USING PROBLEM SOLVING TO RESOLVE BEHAVIOR PROBLEMS

SNOW WHITE

OUR TEAM

Aysel SevimMerve DündarElif DemirtaşNeslihan AkkayaSena Simay TünElif Şahin

OUR TEAM

Aysel

Neslihan

Sena

Merve Elif D.

Elif Ş.

HAYAL KÖKSAL

GROUP MOTTO

“When children misbehave, they tell us that they need help learning a better way”.

MEETING DAYS

10 20 23 2527 30OCTOBER NOVEMBER

Our Photos

CONTENT

1. Gantt Card2. Review of Chapter 93. Definition of the problem4. Why did we choose this

chapter? 5. Literature review6. Brainstorming 7. Interview with Nilgün

Peker8. Fishbone

9. Matrix Diagram10. Interview with

Students11. Data Analysis12. Interpretation13. Suggestions14. References15. Thanks

GANTT CARD

EXPECTED OBSERVED

REVIEW OF CHAPTER 9

A problem solving approach encourage us to know our students and to take their perspective into account.

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A list of skills enhanced through problem solving

1. Alternative solution thinking2. Consequential thinking3. Causal thinking4. Interpersonal sensitivity5. Means-ends thinking6. Perspective taking

Placing Problem Solving in Context

1. What do I want to accomplish in responding to student behavior that is disrupting the learning environment?

2. Where does problem solving fit into my classroom management plan?

3. How does problem solving relate to other corrective behavior management interventions?

A MODEL FOR SOLVING PROBLEMS WITH INDIVIDUAL STUDENTS

Step 1• Establish a warm, personal relationship with the student. Step 2• Deal with the present behavior.• Helping students take responsibility for their role in the

problem- What happened?- What did you do?

Step 3Make a value judgement.• Helping students consider their own behavior and

understanding their own and others’ rights and responsibilities

-Is it against a rule/ does it violate a compelling state interest?

Step 4Develop a workable plan for making the change

-What do you think you can do so that you can study without bordering other students?

-What do you need me/other students to do?

Step 5Make a commitment to the plan.• Enhancing students accountability/responsibility.-What are you going to do when you become frustrated

with your work?-Do you believe this is a good plan and will you give it a

try?

Step 6Discuss how the plan is working.• An opportunity to reinforce the student’s effort and to

discuss any problems that may arise.-How did your plan work?

Step 7What to do if a plan does not work.• Do not be critical• Focus on asking the student to

consider why the plan did not work and helping him/her develop another plan.

VIDEO

METHODS FOR SOLVING PROBLEMS BETWEEN STUDENTS

• Teacher-Facilitated Peer Conflict Resolution• Think-feel-act model, instructed by Cory Dunn- Allowing students to take turns stating their account of

what happened, how they felt, and what they believe needs to be done.

METHODS FOR GROUP PROBLEM SOLVING

• Class meeting• It allows both teacher and student to resolve problems

openly and before they become major issues that negatively affect learning.

• It not only support the use of individual problem solving conferences but can also provide students with opportunities for improving their social and problem solving skills.

Definition of the Problem

• Some students have negative attitude toward teacher or classmates. They behave against determined rules in classroom. It affects classroom management negatively.

Why did we choose this chapter?

One of the most important parts of the classroom management is to find solution for behavior problems. Also, it has connection with the purpose of “IMECE CIRCLE”.

LITERATURE REVIEW

Redl & Wattenberg

• Group dynamics & key students

• Four types of interactions• 1.Promoting self-control• 2.Providing situational or task assistance• 3.Reality check• 4.The pleasure and pain principle

(Dreikurs &Loren, 1968)

• The reasons for misbehavior (to get attention, gain power, exact revenge, or gain sympathy)

• Instead of punishment consequences related to behavior

• Communication and respect responsibility

(Gordon, 2013) Flow of respect

Figure 8-1.

Teacher

Solution Acceptable to Both

StudentTwo way communication

Thomas Gordon’s Six-Step Problem Solving Process

Basic Behavioral Techniques with ADHD students

Removing Inappropriate BehaviorTeachers generally think that ‘I have got to

punish this behavior to stop it.’

When a teacher uses physical punishment several things happen:

• The child stops the behavior in a short time but returns to it later.

• The child initially learns to exhibit behavior ‘only’ in the presence of the punishing agent.

• The agent often models the very behavior he or she wishes to remove.

• As a result, we should prefer to use positive forms of interventions instead of using physical punishment.

Effective Punishment Techniques

• 1) Ignoring :When a behavior is less serious, the first procedure to use is ignoring. When a teacher decides to ignore a behavior, it must be consistently ignored for as long as it continues. Many children will test teachers to see if they will pay attention to inappropriate behavior.

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Plan to ignore some behaviors

Step 1:Be prepared

Step 2:Be consistent

Step 3:Reward yourself

• 2)Time out for misbehavior:• Time out is very much like the ‘go sit in the corner’• When the child is in time out, child is ignored until

timer rings.• Time out intervention is the most boring than other

interventions.

Developing a time-out plan Select target behaviors Select a place for time-out Determine the length of time outs

Measure the time

Withdraw attention while the child is in time-out.

Establish the connection after time-out.

• 3)Withdrawing a privilege:• This intervention teaches the child ‘what to do instead

of what not to do’.• It is effective in reducing or eliminating inappropriate

behaviors.• This is like a ‘traffic ticket’ if you exceed the speed, you

lose a specific amount of money.

