behavior management nip it in the bud! developed for jefferson county schools from middle school...

Behavior Behavior ManagementManagement““Nip it in the bud!”Nip it in the bud!”

Developed for Developed for Jefferson County SchoolsJefferson County Schools from from Middle School DiariesMiddle School Diaries by by Ellen Berg, Turner Middle Ellen Berg, Turner Middle

School, St. Louis, MOSchool, St. Louis, MO

What is Behavior What is Behavior Management?Management? Behavior management is a Behavior management is a

larger concept than discipline. larger concept than discipline.

Discipline is implemented Discipline is implemented afterafter a a problem occurs whereas problem occurs whereas behavior management seeks to behavior management seeks to preventprevent problems in the first problems in the first place. place.

Determine Determine YourYour Beliefs Beliefs

It's not my job to discipline.”It's not my job to discipline.” ““I'm here to teach.”I'm here to teach.” ““In my day…" In my day…" "That kid is just bad.”"That kid is just bad.” ““He'll never change."He'll never change."

Behavior Management Behavior Management TruthsTruths

Lasting change takes time. Lasting change takes time. You cannot make anyone do You cannot make anyone do

anything. anything. Behavior is a symptom of a Behavior is a symptom of a

larger issue. larger issue. Reacting to a problem generally Reacting to a problem generally

escalates the problem, while escalates the problem, while being proactive usually helps to being proactive usually helps to de-escalate or avoid the de-escalate or avoid the problem in the first place. problem in the first place.


Consistency is the key! Consistency is the key! If students are engaged, they If students are engaged, they

are not causing trouble. are not causing trouble. You can win the battle but lose You can win the battle but lose

the war.the war. Choose your battles wisely. Choose your battles wisely. Parents can be allies or Parents can be allies or

enemies. enemies. Assigning blame is ineffective.Assigning blame is ineffective.


Children need structure. Children need structure. Students rise or fall according to Students rise or fall according to

our expectations. our expectations. If you fail to plan, you plan to If you fail to plan, you plan to

fail. fail. Do unto others, as you would Do unto others, as you would

have them do unto you. have them do unto you. We all make mistakes.We all make mistakes.

GIVE IT TIME GIVE IT TIME Lasting change takes time.Lasting change takes time.

Behavior is a habit.Behavior is a habit. * Think of a bad habit you have * Think of a bad habit you have

overcome, or one you still have.overcome, or one you still have.* How long did it take you to * How long did it take you to break that habit?break that habit?* Did you "relapse?"* Did you "relapse?"* What finally helped you change?* What finally helped you change?We must find some value or We must find some value or purpose for changing before purpose for changing before we attempt or desire to change.we attempt or desire to change.

GIVE IT TIME GIVE IT TIME Implications for the ClassroomImplications for the Classroom

* Be patient with students as * Be patient with students as they begin to work toward they begin to work toward change.change.* Assist students with designing * Assist students with designing and implementing a plan to and implementing a plan to improve.improve.* Give private praise if * Give private praise if appropriate for positive appropriate for positive changes.changes.* Understand that behavior will * Understand that behavior will slip sometimes and don't give slip sometimes and don't give up on the childup on the child..

ChoicesChoices You cannot make You cannot make anyoneanyone do do

anythinganything unless they choose unless they choose to cooperate.to cooperate.* Children allow us to do what * Children allow us to do what we do in our classrooms.we do in our classrooms.* We can manage the situation * We can manage the situation by what we choose to do and by what we choose to do and say in response to a given say in response to a given situation.situation.

ChoicesChoices Implications for the ClassroomImplications for the Classroom

* Admit to students you cannot "make" * Admit to students you cannot "make" them do anything, but that they may not them do anything, but that they may not like what you choose to do in response.like what you choose to do in response.

Use student choice statements when Use student choice statements when addressing students about their addressing students about their inappropriate behavior:inappropriate behavior:

Ex: "You can choose to get on task and Ex: "You can choose to get on task and work with your group, or you can choose to work with your group, or you can choose to sit over here by yourself, fill out a reflection sit over here by yourself, fill out a reflection sheet, and take an F on the assignment for sheet, and take an F on the assignment for the day. Of course, I will have to inform the day. Of course, I will have to inform your parent if you choose the latter, but it's your parent if you choose the latter, but it's still your choice. You know what is best for still your choice. You know what is best for you."you."

