the individual psychology of misbehavior alfred adler rudolph driekurs jane nelson us… alfred...

The Individual Psychology of Misbehavior

The Individual Psychology of Misbehavior

Alfred AdlerRudolph Driekurs

Jane NelsonUs…

Alfred AdlerRudolph Driekurs

Jane NelsonUs…

Psychosocial Engine…Psychosocial Engine…

Four Components of Effective Management…

Four Components of Effective Management…

Kyle and RogienEffective teachingPreventative mgmt.Corrective mgmt.Supportive

Kyle and RogienEffective teachingPreventative mgmt.Corrective mgmt.Supportive

Children’s Misbehavior …Children’s Misbehavior … Comes from fundamental belonging

needs Is goal directed (teleological) and

purposeful Shows decreasing social interest

Comes from fundamental belonging needs

Is goal directed (teleological) and purposeful

Shows decreasing social interest

A teacher’s response…A teacher’s response…Should consider the goal Identify the goal by

focusing on how the behavior makes you feel

Should be thoughtfulShould not allow the

child to achieve their goal (control of your behavior)

Should consider the goal Identify the goal by

focusing on how the behavior makes you feel

Should be thoughtfulShould not allow the

child to achieve their goal (control of your behavior)

Remember: always…Remember: always…

Use few wordsBe in control of your own

emotional behavior

Use few wordsBe in control of your own

emotional behavior

Increasing Intensity of Social Destructiveness …

Increasing Intensity of Social Destructiveness …

Normal (in the behavioral groove)

DistractionControl/powerAnger/ViolenceDisabled

Normal (in the behavioral groove)

DistractionControl/powerAnger/ViolenceDisabled

Chapter 10Chapter 10

Keys and Links for Corrective Strategies

Keys and Links for Corrective Strategies

Teacher AttitudeTeacher Attitude

Have high behavioral expectations for all of your students

Encourage your students!Never discipline in a demeaning

way.

Have high behavioral expectations for all of your students

Encourage your students!Never discipline in a demeaning

way.

Modeling Self ManagementModeling Self Management

Act respectful and professional when a student is trying to provoke you.

Deal appropriately with your own negative emotions. find your happy place:-)

Use beta language See the positive characteristics in ALL

students…yes even the tough ones!

Act respectful and professional when a student is trying to provoke you.

Deal appropriately with your own negative emotions. find your happy place:-)

Use beta language See the positive characteristics in ALL

students…yes even the tough ones!

Student FactorsStudent Factors

Active involvement in the discipline problems. Discipline is done WITH students not TO

students! Use prevention strategies to avoid problems. Students have 7 needs: dignity, enjoyment,

power, security, hope, competence, and acceptance.

Active involvement in the discipline problems. Discipline is done WITH students not TO

students! Use prevention strategies to avoid problems. Students have 7 needs: dignity, enjoyment,

power, security, hope, competence, and acceptance.

Perspectives on PowerPerspectives on Power

Sharing power with students doesn’t diminish your power. Don’t be a power-hungry control freak!

Teachers and students should be allies not enemies.

Power in the classroom is emPOWERing!

Sharing power with students doesn’t diminish your power. Don’t be a power-hungry control freak!

Teachers and students should be allies not enemies.

Power in the classroom is emPOWERing!

Levels of MisbehaviorLevels of Misbehavior

A level: Distracting misbehavior Example: pencil tapping, weird noises!

B level: Controlling misbehavior Example: “This is stupid!” “You can’t make me!”

C level: Angry violent misbehaviors Example: destroying things, hurting others

A level: Distracting misbehavior Example: pencil tapping, weird noises!

B level: Controlling misbehavior Example: “This is stupid!” “You can’t make me!”

C level: Angry violent misbehaviors Example: destroying things, hurting others

Corrective StrategiesCorrective Strategies

A level Example: Active body language, Attention focusing strategies

B level Example: Brief choices, Button-pusher escapes

C level Example: Chill out time, Consequences

A level Example: Active body language, Attention focusing strategies

B level Example: Brief choices, Button-pusher escapes

C level Example: Chill out time, Consequences

“A” Options for Distracting Behaviors

“A” Options for Distracting Behaviors

Brittany,Lynn,Margaret, Ashley, CaitlinBrittany,Lynn,Margaret, Ashley, Caitlin

DISTRACTING BEHAVIORSDISTRACTING BEHAVIORS

Distracting behaviors are behaviors that sidetrack you and divert attention of students from learning…..

pencil tapping, wandering the room, making weird noises, throwing things, talking to other students

Distracting behaviors are behaviors that sidetrack you and divert attention of students from learning…..

pencil tapping, wandering the room, making weird noises, throwing things, talking to other students

WHY? WHY?

