POSITIVE APPROACHES TO POSITIVE APPROACHES TO NEGATIVE BEHAVIORSNEGATIVE BEHAVIORS

Presenter Presenter

Jim CalhounJim Calhoun

INTERESTING TIBITSINTERESTING TIBITS

Any behavior management book offering “sure-fire” or Any behavior management book offering “sure-fire” or “quick-fix” strategies should be filed under “fiction”. “quick-fix” strategies should be filed under “fiction”.

Your worst behaved student will have a perfect attendance Your worst behaved student will have a perfect attendance record. record.

Any positive behavior you have instilled in a "difficult" Any positive behavior you have instilled in a "difficult" student will disappear over the holiday break. student will disappear over the holiday break.

When your most troublesome student is finally moved to a When your most troublesome student is finally moved to a more appropriate setting, the behavior of the student who more appropriate setting, the behavior of the student who replaces him/her will be 10 times worse replaces him/her will be 10 times worse

All great interventions were discovered by mistake. All great interventions were discovered by mistake. Good behavior management is indistinguishable from Good behavior management is indistinguishable from

magic. magic. The key to effective discipline is to work smarter, not The key to effective discipline is to work smarter, not

harder.harder.

TO PONDERTO PONDER

““I’ve come to a frightening conclusion that I am I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my the decisive element in the classroom. It’s my personal approach that creates the climate. It’s personal approach that creates the climate. It’s my daily mood that makes the weather. As a my daily mood that makes the weather. As a teacher, I have tremendous power to make a teacher, I have tremendous power to make a child’s life miserable or joyous. I can humiliate child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations, it is my or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be response that decides whether a crisis will be escalated or de-escalated and a child escalated or de-escalated and a child humanized or dehumanized.”humanized or dehumanized.”

Haim GinottHaim Ginott

STRESSSTRESS

How do we deal with our stress?How do we deal with our stress? How do the students we work with How do the students we work with

deal with stress?deal with stress?

Feelings vs BehaviorFeelings vs Behavior

ALL BEHAVIOR HAS MEANINGALL BEHAVIOR HAS MEANING BEHAVIOR REFLECTS NEEDSBEHAVIOR REFLECTS NEEDS

OUR STUDENTS ARE DOING THE BEST OUR STUDENTS ARE DOING THE BEST THEY CAN TO MEET THEIR NEEDS THEY CAN TO MEET THEIR NEEDS WITH THE SKILLS THEY HAVE WITH THE SKILLS THEY HAVE LEARNEDLEARNED

Behavior and EmotionsBehavior and Emotions

Behaviors

Emotions

80 – 15 – 5 80 – 15 – 5

80% of your students will do what they 80% of your students will do what they need to do regardless of your interventionsneed to do regardless of your interventions

15% will be on the fence, sometimes doing 15% will be on the fence, sometimes doing what is right, sometimes notwhat is right, sometimes not

5% will require most of your attention in 5% will require most of your attention in regards to behavior managementregards to behavior management

Controlling BehaviorsControlling Behaviors

How do we get what we want?How do we get what we want? What are the behaviors our students What are the behaviors our students

use to influence our behaviorsuse to influence our behaviors What are the behaviors we use to What are the behaviors we use to

influence our studentsinfluence our students

ALL BEHAVIOR HAS MEANINGALL BEHAVIOR HAS MEANING

BEHAVIOR REFLECTS NEEDSBEHAVIOR REFLECTS NEEDS

NEEDS CIRCLENEEDS CIRCLE

Love / Belonging

PowerFun

Freedom / Choices

I CAN’T WORRY ABOUT I CAN’T WORRY ABOUT NEEDSNEEDS

I got to teach these students academicsI got to teach these students academics I am just an assistant, that’s the I am just an assistant, that’s the

teacher’s job!teacher’s job! Kids need to behave, I am in charge and Kids need to behave, I am in charge and

they should respect me and listenthey should respect me and listen Blah blah blah …….Blah blah blah …….

Defining Discipline Defining Discipline

Traditional discipline is defined by Traditional discipline is defined by procedures that focus on control with procedures that focus on control with punishment consequencespunishment consequences

WHAT IS MISSING?WHAT IS MISSING? The development and support of The development and support of

prosocial behaviorprosocial behavior Punishment in and of itself does not Punishment in and of itself does not

work!work!