BehaviorBehavior Behavior is a symptom of other Behavior is a symptom of other

issues.issues.A response to something inside A response to something inside the classroom:the classroom: Other students, Other students, Teachers, Assignment/classwork Teachers, Assignment/classwork (content or structure)(content or structure)

A response to something outside A response to something outside of your classroom:of your classroom: Home, Other Home, Other classes, Other teachers, Hallway classes, Other teachers, Hallway issues, Neighborhoodissues, Neighborhood

BehaviorBehavior

When a problem occurs, the FIRST When a problem occurs, the FIRST question you should ask is:question you should ask is:Am I doing something that is Am I doing something that is creating or contributing to this creating or contributing to this problem?problem?Is there something I can change?Is there something I can change?If not, then:If not, then:What is causing this problem, and What is causing this problem, and how can I help?how can I help?

BehaviorBehavior Implications for the ClassroomImplications for the Classroom

There is always a reason for what There is always a reason for what is occurring. There is always a is occurring. There is always a goal behind every behavior:goal behind every behavior: Attention, Power, Revenge, Attention, Power, Revenge, Avoidance of failureAvoidance of failureAddress the behavior, but Address the behavior, but investigate to figure out the investigate to figure out the cause. If the cause is not cause. If the cause is not addressed, the problem will addressed, the problem will continue.continue.

ReactingReacting Reacting to a problem Reacting to a problem

generally escalates the generally escalates the problem, while being problem, while being proactive usually helps to proactive usually helps to deescalate or avoid the deescalate or avoid the problem in the first place.problem in the first place.

ReactionReaction is filled with is filled with emotion, NOT thought. It is a emotion, NOT thought. It is a human physical and human physical and emotional reaction to a emotional reaction to a stimulus. Our reactions are stimulus. Our reactions are not always productive.not always productive.

ReactingReacting

What do the following What do the following common teacher common teacher reactions accomplish?reactions accomplish?* Yelling* Yelling* Arguing with students* Arguing with students* Criticizing the student* Criticizing the student* Throwing students out * Throwing students out of the roomof the room

ReactingReacting

* Students' behaviors are * Students' behaviors are generally NOT personal, but generally NOT personal, but we often take it personally.we often take it personally.* If it IS personal, aren't we * If it IS personal, aren't we the grown-ups in the the grown-ups in the situation?situation?* Reaction interprets and * Reaction interprets and acts upon the problem as a acts upon the problem as a personal attack.personal attack.* Proactive people view the * Proactive people view the situation as a problem to situation as a problem to solve.solve.

ConsistencyConsistency Consistency is the key!Consistency is the key!

* No one wants to live in * No one wants to live in chaos.chaos.* We rely on many things in our * We rely on many things in our lives to be consistent: what to lives to be consistent: what to do at traffic lights, what do at traffic lights, what products are safe to eat, etc.products are safe to eat, etc.* What if those everyday things * What if those everyday things you take for granted changed you take for granted changed randomly and frequently?randomly and frequently?* How would you begin to act?* How would you begin to act?

ConsistencyConsistency Classroom Management Guru Harry Classroom Management Guru Harry

Wong cites research stating what Wong cites research stating what students want to know on the first day: students want to know on the first day:

1. Am I in the right room?1. Am I in the right room?2. Where am I supposed to sit?2. Where am I supposed to sit?3. What are the rules in this 3. What are the rules in this classroom?classroom?4. What will I be doing this year?4. What will I be doing this year?5. How will I be graded?5. How will I be graded?6. Who is the teacher as a person?6. Who is the teacher as a person?7. Will the teacher treat me as a 7. Will the teacher treat me as a human being?human being?Everyone wants to fit in and know Everyone wants to fit in and know what to do in a given situation. We all what to do in a given situation. We all have a comfort zone we depend upon.have a comfort zone we depend upon.

ConsistencyConsistency Implications for the Implications for the

ClassroomClassroom* Create, direct teach, * Create, direct teach, practice, and reinforce practice, and reinforce clear procedures for clear procedures for everything that needs to everything that needs to be done by students in be done by students in your classroom.your classroom.* Establish clear routines * Establish clear routines in your classroom.in your classroom.

BehaviorBehavior If students are engaged, If students are engaged,

they are not causing they are not causing trouble.trouble.

* Students do not interfere with * Students do not interfere with what they value.what they value.

