BehaviorBehavior Classroom ManagementClassroom Management

Jennifer Quinones, M.Ed.Jennifer Quinones, M.Ed.

Aggressive Behavior Aggressive Behavior in Children in Children

Aggressive Behavior Aggressive Behavior

DefinitionDefinition

Aggressive behavior is reactionary and Aggressive behavior is reactionary and impulsive behavior that often results in behavior that often results in breaking rules or the law; aggressive breaking rules or the law; aggressive behavior is violent and behavior is violent and unpredictable..

There is no single theory about the causes There is no single theory about the causes of aggressive behavior in humans. Some of aggressive behavior in humans. Some believe aggression is believe aggression is innate or instinctive. or instinctive.

Research suggests the breakdown in Research suggests the breakdown in commonly shared values, changes in commonly shared values, changes in traditional family patterns of child-rearing, traditional family patterns of child-rearing, and social isolation lead to increasing and social isolation lead to increasing aggression in children. aggression in children.

Aggression in children correlates with:Aggression in children correlates with:

Family unemploymentFamily unemployment StrifeStrife CriminalityCriminality Psychiatric disordersPsychiatric disorders

Boys vs. Girls Boys vs. Girls Differences exist between levels of Differences exist between levels of

aggression in boys and girls in the same aggression in boys and girls in the same families.families.

Boys are almost always more aggressive Boys are almost always more aggressive than girls. than girls.

Larger children are more aggressive than Larger children are more aggressive than smaller ones. smaller ones.

Children in all age groups learn that Children in all age groups learn that aggressive behavior is a powerful aggressive behavior is a powerful way to communicate their wishes or way to communicate their wishes or deal with their likes and dislikes.deal with their likes and dislikes.

Infancy Infancy

Infants are aggressive when they are Infants are aggressive when they are hungry, hungry, uncomfortable, fearful, angry, or in , fearful, angry, or in pain. .

Crying is an infant's defense, the way to Crying is an infant's defense, the way to communicate feelings and needs.communicate feelings and needs.

Toddlers Toddlers Children between 2 & 4 yrs of age show Children between 2 & 4 yrs of age show

aggressive outbursts such as temper aggressive outbursts such as temper tantrums and hurting others or damaging tantrums and hurting others or damaging toys and furniture because they are toys and furniture because they are frustrated. frustrated.

Usually the aggression in this age group is Usually the aggression in this age group is expressed toward parents as a way to get expressed toward parents as a way to get their compliance with the child's wishes. their compliance with the child's wishes.

Verbal aggression increases as Verbal aggression increases as vocabulary increases.vocabulary increases.

Preschool Preschool Children between 4 & 5 yrs of age can be Children between 4 & 5 yrs of age can be

aggressive toward their siblings and peers.aggressive toward their siblings and peers.

Because of greater social interaction, Because of greater social interaction, children need to learn the differences children need to learn the differences between real and imaginary insults, as between real and imaginary insults, as well as the difference between standing up well as the difference between standing up for their rights and attacking in anger. for their rights and attacking in anger.

Understanding the Understanding the Aggressive Child Aggressive Child

When children lose their sense of When children lose their sense of connection to others, they may feel:connection to others, they may feel:

• TenseTense• Frightened Frightened • Isolated Isolated

Effective parents listen and allow the child Effective parents listen and allow the child to vent without becoming alarmed.to vent without becoming alarmed.

Factors that increase risk of Factors that increase risk of Violent Behavior Violent Behavior

Victim of physical and sexual abuseVictim of physical and sexual abuse Exposure to violence in the home and Exposure to violence in the home and

community community

Violence in Media Violence in Media

Exposure to violence in media (TV, Exposure to violence in media (TV, movies) movies)

Violence in Music Violence in Music

Factors that increase risk of Factors that increase risk of Violent Behavior Violent Behavior

Use of drugs and alcohol Use of drugs and alcohol Presence of firearms in homePresence of firearms in home Combination of stressful family Combination of stressful family

socioeconomic factors (poverty, marital factors (poverty, marital breakup, single parenting, unemployment, breakup, single parenting, unemployment, loss of support from extended family) loss of support from extended family)

Brain injuryBrain injury

Aggressive BehaviorAggressive BehaviorIntervention StrategiesIntervention Strategies

Intervention Intervention While upset, children do not have access to rational While upset, children do not have access to rational

thinking. thinking. Don't expect a child to do or say anything until she has Don't expect a child to do or say anything until she has

had time to calm down.had time to calm down. Allow time for cooling off. Allow time for cooling off. This may mean comforting the child for awhile, validating This may mean comforting the child for awhile, validating

her feelings, removing her from an upsetting situation her feelings, removing her from an upsetting situation (while comforting and/or validating feelings.)(while comforting and/or validating feelings.)

