles 7. Redirect the behavior 8. Alter the lesson 9. Provide non-punitive 10. Modify the classroom environment |
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Cues –
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signals that it is time for selected behavior
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Hurdle Helping
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may consist of encouraging words from you, an offer to assist with a specific task, or making available additional materials or equipment
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Time-out
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a period of time that the student is away from the instructional situation to calm down and recognize his or her thoughts
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Mild Responses
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- non-punitive ways to deal with misbehavior while providing guidance for appropriate behavior
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Non-verbal Responses
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- taken as a non-punitive means to get student back on task
1. Ignoring behavior - This is based on the reinforcement principle called extinction (if you ignore a behavior and withhold reinforcement, the behavior will lessen and ultimately disappear.) 2. Use nonverbal signals 3. Stand near the student -Proximity control – physical presence near the disruptive student to help the student get back on task 4. Touch the student Touch control – involves mild, nonaggressive physical contact that is used to get the student on task. |
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Verbal Responses
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1. Call on the student during the lesson
2. Use humor. 3. Send I-message a. brief description of the misbehavior b. description of its effect on you or the other students c. description of your feelings about effects 4. Use positive phrasing -positive phrasing – used when inappropriate off-task behavior allows you to highlight positive outcomes for appropriate behavior 5. Remind students of the rules 6. Give students choices. 7. Ask, “What you should be doing?” 8. Give a verbal reprimand Desist order –reprimand Direct appeal – involves a courteous request for the student to stop the misbehavior and to get back on task Direct Command – you take the responsibility and give a direction in a straightforward manner |
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Logical Consequences
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event arranged by the teacher that is directly and logically related to the misbehavior
Examples of logical consequences - Withdraw privileges - Change the seat assignment - Have the student write reflection on the problem |
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Dealing with Chronic Misbehaviors
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1. Tattling
2. Clowning 3. Cheating 4. Lying 5. Stealing 6. Profanity 7. Rudeness toward the teacher 8. Defiance or hostility toward the teacher 9. Failure to do work in class or homework |
|
|
Misbehavior
|
any misbehavior that is perceived by the teacher to compete w/or threaten the academic actions at a particular moment. Creates disruptions.
|
|
|
Types of Misbehavior
|
-Interferes w/ your teaching interferes w/ the rights of others to learn, is psychologically or physically unsafe, or destroys property.
May show up in a # of ways: -Needles talk -Annoying others -Moving around the room -Noncompliance -Disruption -Aggressive actions -Defiance of authority |
|
|
Causes of Misbehavior
|
• Health factors
• Neurological conditions • Medication or drugs • Influences from the home or society • The physical environment • Poor beh. decisions by the student • Other students in the classroom • Teacher factors when managing the class • Teacher factors concerning instruction\ |
|
|
The principle of least intervention:
|
- When routine classroom behavior is handled, misbehavior should be corrected w/the simplest, least intrusive intervention that will work.
- If it doesn’t work move up to a more intrusive approach - Main goal is to handle misbehavior in an effective manner that avoids unnecessarily disrupting the lesson |
|
|
Some practices to avoid:
|
1. Harsh and humiliating reprimands
2. Threats 3. Nagging 4. Forced apologies 5. Sarcastic remarks 6. Group punishment 7. Arranging extra academic work 8. Reducing grades 9. Writing as a punishment 10. Physical labor or exercise 11. Corporal punishment |
|
|
Three-Step Response Plan
|
1. Situational Assistance
2. Mild Responses 3. Moderate Responses |
|
|
Situational Assistance
|
- actions designed to help students cope with the instructional situation and to keep them on task before problems worsen
1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors 4. Boost student interest 5. Provide cues 6. Help students over hurdles 7. Redirect the behavior 8. Alter the lesson 9. Provide non-punitive 10. Modify the classroom environment |
|
|
Cues –
|
signals that it is time for selected behavior
|
|
|
Hurdle Helping
|
may consist of encouraging words from you, an offer to assist with a specific task, or making available additional materials or equipment
|
|
|
Time-out
|
a period of time that the student is away from the instructional situation to calm down and recognize his or her thoughts
|
|
|
Mild Responses
|
- non-punitive ways to deal with misbehavior while providing guidance for appropriate behavior
|
|
|
Non-verbal Responses
|
- taken as a non-punitive means to get student back on task
1. Ignoring behavior - This is based on the reinforcement principle called extinction (if you ignore a behavior and withhold reinforcement, the behavior will lessen and ultimately disappear.) 2. Use nonverbal signals 3. Stand near the student -Proximity control – physical presence near the disruptive student to help the student get back on task 4. Touch the student Touch control – involves mild, nonaggressive physical contact that is used to get the student on task. |
|
|
Verbal Responses
|
1. Call on the student during the lesson
2. Use humor. 3. Send I-message a. brief description of the misbehavior b. description of its effect on you or the other students c. description of your feelings about effects 4. Use positive phrasing -positive phrasing – used when inappropriate off-task behavior allows you to highlight positive outcomes for appropriate behavior 5. Remind students of the rules 6. Give students choices. 7. Ask, “What you should be doing?” 8. Give a verbal reprimand Desist order –reprimand Direct appeal – involves a courteous request for the student to stop the misbehavior and to get back on task Direct Command – you take the responsibility and give a direction in a straightforward manner |
|
|
Logical Consequences
|
event arranged by the teacher that is directly and logically related to the misbehavior
Examples of logical consequences - Withdraw privileges - Change the seat assignment - Have the student write reflection on the problem |
|
|
Dealing with Chronic Misbehaviors
|
1. Tattling
2. Clowning 3. Cheating 4. Lying 5. Stealing 6. Profanity 7. Rudeness toward the teacher 8. Defiance or hostility toward the teacher 9. Failure to do work in class or homework |