* How can students misbehave if * How can students misbehave if their attention is focused on their attention is focused on something productive?something productive?

* Engaging, high-interest, * Engaging, high-interest, relevant lessons are the relevant lessons are the positive to acting out.positive to acting out.

BehaviorBehavior Question...Question...

If we If we KNOWKNOW a student is a student is unable to perform a task, why unable to perform a task, why do we continue to assign do we continue to assign work the student can't do?work the student can't do?

BehaviorBehavior Implications for the ClassroomImplications for the Classroom

* Relate the content you * Relate the content you MUSTMUST teach to the teach to the LIVESLIVES and and INTERESTSINTERESTS of your students so of your students so they they WANTWANT to learn. to learn.

* Gear your instruction to the * Gear your instruction to the level students are on, and level students are on, and provide support to those who provide support to those who need it.need it.

* Use inquiry-based, * Use inquiry-based, investigative learning, investigative learning, constructivist based lessons.constructivist based lessons.

CHOOSE YOUR BATTLES CHOOSE YOUR BATTLES

You can win the battle but You can win the battle but lose the war. Choose your lose the war. Choose your battles wisely.battles wisely.

* You may be able to bully a * You may be able to bully a child into submission, but at child into submission, but at what cost?what cost?* Ongoing, intensified behavior * Ongoing, intensified behavior problems may result.problems may result.


* Students may hold a * Students may hold a grudge against you and grudge against you and respond accordingly.respond accordingly.* Students may "turn off" * Students may "turn off" and spend the remainder of and spend the remainder of the year not learning.the year not learning.


Implications for the Implications for the ClassroomClassroom* Think before acting.* Think before acting.* Seek long-term solutions.* Seek long-term solutions.* Ask yourself, "Will this * Ask yourself, "Will this action/response help or hurt action/response help or hurt the situation in the long-the situation in the long-run?"run?"

ParentsParents Parents can be alliesParents can be allies or enemiesor enemies

* Despite children's * Despite children's protestations to the protestations to the

contrary, parents are still the contrary, parents are still the primary influenceprimary influence in their in their children's lives.children's lives.* Our approach toward them * Our approach toward them and their child creates an ally or and their child creates an ally or an enemy, REGARDLESSan enemy, REGARDLESS of of the guilt or innocence of their the guilt or innocence of their child. EVEN if you have them child. EVEN if you have them acting a complete fool on acting a complete fool on videotape!videotape!

ParentsParents Implications for the ClassroomImplications for the Classroom

* Make a * Make a POSITIVEPOSITIVE contact with the contact with the parent or guardian early in the year parent or guardian early in the year BEFOREBEFORE any problems arise. any problems arise.* When talking with parents about a * When talking with parents about a discipline problem, focus on discipline problem, focus on behaviorsbehaviors that need to be that need to be addressed:addressed:

"Johnny's talking out is making it "Johnny's talking out is making it difficult for others to concentrate."difficult for others to concentrate." NOTNOT"Johnny is disruptive.""Johnny is disruptive."* Enlist the parent's help and * Enlist the parent's help and expertise in solving the problem. expertise in solving the problem. "What do you suggest? What works "What do you suggest? What works for you at home?"for you at home?"

BlameBlame

Assigning blame is Assigning blame is ineffective.ineffective.* Assigning blame is nothing * Assigning blame is nothing more than more than passing the passing the responsibilityresponsibility on to someone on to someone else.else.* Assigning blame does not * Assigning blame does not seek to solve problems but to seek to solve problems but to LABELLABEL them. them.* At the end of the blame game, * At the end of the blame game, you're still faced with a you're still faced with a PROBLEMPROBLEM!!

BlameBlame

Implications for the ClassroomImplications for the Classroom* Focus on identifying the * Focus on identifying the root of root of the problemthe problem regardless of who or regardless of who or what is causing it. (Even if it is what is causing it. (Even if it is you...)you...)* Focus on identifying * Focus on identifying constructive solutionsconstructive solutions to the to the problemproblem..

StructureStructure

Children need structure.Children need structure.* Children WANT and NEED * Children WANT and NEED normalcy in their lives.normalcy in their lives.* CHAOS begets CHAOS.* CHAOS begets CHAOS.* If children are physically * If children are physically and/or mentally and/or mentally challengedchallenged by an uncertain, unclear, or by an uncertain, unclear, or unstable environment, they unstable environment, they feel out of controlfeel out of control..