A NEW DEFINITION A NEW DEFINITION

The steps or actions teachers, The steps or actions teachers, administrators, parents, and administrators, parents, and students follow to enhance students follow to enhance student academic and social student academic and social behavior successbehavior success

ACCOUNTABILITY ACCOUNTABILITY &&

RESPONSIBLITY RESPONSIBLITY How do we hold students How do we hold students

“accountable” and/or “responsible” “accountable” and/or “responsible” for their actions?for their actions?

How are you going to fix it?How are you going to fix it?

ANGERANGERAnger can undermine objectivity

Anger is an emotional and physical state

Cognitive abilities are reduced

When we are at our angriest, we are at our stupidest.

Stressful incident

Young Persons Feelings

Young Persons Actions

Adult Response

OKAY, WHAT NOW?OKAY, WHAT NOW?

Talking to students, not at themTalking to students, not at them Re-defining student perceptions of Re-defining student perceptions of

“bad behaviors”“bad behaviors” Baby steps come before giant leapsBaby steps come before giant leaps Processing eventsProcessing events

Rephrasing Our CommentsRephrasing Our Comments

““Why” questionsWhy” questions

The word “YOU”The word “YOU”

The words “NO” and “DON’T”The words “NO” and “DON’T”

Lecturing / Nagging / BeratingLecturing / Nagging / Berating

PROACTIVE APPROACHPROACTIVE APPROACH

Behavior Expectations are DefinedBehavior Expectations are Defined Behavior Expectations are TaughtBehavior Expectations are Taught Appropriate Behaviors are AcknowledgedAppropriate Behaviors are Acknowledged Appropriate Behaviors are rewardedAppropriate Behaviors are rewarded Behavior Errors are Corrected ProactivelyBehavior Errors are Corrected Proactively There Are Still Consequences for Negative There Are Still Consequences for Negative

BehaviorBehavior

CREATING POSITIVE PEER CREATING POSITIVE PEER PRESSUREPRESSURE

The importance of RELATIONSHIPSThe importance of RELATIONSHIPS

Defining ExpectationsDefining Expectations

Giving up the Illusion of controlGiving up the Illusion of control

Always RememberAlways Remember

If we overpower students, what have we taught them? "Don't think, just obey.“    "Don't think, just obey.“    "I've got to get some power so that I'm the one "I've got to get some power so that I'm the one

who gives orders and bosses people around."who gives orders and bosses people around."

Do we really want our kids to follow the Do we really want our kids to follow the directions of others (e.g., child molesters, directions of others (e.g., child molesters, gang leaders, drug dealers) without gang leaders, drug dealers) without thinking about it? thinking about it?

When possible, we should seek When possible, we should seek cooperation in our classroom, cooperation in our classroom, especially because: especially because: we don't have much left nowadays that we don't have much left nowadays that

can coerce kids can coerce kids it creates a positive classroom climateit creates a positive classroom climate it teaches kids how to behave it teaches kids how to behave

appropriately appropriately it brings joy to our teaching and their it brings joy to our teaching and their

learning learning

You get what you give, You get what you give,

so give good so give good things!things!

The 10 Demandments of The 10 Demandments of Behavor ManagementBehavor Management

1. Always treat youngsters with 1. Always treat youngsters with respect and preserve their dignity.respect and preserve their dignity. 2. Always do what is in the students' 2. Always do what is in the students' best interests.best interests. 3. Seek solutions, not blame.3. Seek solutions, not blame. 4. Model tolerant, patient, dignified, 4. Model tolerant, patient, dignified, and respectful behavior.and respectful behavior. 5. Use the least intrusive intervention 5. Use the least intrusive intervention possible.possible.

6. Connect with your students and build 6. Connect with your students and build strong personal bonds with them.strong personal bonds with them. 7. Instill hope for success7. Instill hope for success (otherwise there is (otherwise there is no reason for kids to behave in your class)no reason for kids to behave in your class).. 8. NEVER do anything disrespectful, illegal, 8. NEVER do anything disrespectful, illegal, immoral, ineffective, bad for health/safety,immoral, ineffective, bad for health/safety,         or you wouldn't want done to you.        or you wouldn't want done to you. 9. NEVER give up on a student.  Be 9. NEVER give up on a student.  Be perturbed with the actions of a student, perturbed with the actions of a student, but keepbut keep         believing in his/her ability to change         believing in his/her ability to change for the better.for the better. 10. CATCH KIDS BEING GOOD . . . A LOT!!10. CATCH KIDS BEING GOOD . . . A LOT!!