Help the child express her own feelings before helping Help the child express her own feelings before helping her consider someone else's feelings. Point to the her consider someone else's feelings. Point to the feelings faces chart and let her choose a picture that feelings faces chart and let her choose a picture that expresses her feelings if she can't verbalize them without expresses her feelings if she can't verbalize them without help.help.

Prevention Strategies Prevention Strategies

Adults can teach children nonviolence by Adults can teach children nonviolence by controlling their own tempers. controlling their own tempers.

Adults express anger in quiet, and Adults express anger in quiet, and assertive ways. assertive ways.

Responsible parenting does not to tolerate Responsible parenting does not to tolerate violence or use it in any way.violence or use it in any way.

Adults should intervene quickly but calmly Adults should intervene quickly but calmly

Prevention Strategies Prevention Strategies

The most important step:The most important step:

• Set firm consistent limitsSet firm consistent limits• Be sure that everyone caring for the child Be sure that everyone caring for the child

acts in accordance with rules and acts in accordance with rules and expectationsexpectations

Offer many opportunities to express Offer many opportunities to express feelings, including anger, in acceptable feelings, including anger, in acceptable ways. ways.

Pretend play with toys and dolls.Pretend play with toys and dolls.

"Oh, I see the bear is very angry at the "Oh, I see the bear is very angry at the giraffe. I wonder why.“giraffe. I wonder why.“

Storytelling and drawing. Storytelling and drawing.

Use what and how questions to help the Use what and how questions to help the child explore:child explore:

- What happened- What happened

- How he feels about it- How he feels about it

- What ideas he has to solve the problem- What ideas he has to solve the problem

After the child has calmed down, feels validated After the child has calmed down, feels validated for his feelings, and possibly has identified the for his feelings, and possibly has identified the other person's feelings, she might be guided to other person's feelings, she might be guided to apologize – only if it is her idea. apologize – only if it is her idea.

This sometimes happens by asking: This sometimes happens by asking:

- What would make you feel better? - What would make you feel better? - Would it help you if the other person gave you a - Would it help you if the other person gave you a

hug, or said she was sorry?hug, or said she was sorry?

Once the child has identified what might make her feel Once the child has identified what might make her feel better, you could ask:better, you could ask:

- Would you be willing to help the other person feel better? - Would you be willing to help the other person feel better? - What could you do, and when would you like to do it?- What could you do, and when would you like to do it?

Helping a child decide to do something for someone else Helping a child decide to do something for someone else is much different that demanding that they do. The point is much different that demanding that they do. The point is to help the child think things through in a friendly is to help the child think things through in a friendly environment instead of demanding an apology (which environment instead of demanding an apology (which often invites rebellion or just plain confusion).often invites rebellion or just plain confusion).

Classroom Classroom ManagementManagement

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Video Video

A lap to sit on A lap to sit on

We took a pair of old large size jeans and We took a pair of old large size jeans and sewed the bottom of the legs shut. Then sewed the bottom of the legs shut. Then we stuffed the pants with batting and used we stuffed the pants with batting and used Velcro for the waist so that it can be easily Velcro for the waist so that it can be easily washed. The children always have a lap to washed. The children always have a lap to sit on. We usually let the special line sit on. We usually let the special line leader sit on it at circle time. leader sit on it at circle time.

Tell the Turtle Tell the Turtle

We were having a problem with tattling in We were having a problem with tattling in our 4 year old Pre-K class so my assistant our 4 year old Pre-K class so my assistant and I came up with tell the turtle. There is and I came up with tell the turtle. There is a big turtle on the wall at child's eye level a big turtle on the wall at child's eye level and if someone needs to tattle they can and if someone needs to tattle they can "tell the turtle"."tell the turtle".