StructureStructure Children need structure.Children need structure.

* If a student's energy is spent * If a student's energy is spent coping with the structure (or lack coping with the structure (or lack thereof) in their environment, it is thereof) in their environment, it is not being focused on your work.not being focused on your work.

Implications for the ClassroomImplications for the Classroom* Teach routines and procedures.* Teach routines and procedures.* Create order in your classroom.* Create order in your classroom.* Physical arrangement of * Physical arrangement of furniturefurniture* Organization of materials* Organization of materials* Traffic patterns* Traffic patterns

ExpectationsExpectations Students rise or fall Students rise or fall

according to according to our expectations.our expectations.

* If the teacher doesn't think * If the teacher doesn't think the kid can behave or do the the kid can behave or do the task, who is the child task, who is the child disagree?disagree?* WHO is supposed to have * WHO is supposed to have all the answers?all the answers?

ExpectationsExpectations Students rise or fall Students rise or fall

according to according to our expectations.our expectations.

* Students need our support, * Students need our support, not our criticism.not our criticism.* Students need to be aware * Students need to be aware of our expectations for them of our expectations for them in our environment.in our environment.

ExpectationsExpectations

Implications for the Implications for the ClassroomClassroom* Make expectations clear * Make expectations clear and explicit through and explicit through classroom rules, routines, classroom rules, routines, and procedures.and procedures.* Make expectations clear * Make expectations clear and explicit through your and explicit through your verbal AND nonverbal verbal AND nonverbal interactions with students.interactions with students.

PlanningPlanning If you fail to plan, you plan If you fail to plan, you plan

to fail.to fail.In the past, what has In the past, what has happened in your classroom happened in your classroom when:when:

*Your materials weren't *Your materials weren't ready?ready?* You couldn't find something * You couldn't find something you needed for the lesson?you needed for the lesson?* Your students finished early * Your students finished early and you had nothing for them and you had nothing for them to do?to do?

PlanningPlanning If you fail to plan, you plan to If you fail to plan, you plan to

fail.fail.In the past, what has happened In the past, what has happened in your classroom when:in your classroom when:

* You didn't have anything * You didn't have anything planned for the day and were planned for the day and were winging it? The old adage, "Idle winging it? The old adage, "Idle hands are the Devil's workshop," hands are the Devil's workshop," is true. Kids seek to entertain is true. Kids seek to entertain themselves during downtime, themselves during downtime, and many problems can occur and many problems can occur during these periods of time.during these periods of time.

PlanningPlanning Implications for the ClassroomImplications for the Classroom

* Always, always, ALWAYS plan * Always, always, ALWAYS plan ahead of time.ahead of time.* Create a file of, "If you finish * Create a file of, "If you finish early" activities that students can early" activities that students can access when they complete an access when they complete an assignment. (Word searches, assignment. (Word searches, magazine articles, puzzles, etc. magazine articles, puzzles, etc. are great and easy!)are great and easy!)* Start class with a "bellringer" or * Start class with a "bellringer" or opening activity for kids to do opening activity for kids to do while you take attendance and while you take attendance and collect your thoughts and collect your thoughts and materials. (Quizzes, journals, materials. (Quizzes, journals, problems, etc.)problems, etc.)

Do Unto OthersDo Unto Others Do unto others as you Do unto others as you

would have them do unto would have them do unto you.you.

* We want to be respected * We want to be respected and trusted; so do the kids.and trusted; so do the kids.* Just because a kid treats * Just because a kid treats us with less than the us with less than the greatest respect doesn't greatest respect doesn't mean we can sink to their mean we can sink to their level. All that does is confirm level. All that does is confirm for them that we do not for them that we do not deserve their respect in the deserve their respect in the first place.first place.

Do Unto OthersDo Unto Others Do unto others as you would Do unto others as you would

have them do unto you.have them do unto you. * Right is always right, even * Right is always right, even

when we're rip-roaring mad. when we're rip-roaring mad. Really.Really.

Implications for the Implications for the ClassroomClassroom

* We must remember that our * We must remember that our students are human beings with students are human beings with feelings.feelings.