Plan to use withdrawing a privilege

Conference with the student

Establish the amount of the fine

Establish means to communicate the fine

Ensure reinforcement reserve

Evaluate effectiveness

Imece & Solving Behavior Problems

• PUKÖ (Planla, Uygula, Kontrol et, Örnek alıp genişlet) is an order to solve problems.

• This method can be used to stop behavior problems of students.

Imece & Solving Behavior Problems

• Time management skills, importance of communication and importance of respect, tolerance, and love.

• The principles of the project “Lider Martılar”, by Hayal Köksal, can be accepted as principles to handle students’ behavior problems.

BRAINSTORMING

Planning Classroom Management Disruptive Behavior Punishment Intervention Problem solving Empathy IgnoringConference SensitivitySupport Solution Taking Perspective Threat Peer Responsibility Group Relationship

Interview with Nilgün Peker(video)

FISHBONE DIAGRAM

Matrix Diagram ENVİRONMENT TEACHER STUDENT

AYSEL 7 6 5

ELİF D. 3 7 4

ELİF 5 6 3

MERVE 4 5 7

NESLİHAN 4 5 6

SENA 3 6 2

TOTAL 26 (29%) 35 (40%) 27 (31%)

• Interview with students(video)

DATA ANALYSIS

SURVEY

55 Students 20 Teachers 20 Teacher Candidates

Mustafa Pars Ortaokulu & Baypi Eğitim Kurumlaru

Question 1 for Students

1.Are there any classmates that distract you from listening to the lesson?

NEVER SOMETIMES ALWAYS0%10%20%30%40%50%60%70%

Question 2 for Students

• Do you behave in a way that disrupt the lesson?

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• Do your interest in the lesson or your level of achievement affect your behavior in the class?

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Question 3 for Students

• Do your teachers attitude toward misbehaving students help for solving the problem?

NEVER SOMETIMES ALWAYS0%5%

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Question 4 for Students

• Does your teacher’s attitude towards you affect your behaviors in the class?

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Question 5 for Students

6.How do your teachers react to the misbehaviors of students? Does it work?

– Yelling– Throwing out of classroom–Giving bad grades

• Works out temporarily

7.How would you react to the misbehaviors of students if you were the

teacher?1. Warning2. Yelling3. Threatening with bad grades4. Principle’s office5. Refer to disciplinary

Question 1 for teachers & teacher candidates

• I interrupt the lesson and try to solve the behavioral problems of misbehaving students.

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Question 2 for teachers & teacher candidates

• I inform the parents of the misbehaving students.

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Question 3 for teachers & teacher candidates

• Seating arrangement is one of the important factors that determine the behaviors of students.

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Question 4 for teachers & teacher candidates

• Attitude of the teacher affects the behaviors of students.

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Question 5 for teachers & teacher candidates

• Behavior problems of students can be made better.

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Question 6 for teachers & teacher candidates

• Ignoring misbehaving students is a good way to handle the problem.

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Question 7 for teachers & teacher candidates

• Students’ behavior problems can get better with cooperation between teacher and parents

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Question 8 for teachers & teacher candidates

• What are the underlying reasons for students to misbehave?

– Families of students– Students’ need for attraction

Question 9 for teachers & teacher candidates

• What can be done to solve behavior problems of students?– Finding the reason ( especially teacher candidates)– Connection with parents– School counselor

Question 9 for teachers & teacher candidates

• Does your attitude toward students depend on their characteristics? How do you treat students with special needs? (students with ADHD,autism etc.)– Consider individual differences

INTERPRETATIONS

• Most of the students think that they do not misbehave even though they think there are disrupting students in the class

• Students behaviors depend on the teacher especially in public schools

• Teachers thinks that the attitude of the teacher affect students’ behaviors but can not solve the problems.

• Teacher candidates believe that most of the time behavior problems of students can be changed in a better way whereas teachers mostly think never/sometimes.

• Teachers can not solve behaviorproblems permanently

SUGGESTIONS

• “Problem solving will be the most effective when it is an integral part of a classroom management plan”.

• You should be ‘a good model’ for your students because this allows students to view-and really understand- their actions from a different perspective.

• It is important to your effectiveness as a teacher to be able to get your students’ attention any time you need it.

• Some students have major skill deficits or personality disorders that prevent them from responding to problem solving such as ADHD.Teachers can incorparate basic intervention methods.

• It is important that teachers examine students’environment that may cause undesirable behavior.

• Parents can also be informed about behavioral problem and they should know what can be done to prevent this behavioral problem.

• A specific team can be formed which examines students’interest,environment and needs and this team can prepare students’ behavior change plan.

References• Imece Circles by Hayal Köksal• Gordon, T. & Burch, N. (2003) Teacher effectiveness

training: The program proven to help teachers bring out the best in students of all ages. New York: Three Rivers Press

• Vernon F, j. (2013) Comprehensive classroom management: Creating communities of support ans solving problems. Boston: Pearson.

• N.W. Cognitive behavioral therapy. Retrieved from www.nhs.uk

• Johnson, R. R. (2012) Teacher’s guide to adhd. New york: Guilford Press

• Flick, G. L. (2010) Managing adhd in the k-8 classroom. California: Corwin.

• Pelham, W. E., Fabiano, G.A. (2008) Exceptionality. Journal of Clinical Child & Adolescent Psychology, 37(1), 184–214

• Hardin, C. J. (2012) Effective classroom management: Model and strategies for today’s classroom. Boston: Pearson.

Special Thanks to Hayal Köksal