Students exhibit distracting behaviors - for personal attention - because their learning styles are not being met - they are not engaged in the material

- they don’t feel like a part of the community

IT IS NECESSARY TO TEACH KIDS RESPECT

Students exhibit distracting behaviors - for personal attention - because their learning styles are not being met - they are not engaged in the material

- they don’t feel like a part of the community

IT IS NECESSARY TO TEACH KIDS RESPECT

StrategiesStrategies

Active Body LanguageAttention focusing strategies

**Need to wean students away from getting attention needs met through misbehavior to getting them met through responsible behavior

Active Body LanguageAttention focusing strategies

**Need to wean students away from getting attention needs met through misbehavior to getting them met through responsible behavior

Active Body LanguageActive Body Language

Utilize in a non-aggressive manner“The Look”

Making eye contact and maintaining for a few seconds communicates need to stop the behavior.Firm but not angry

Utilize in a non-aggressive manner“The Look”

Making eye contact and maintaining for a few seconds communicates need to stop the behavior.Firm but not angry

ProximityProximity

When student is choosing a distracting behavior walk over and begin teaching right next to him/her.

Get into the habit of moving around the room

It is a deterrent and corrective strategy

When student is choosing a distracting behavior walk over and begin teaching right next to him/her.

Get into the habit of moving around the room

It is a deterrent and corrective strategy

Body CarriageBody Carriage

When dealing with a discipline situation you want your body to be erect and “I mean business” demeanor

Aggressive body language tends to be cause aggressive in the situation

When dealing with a discipline situation you want your body to be erect and “I mean business” demeanor

Aggressive body language tends to be cause aggressive in the situation

Appropriate TouchAppropriate Touch

Light pat on back may communicate “stop”

Ex. Hand on shoulder

Light pat on back may communicate “stop”

Ex. Hand on shoulder

Signals and GesturesSignals and Gestures

Sign language- taught to class to mean “stop” or “quiet”, etc.

Can also be used to highlight responsible behavior.Ex. Thumbs up

Sign language- taught to class to mean “stop” or “quiet”, etc.

Can also be used to highlight responsible behavior.Ex. Thumbs up

Teaching PauseTeaching Pause

A pause in your teaching for a few seconds can be a very effective way to have active body language communicate with your whole class.

A pause in your teaching for a few seconds can be a very effective way to have active body language communicate with your whole class.

Teaching Pause (cont.)Teaching Pause (cont.)

1. Simply stop teaching and stand in “I mean business” stance, scan room getting eye contact with as many students as possible.

2. Same, but sit down if student is so engaged in misbehavior that they don’t notice you have stopped. Once they have made eye contact, gotten message, stand back up and continue

1. Simply stop teaching and stand in “I mean business” stance, scan room getting eye contact with as many students as possible.

2. Same, but sit down if student is so engaged in misbehavior that they don’t notice you have stopped. Once they have made eye contact, gotten message, stand back up and continue

Attention Focusing Strategies

Attention Focusing Strategies

- use as few words as possible Signals

Auditory & visual

Examples- “give me 5” * lights off* clapping patterns * chimes…..

(note- remember wait time!)

- use as few words as possible Signals

Auditory & visual

Examples- “give me 5” * lights off* clapping patterns * chimes…..

(note- remember wait time!)

Refocus NotesRefocus Notes

-Don’t stop teaching, write what you want student to stop doing in note, walk over & put it on their desk

Target stop Do Voice change Name Dropping Grandma’s Rule Distract their Distractor Coupon approach I -Statements

-Don’t stop teaching, write what you want student to stop doing in note, walk over & put it on their desk

Target stop Do Voice change Name Dropping Grandma’s Rule Distract their Distractor Coupon approach I -Statements

Options for Controlling Behavior

Options for Controlling Behavior

Chapter 12Jenilee Palasik, Jennifer Paulding, Erin Stechiak, Christie Ericson, Jennifer

Pekarsky

Chapter 12Jenilee Palasik, Jennifer Paulding, Erin Stechiak, Christie Ericson, Jennifer

Pekarsky

Management PlanManagement Plan

Setting up a management plan in order to deal with students’ behavior is the key to successfully handle behavior issues

3 methods:Button Pusher EscapeBrief ChoicesBusiness-Like Consequences

Setting up a management plan in order to deal with students’ behavior is the key to successfully handle behavior issues

3 methods:Button Pusher EscapeBrief ChoicesBusiness-Like Consequences

Button PushersButton Pushers

Acknowledge student’s powerHow to deal-

Influence student to make responsible decision

“You can either work on this now with the rest of us or you can work on it during Choice Time… it’s your choice.”