Do Unto OthersDo Unto Others Implications for the ClassroomImplications for the Classroom * We must remember that children * We must remember that children

pay attention to what we do more pay attention to what we do more than what we say. Are we than what we say. Are we modeling appropriate responses?modeling appropriate responses?* We must remember that as * We must remember that as adults, we should have greater adults, we should have greater restraint and control over our restraint and control over our actions.actions.* In conferences with students, it is * In conferences with students, it is okay and effective many times to okay and effective many times to tell the student how their action or tell the student how their action or words made you feel. Kids need to words made you feel. Kids need to see we are human too.see we are human too.

Adults Make Mistakes, too!Adults Make Mistakes, too! We ALL make mistakes.We ALL make mistakes.

Think of a mistake you have Think of a mistake you have made in your life.made in your life. *Does your *Does your mistake mean you are stupid?mistake mean you are stupid?* Should we treat you as if you * Should we treat you as if you were going to make the same were going to make the same mistake over and over again?mistake over and over again?* Should we hold your mistake * Should we hold your mistake against you for the rest of your against you for the rest of your life?life?Mistakes are an opportunity to Mistakes are an opportunity to grow and learn, and sometimes grow and learn, and sometimes we need help from others in that we need help from others in that task.task.

Adults Make Mistakes, too!Adults Make Mistakes, too! Implications for the ClassroomImplications for the Classroom

* Don't hold a child's mistake from * Don't hold a child's mistake from September against him all year September against him all year long. Assign a natural long. Assign a natural consequence and give the child consequence and give the child another chance. another chance. * Help children understand that * Help children understand that you are displeased with the you are displeased with the behavior, not with them. Teach behavior, not with them. Teach them that mistakes are not them that mistakes are not permanent, and help them learn permanent, and help them learn from their mistakes.from their mistakes.* Remember that students are still * Remember that students are still children, and they have many children, and they have many mistakes ahead of them in their mistakes ahead of them in their lives. So do welives. So do we..

Procedures and RoutinesProcedures and Routines

ProceduresProcedures are how you want are how you want something done.something done.

RoutinesRoutines are what the student are what the student does automatically without does automatically without prompting or supervision.prompting or supervision.

When procedures are When procedures are explainedexplained, , rehearsedrehearsed, and , and reinforcedreinforced, they , they eventually become eventually become routinesroutines..

Step 1:Step 1: Explain Classroom Explain Classroom

Procedures ClearlyProcedures Clearly

* Define the procedure in * Define the procedure in concrete terms.concrete terms.

* Demonstrate the procedure; * Demonstrate the procedure; don't just tell.don't just tell.

* Demonstrate a complex * Demonstrate a complex procedure step by step.procedure step by step.

Step 2:Step 2:

Rehearse Classroom Procedures Rehearse Classroom Procedures Until They Become RoutinesUntil They Become Routines

* Have students * Have students practicepractice the the procedure, step by step, under your procedure, step by step, under your supervision. After each step, make supervision. After each step, make sure that the students have sure that the students have performed the step correctly.performed the step correctly.

* Have the students * Have the students repeatrepeat the the procedure until it becomes a routine. procedure until it becomes a routine. The students should be able to The students should be able to perform the procedure automatically perform the procedure automatically without teacher supervision. without teacher supervision.

Step 3:Step 3: Reinforce a Correct Procedure and Reinforce a Correct Procedure and

Reteach an Incorrect OneReteach an Incorrect One

* Determine whether students have learned * Determine whether students have learned the procedure or whether they need further the procedure or whether they need further explanation, demonstration, or practice.explanation, demonstration, or practice.

* * ReteachReteach the correct procedure if the correct procedure if rehearsal is unacceptable.rehearsal is unacceptable.

* Praise the students when the * Praise the students when the rehearsalrehearsal is acceptable.is acceptable.

Don't address a student's failure to follow Don't address a student's failure to follow the routine or procedure through behavioral the routine or procedure through behavioral consequences.consequences.

RETEACH! REHEARSE! REINFORCE!RETEACH! REHEARSE! REINFORCE!

Procedure WorksheetProcedure Worksheet The following situations need The following situations need

designed routines and procedures designed routines and procedures in the classroom. On the in the classroom. On the Procedures worksheetProcedures worksheet decide decide how best to apply them to your how best to apply them to your particular classroom or situation. At particular classroom or situation. At the end of this presentation, be the end of this presentation, be ready to share one of your routines ready to share one of your routines or procedures with the group. or procedures with the group. These plans will be collected, These plans will be collected, copied, and distributed to the staff copied, and distributed to the staff as a sourcebook.as a sourcebook.