"Tattle Tell Thursday""Tattle Tell Thursday"

Several years ago, in my class of three year olds the tattling got Several years ago, in my class of three year olds the tattling got out of hand. One morning during our circle time a one little boy out of hand. One morning during our circle time a one little boy started to tattle and I told him that it was not tattle tell day. A started to tattle and I told him that it was not tattle tell day. A little girl then asked me when could they tattle. I quickly little girl then asked me when could they tattle. I quickly answered that they could tattle on Thursday. When Thursday answered that they could tattle on Thursday. When Thursday rolled around, they reminded me while we were singing the rolled around, they reminded me while we were singing the days of the week song that it was Thursday and they could days of the week song that it was Thursday and they could tattle. I held to my word and let them tattle all day. After that tattle. I held to my word and let them tattle all day. After that week when a child would start to tattle, I would ask them what week when a child would start to tattle, I would ask them what day it was and if it was not Thursday they would smile and go day it was and if it was not Thursday they would smile and go work the problem out on their own. After a few weeks, the work the problem out on their own. After a few weeks, the tattling stopped even on Thursdays. Several other teachers tattling stopped even on Thursdays. Several other teachers have adopted "Tattle Tell Thursday" with their classes and have have adopted "Tattle Tell Thursday" with their classes and have been pleased with the results. been pleased with the results.

To the tune of "Brother John“To the tune of "Brother John“

Please don't hit me. Please don't hit me. Please don't hit me. Please don't hit me. It's not fun. It's not fun. It's not fun. It's not fun. You give me an owie. You give me an owie.

You give me an owie. You give me an owie. When you're done. When you're done. When you're done. When you're done.

Samantha the Story MouseSamantha the Story Mouse

Purchase a small stuffed mouse. You can make Purchase a small stuffed mouse. You can make a little house for her from a shoe box. The first a little house for her from a shoe box. The first day of school at story time introduce Samantha. day of school at story time introduce Samantha. Can everyone see her Big Ears? Samantha Can everyone see her Big Ears? Samantha needs everyone to be very, very quiet at story needs everyone to be very, very quiet at story time so that she can hear the story. If you have time so that she can hear the story. If you have a birthday boy or girl, or a special person that a birthday boy or girl, or a special person that day, that child may hold the mouse, as you read day, that child may hold the mouse, as you read or present your story. If children "forget" to be or present your story. If children "forget" to be quiet, ask the student holding the mouse, "how quiet, ask the student holding the mouse, "how does Samantha like it during story time?" Very does Samantha like it during story time?" Very quiet. That's right!quiet. That's right!

Behavior BearsBehavior Bears We use behavior bears to recognize the good choices We use behavior bears to recognize the good choices

the children make each day. In a handy spot there is a the children make each day. In a handy spot there is a pocket chart, each child has a pocket. In a treasure box I pocket chart, each child has a pocket. In a treasure box I have colored bears. There is a sign, "Today the teacher have colored bears. There is a sign, "Today the teacher saw me...." and a set of bears that are the same colors saw me...." and a set of bears that are the same colors as those in the box. Each color represents a desired as those in the box. Each color represents a desired behavior I want the children to learn, ie sitting quietly at behavior I want the children to learn, ie sitting quietly at circle, using my words to work things out, put my toys circle, using my words to work things out, put my toys away, helped at clean up time. Then as I witness a child away, helped at clean up time. Then as I witness a child doing one of these behaviors they get to go to the doing one of these behaviors they get to go to the treasure box and get the right color bear to put in the treasure box and get the right color bear to put in the pocket. The parents then spend a few minutes at the end pocket. The parents then spend a few minutes at the end of the day with their child looking at the bears before of the day with their child looking at the bears before putting them back in the box for use again the next day. putting them back in the box for use again the next day. It doesn't take long for the children to get the idea that It doesn't take long for the children to get the idea that they have to do these things in order for them to get the they have to do these things in order for them to get the bears. It also helps with name and color recognition. It's bears. It also helps with name and color recognition. It's a more positive approach to behavior management.a more positive approach to behavior management.