Acknowledge student’s powerHow to deal-

Influence student to make responsible decision

“You can either work on this now with the rest of us or you can work on it during Choice Time… it’s your choice.”

Brief Choice LanguageBrief Choice Language

This type of language states appropriate behavior then present consequence using the word “or.”

“I need you to finish your writing or you’ll have to stay in for recess.”

This type of language states appropriate behavior then present consequence using the word “or.”

“I need you to finish your writing or you’ll have to stay in for recess.”

Business-Like ConsequencesBusiness-Like Consequences

5 R’s to Successful BehaviorRelatedReasonableRespectfulReliably EnforcedReal Participation

5 R’s to Successful BehaviorRelatedReasonableRespectfulReliably EnforcedReal Participation

Role of TeacherRole of Teacher

You may feel frustrated, angered, and want to lash out but these strategies teach you to control your reactions

Use as few words as possibleBe graceful and respectful

You may feel frustrated, angered, and want to lash out but these strategies teach you to control your reactions

Use as few words as possibleBe graceful and respectful

You can use humor too : You can use humor too : #1- Student- “You don’t know anything

about coaching.” Teacher- “Oh yes I do… the instructions

came with my Reeboks.”

#2- Student- “This is a really dumb class.”

Teacher- “You need four dumb classes to graduate.”

#1- Student- “You don’t know anything about coaching.”

Teacher- “Oh yes I do… the instructions came with my Reeboks.”

#2- Student- “This is a really dumb class.”

Teacher- “You need four dumb classes to graduate.”

Putting the “C” Back in Control

Putting the “C” Back in Control

Approaches to Dealing with Angry and Violent

Behavior

Approaches to Dealing with Angry and Violent

Behavior

Key Teacher Responsibilities

Key Teacher Responsibilities

Model self control and responsible

behavior. Set up a fair and supportive

environment through preventive stragies.

Set up corrective strategies.

Model self control and responsible behavior.

Set up a fair and supportive environment through preventive stragies.

Set up corrective strategies.

The Six C’sThe Six C’s

Chill out timeChoice LevelsConsequencesChat timeContractsCurbing Violence

Chill out timeChoice LevelsConsequencesChat timeContractsCurbing Violence

Chill Out TimeChill Out Time

Purpose: To help students recognize when they need to calm down.

Personal Responsibility

Purpose: To help students recognize when they need to calm down.

Personal Responsibility

Key Components to Chill Out Time

Key Components to Chill Out Time

Not a consequence Implement from beginningHolds students accountablePersonal ResponsibilityLogical consequences follow

Not a consequence Implement from beginningHolds students accountablePersonal ResponsibilityLogical consequences follow

Choice Levels Choice Levels

Next step for students resistant to chill out time

Students need to be given to an oppurtunity to make their own choices and understand the consequences of these choices.

Next step for students resistant to chill out time

Students need to be given to an oppurtunity to make their own choices and understand the consequences of these choices.

Continued…Continued…

Delivery should be controlled and firm.

CBone’s Fav… turn and walk away.

Delivery should be controlled and firm.

CBone’s Fav… turn and walk away.

~Consequences~~Consequences~

Hold students responsible for their choices.

Students help to set behavioral goals.

Restitution Consequences: consequence helps to repair damaged situation.

Hold students responsible for their choices.

Students help to set behavioral goals.

Restitution Consequences: consequence helps to repair damaged situation.

Chat time with StudentsChat time with Students

Students help create solutions to their problems.

Listen to students problems…work out where the behavior is stemming from.

What would work for them.

Students help create solutions to their problems.

Listen to students problems…work out where the behavior is stemming from.

What would work for them.

ContractsContracts

Gives students responsibility and control over their behavior and consequences.

Empowering Helps students and teachers to

follow through with plans.

Gives students responsibility and control over their behavior and consequences.

Empowering Helps students and teachers to

follow through with plans.

Curbing ViolenceCurbing Violence

Teaching students strategies that will help them to control and prevent violent behavior.

Teaching students strategies that will help them to control and prevent violent behavior.