Routine and ProcedureRoutine and Procedure

Routine:Routine: What the student does What the student does automatically without prompting automatically without prompting or supervision.or supervision.

Procedure:Procedure: How you want How you want something done. something done.

Procedures SharingProcedures Sharing

1. What to do when coming 1. What to do when coming to classto class2. How to enter the 2. How to enter the classroomclassroom3. What to do when the fire 3. What to do when the fire alarm soundsalarm sounds4. What to do when you 4. What to do when you finish your work earlyfinish your work early5. What to do when you 5. What to do when you have a questionhave a question


6. When to sharpen your pencil6. When to sharpen your pencil7. How to sharpen your pencil (# 7. How to sharpen your pencil (# at the sharpener, etc.)at the sharpener, etc.)8. What to do when you need to 8. What to do when you need to use the restroomuse the restroom9. Where to find the assignment 9. Where to find the assignment (homework, bellringer, others, (homework, bellringer, others, etc.)etc.)10. How you will get their 10. How you will get their attention and what they should attention and what they should dodo


11. How a paper is to be done 11. How a paper is to be done (heading, ink, rough edges, etc.)(heading, ink, rough edges, etc.)12. How papers will be 12. How papers will be collected/where to put the paper collected/where to put the paper when they are completewhen they are complete13. Where to find assignments if 13. Where to find assignments if they have been absentthey have been absent14. What to do at the end of 14. What to do at the end of classclass15. Working in groups15. Working in groups


16. How/when to move around 16. How/when to move around the roomthe room17. How to use classroom 17. How to use classroom materials and where to find materials and where to find themthem18. Lunch tickets18. Lunch tickets19. What to do if you're tardy19. What to do if you're tardy20. What to do if you're absent20. What to do if you're absent21. How to cross the street21. How to cross the street22. How to walk in the hallway22. How to walk in the hallway

Behavior Management Behavior Management Tricks of the TradeTricks of the Trade 1. Use humor to address your 1. Use humor to address your

concerns and avoid a conflict.concerns and avoid a conflict.

Behavior Management Behavior Management Tricks of the TradeTricks of the Trade

2. Eye contact2. Eye contact

Behavior Management Behavior Management Tricks of the TradeTricks of the Trade 3. Teacher proximity3. Teacher proximity

Behavior Management Behavior Management Tricks of the TradeTricks of the Trade 4. Call home4. Call home

Behavior Management Behavior Management Tricks of the TradeTricks of the Trade 5. Ignore the behavior 5. Ignore the behavior

(attention-seeking, especially)(attention-seeking, especially)


6. Mention the student's name 6. Mention the student's name while teachingwhile teaching7. Send a secret signal7. Send a secret signal


8. Give an I-message (When 8. Give an I-message (When you_______ I feel _____ you_______ I feel _____ because _________. Please because _________. Please stop.)stop.)9. Do the unexpected (talk to the 9. Do the unexpected (talk to the wall, lower your voice, change wall, lower your voice, change your voice, etc.)your voice, etc.)10. Change the student's seat10. Change the student's seat


11. Distract the student (ask for 11. Distract the student (ask for assistance with something, ask assistance with something, ask a question, etc.)a question, etc.)


12. Time out in a teammate's 12. Time out in a teammate's classroomclassroom


13. Table the matter until later13. Table the matter until later14. Agree with the student 14. Agree with the student

(Example: "You can't make me!"(Example: "You can't make me!""You are absolutely right!")"You are absolutely right!")


15. Change the subject15. Change the subject16. Sing16. Sing17. Get to know your students17. Get to know your students


18. One put up for every put 18. One put up for every put downdown19. Make mistakes okay19. Make mistakes okay20. Recognize positive 20. Recognize positive behaviorsbehaviors

Techniques that BackfireTechniques that Backfire

Raising your voice Raising your voice Yelling Yelling Saying "I'm the boss here" Saying "I'm the boss here" Insisting on having the last Insisting on having the last

word word Using tense body language, Using tense body language,

such as rigid posture or such as rigid posture or clenched handsclenched hands


Using degrading, insulting, Using degrading, insulting, humiliating, or embarrassing humiliating, or embarrassing putdownsputdowns