Time to go home Time to go home I teach 3, 4, and 5 year olds. We serve 30% disabled I teach 3, 4, and 5 year olds. We serve 30% disabled children. Most of the children on my roll are autistic. I children. Most of the children on my roll are autistic. I have a picture of every major transition on a card. The have a picture of every major transition on a card. The card is attached to another piece of poster board with card is attached to another piece of poster board with Velcro. As I am finished with circle time, I pull that card Velcro. As I am finished with circle time, I pull that card and put it in the finished slot. After removing each card and put it in the finished slot. After removing each card there is a picture of a school bus which begins to take there is a picture of a school bus which begins to take shape. When the school bus is completely visible then shape. When the school bus is completely visible then the children know that it is time to go home. I also have the children know that it is time to go home. I also have the same type set-up for brushing teeth and going potty. the same type set-up for brushing teeth and going potty. It is wonderful for the autistic children to know what they It is wonderful for the autistic children to know what they are to do, how long it takes and then what they will do are to do, how long it takes and then what they will do next. I recommend this to any person working with any next. I recommend this to any person working with any type special needs child. type special needs child.

Will your Star rise today? Will your Star rise today?

Instead of using "Time Out" all the time I got this idea from a friend Instead of using "Time Out" all the time I got this idea from a friend and modified for my class. Every child has a star with their name on and modified for my class. Every child has a star with their name on it. There are 7 levels on the board. Each star begins on the middle it. There are 7 levels on the board. Each star begins on the middle level each day. With the caption "Will your star rise today" There are level each day. With the caption "Will your star rise today" There are 3 levels up so when a child is "caught" being good I make a really 3 levels up so when a child is "caught" being good I make a really big deal over moving their star to the next level. Caption on each big deal over moving their star to the next level. Caption on each level are 1. Looking Good 2. Getting Better 3. Your a Super Star For level are 1. Looking Good 2. Getting Better 3. Your a Super Star For negative behavior I just quietly move their star down so as to not negative behavior I just quietly move their star down so as to not give the child so much attention for the behavior. They get 1st give the child so much attention for the behavior. They get 1st warning, 2nd warning, and then Time Out. Children who end on the warning, 2nd warning, and then Time Out. Children who end on the Super Star level every day of the week will get a special refrigerator Super Star level every day of the week will get a special refrigerator award. At the beginning of the year I use stars with the child's award. At the beginning of the year I use stars with the child's picture on it so they can recognize when their star has been moved. picture on it so they can recognize when their star has been moved. It works in my room. I have maybe only 1 time out a week if that. It works in my room. I have maybe only 1 time out a week if that. And most of the time they all end up a Super Star. And most of the time they all end up a Super Star.

Encouragement Circle Encouragement Circle

Encouragement Circle- I teach preschool Encouragement Circle- I teach preschool with a class of 15; mostly boys. Sit in a with a class of 15; mostly boys. Sit in a circle, teacher starts by rolling a ball of circle, teacher starts by rolling a ball of yarn to someone in the circle and then has yarn to someone in the circle and then has to say one thing they like about that to say one thing they like about that person. Then that person holds part of the person. Then that person holds part of the yarn and rolls the other end to another yarn and rolls the other end to another until everyone has had a turn to roll the until everyone has had a turn to roll the yarn. In the end you should have a web yarn. In the end you should have a web that connects everyone. that connects everyone.

Friendship Bench Friendship Bench

My co-teacher and I use a positive discipline My co-teacher and I use a positive discipline approach method which fosters compromise and approach method which fosters compromise and negotiation skills in children. We use a negotiation skills in children. We use a "friendship bench.” When a dispute occurs, sit "friendship bench.” When a dispute occurs, sit both children down together on the bench. "We both children down together on the bench. "We can not get up until there is a solution." You may can not get up until there is a solution." You may need to arbitrate initially-Then back away and let need to arbitrate initially-Then back away and let them problem-solve how they can make both them problem-solve how they can make both friends feel better. If they can not come up with a friends feel better. If they can not come up with a solution, suggest some possible ideas for them. solution, suggest some possible ideas for them.