Using sarcasmUsing sarcasm Attacking the student's Attacking the student's

character character Acting superiorActing superior


Using physical force Using physical force Drawing unrelated persons Drawing unrelated persons

into the conflict into the conflict Having a double standard -- Having a double standard --

making students do what I making students do what I say, not what I do say, not what I do

Insisting that I am rightInsisting that I am right


Backing the student into a Backing the student into a corner corner

Pleading or bribing Pleading or bribing Bringing up unrelated events Bringing up unrelated events Generalizing about students Generalizing about students

by making remarks such as by making remarks such as "All you kids are the same"All you kids are the same" "


PreachingPreaching Making assumptionsMaking assumptions Making unsubstantiated Making unsubstantiated

accusations accusations Holding a grudge Holding a grudge NaggingNagging


Throwing a temper tantrum Throwing a temper tantrum Mimicking the student Mimicking the student Making comparisons with Making comparisons with

siblings or other students siblings or other students Commanding, demanding, Commanding, demanding,

dominating dominating Rewarding the studentRewarding the student

The Challenge The Challenge SO...What's the challenge?SO...What's the challenge?

* We are human, and it FEELS * We are human, and it FEELS GOOD to let loose on a kid who is GOOD to let loose on a kid who is giving us grief.giving us grief.

Unfortunately, after we have gone Unfortunately, after we have gone off, the problem still exists, is off, the problem still exists, is probably worse, and we have probably worse, and we have provided a poor example of how to provided a poor example of how to handle problems for our students.handle problems for our students.

The ChallengeThe Challenge HOWEVER, when you remain HOWEVER, when you remain

calm, calm, you are in controlyou are in control. It . It diffuses the behavior of the diffuses the behavior of the student.student.

The ChallengeThe Challenge Implications for the Implications for the

ClassroomClassroom* Learn to identify the goal(s) * Learn to identify the goal(s) behind the behavior.behind the behavior.* Suppress your natural urge to * Suppress your natural urge to react, and remember that you react, and remember that you are the adult in the classroom.are the adult in the classroom.

The Challenge The Challenge Implications Implications

for the for the ClassroomClassroom* If the * If the situation situation becomes, "too becomes, "too hot to handle," hot to handle," table the table the matter for later matter for later or send the or send the child to a child to a colleague's colleague's room for a cool room for a cool down.down.

ResourcesResources Behavior http://Behavior http://cpt.fsu.edu/tree/behavior.htmlcpt.fsu.edu/tree/behavior.html The Behavior HomepageThe Behavior Homepage

http://http://www.state.ky.us/agencies/behave/homepage.htmlwww.state.ky.us/agencies/behave/homepage.html Behavior, Motivation, and Self-ControlBehavior, Motivation, and Self-Control

http://mentalhelp.net/psyhelp/chap4http://mentalhelp.net/psyhelp/chap4 Behavior, Research, and TeachingBehavior, Research, and Teaching

http://http://brt.uoregon.edubrt.uoregon.edu// Can Teach: Classroom ManagementCan Teach: Classroom Management

http://http://www.canteach.ca/elementary/classman.htmlwww.canteach.ca/elementary/classman.html Classroom Discipline ResourcesClassroom Discipline Resources

http://7-12educators.miningco.com/msub49.htmhttp://7-12educators.miningco.com/msub49.htm Classroom ManagementClassroom Management

http://www.temple.edu/CETP/temple_teach/cm-intro.htmlhttp://www.temple.edu/CETP/temple_teach/cm-intro.html TeachNetTeachNet Classroom Management Classroom Management

http://http://www.teachnet.comwww.teachnet.com/how-to/manage//how-to/manage/ Classroom Classroom ManangementManangement

http://http://www.geom.umn.edu/~dwiggins/plan.htmlwww.geom.umn.edu/~dwiggins/plan.html Classroom Management and Cooperative DisciplineClassroom Management and Cooperative Discipline

http://pdts.uh.edu/~freiberg/cm/index3.htmlhttp://pdts.uh.edu/~freiberg/cm/index3.html BehaviorAdvisorBehaviorAdvisor

http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715HomePage.htmlHomePage.html

Middle School DiariesMiddle School Diarieshttp://www.middleweb.com/msdiaries01/MSDiaryEllenB46.htmlhttp://www.middleweb.com/msdiaries01/MSDiaryEllenB46.html

behavior management nip it in the bud! developed for jefferson county schools from middle school...

Documents

behavior management

turner middle school

larger concept

ellen berg

jefferson county schools