Transition Time Transition Time

If you have on green you know If you have on green you know what I meanwhat I mean

When I tell my class of three year and four year olds to do something such When I tell my class of three year and four year olds to do something such as line up, I always say," When I call you please get in line." I then recite the as line up, I always say," When I call you please get in line." I then recite the following rhyme that I made up: If you have on red then you heard what I following rhyme that I made up: If you have on red then you heard what I said (You heard me say get in line.) If you have on blue then you know what said (You heard me say get in line.) If you have on blue then you know what to do (You know to get in line.) If you have on black then your name must be to do (You know to get in line.) If you have on black then your name must be Jack If you have on green then you know what I mean (I mean for you to get Jack If you have on green then you know what I mean (I mean for you to get in line.) If you have on white then you know what's right. If you have on pink in line.) If you have on white then you know what's right. If you have on pink then you know what I think. (I think you should get in line.) If you have on then you know what I think. (I think you should get in line.) If you have on gray then it's going to be a wonderful day! If you have on yellow then you're gray then it's going to be a wonderful day! If you have on yellow then you're a nice fellow. If you have on brown then you'd better get down. a nice fellow. If you have on brown then you'd better get down.

This rhyme has really helped my class of three and four year olds learn their This rhyme has really helped my class of three and four year olds learn their

colors! colors!

Use your walking feet Use your walking feet

I've found that telling the children what they should do I've found that telling the children what they should do instead of what they shouldn't do brings the act of instead of what they shouldn't do brings the act of obedience along much easier for the children. For obedience along much easier for the children. For instance, use words like this to teach your children.... instance, use words like this to teach your children.... "use your walking feet." instead of "Don't run." "Use your "use your walking feet." instead of "Don't run." "Use your inside voices." Instead of "Stop screaming" and "Keep inside voices." Instead of "Stop screaming" and "Keep your feet on the floor." instead of "Don't climb on the your feet on the floor." instead of "Don't climb on the couch." "Sit on the chair." instead of "Don't stand on the couch." "Sit on the chair." instead of "Don't stand on the chair." "Run your truck on the floor." instead of "Don't run chair." "Run your truck on the floor." instead of "Don't run your truck on the table." The best rules tell children what your truck on the table." The best rules tell children what they should do , rather then what they shouldn't do. they should do , rather then what they shouldn't do.

Attention Getters Attention Getters

Resources Resources ResourcesResources BooksBooks Davis, Jean Q. Davis, Jean Q. Anger, Aggression, and Adolescents.Anger, Aggression, and Adolescents. New York: Pantheon New York: Pantheon

Books, 2004.Books, 2004. Delfos, Martine F. Delfos, Martine F. Anxiety, ADHD, Depression, and Aggression in Anxiety, ADHD, Depression, and Aggression in

Childhood: Guidelines for Diagnostics and Treatment.Childhood: Guidelines for Diagnostics and Treatment. Herndon, VA: Jessica Herndon, VA: Jessica Kingsley Publishers, 2003.Kingsley Publishers, 2003.

Valkenburg, Pattie M. Valkenburg, Pattie M. Children's Responses to the Screen: A Media Children's Responses to the Screen: A Media Psychological Approach.Psychological Approach. Mahwah, NJ: Lawrence Erlbaum Associates, Mahwah, NJ: Lawrence Erlbaum Associates, 2004.2004.

OrganizationsOrganizations Parents Leadership Institute.Parents Leadership Institute. PO Box 1279, Palo Alto, CA 94302. Web site: PO Box 1279, Palo Alto, CA 94302. Web site:

www.parentleaders.org.www.parentleaders.org. Web SitesWeb Sites "Understanding Violent Behavior in Children and Adolescents." "Understanding Violent Behavior in Children and Adolescents." American American

Academy of Child and Adolescent PsychiatryAcademy of Child and Adolescent Psychiatry, March 2001. Available online , March 2001. Available online at www.aacap.org/publications/factsfam/behavior.htm (accessed December at www.aacap.org/publications/factsfam/behavior.htm (accessed December 12, 2004).12, 2004).

The starting point of all The starting point of all

achievement is desire. achievement is desire.

Weak desires bring weak results, Weak desires bring weak results,

just as a small amount of fire just as a small amount of fire

makes a small amount of heat.makes a small amount of heat.