Research & AnalysisResearch & Analysis Chapter 4 Chapter 4

COPING WITH PROBLEMS COPING WITH PROBLEMS EFFECTIVELYEFFECTIVELY

(Read classroom vignettes for elementary (Read classroom vignettes for elementary and middle school)and middle school)

Dealing with Minor Inattention Dealing with Minor Inattention and Misbehaviorand Misbehavior

Monitor the Entire Classroom RegularlyMonitor the Entire Classroom Regularly scan the roomscan the room “ “nip problems in the bud”nip problems in the bud” Ignore Minor, Fleeting MisbehaviorIgnore Minor, Fleeting Misbehavior intervention may be more disruptiveintervention may be more disruptive decide what is “fleeting”decide what is “fleeting” Stop Sustained Minor MisbehaviorStop Sustained Minor Misbehavior

Minor Inattention & Misbehavior Minor Inattention & Misbehavior (cont’d)(cont’d)

Use the following techniques to Use the following techniques to redirect inattentive students:redirect inattentive students:

Eye contct and gesture.Eye contct and gesture. Touch.Touch. Physical proximity.Physical proximity. Asking for responses.Asking for responses. Name dropping.Name dropping.

Dealing with Prolonged or Dealing with Prolonged or Disruptive MisbehaviorDisruptive Misbehavior

Appropriate Direct

Correction

Name the student and indicate what

they should be doing.

Remind students of rules and

expectations.

Brief rule reminders are more desirable than demanding

behaviors.

Dealing with Prolonged or Disruptive Dealing with Prolonged or Disruptive Misbehavior (cont’d)Misbehavior (cont’d)

Inappropriate Direct

Correction

Do not as questions about obvious Misbehavior.

Avoid unnecessary threats & displays

of authority.

Avoid dwelling on misbehavior

(nagging).

Conducting InvestigationsConducting Investigations

Talk in private.Talk in private. Some questions about intentions may be Some questions about intentions may be

needed to establish what the student was doing needed to establish what the student was doing and why.and why.

Do not berate students, impugn their motives or Do not berate students, impugn their motives or raise issues that they cannot answer.raise issues that they cannot answer.

When responses conflict, point out the When responses conflict, point out the discrepancies.discrepancies.

Construct a list of student behaviors that are mostConstruct a list of student behaviors that are mostlikely to embarrass you or make you anxious. Practice likely to embarrass you or make you anxious. Practice

how you will deal with these.how you will deal with these.

Conflict ResolutionConflict ResolutionThomas GordonThomas Gordon AND AND Jones & Jones’Jones & Jones’

7-step problem-solving model7-step problem-solving modelStudents with chronic personality or behavioral Students with chronic personality or behavioral

problemsproblems

THOMAS GORDONTHOMAS GORDON –”No-lose” approach –”No-lose” approach Analyzes degree to which each party “owns” the Analyzes degree to which each party “owns” the

problem.problem. Teacher-owned problemTeacher-owned problem when teacher’s needs when teacher’s needs

are being frustrated.are being frustrated. Student-owned problemStudent-owned problem when the student’s when the student’s

needs are being frustrated.needs are being frustrated.

Thomas GordonThomas GordonBehavior WindowBehavior WindowOtherOther owns the problem owns the problem

No ProblemNo Problem

YouYou own the problem own the problem

WeWe own the problem own the problem

Collision of valuesCollision of values

Active Listening

Conflict Resolution

“I“messages

Values Clarification

Gordon’s 6-step “no-lose” methodGordon’s 6-step “no-lose” method

1)1) Define the problem.Define the problem.

2)2) Generate possible solutions.Generate possible solutions.

3)3) Evaluate those solutions.Evaluate those solutions.

4)4) Decide which is best.Decide which is best.

5)5) Determine how to implement the best solutionDetermine how to implement the best solution

6)6) Assess the effectiveness of this solution after Assess the effectiveness of this solution after implementation. If it is not working for all implementation. If it is not working for all concerned, negotiate a new agreement.concerned, negotiate a new agreement.

Jones & Jones Jones & Jones 7-step model7-step modelfor solving classroom problemsfor solving classroom problems

1)1) Establish a warm, personal relationship.Establish a warm, personal relationship.2)2) Ask clarification questions to find out the Ask clarification questions to find out the

nature and reasons for the behavior.nature and reasons for the behavior.3)3) Help student make a value judgment such as, Help student make a value judgment such as,

“Is this behavior helping you?”“Is this behavior helping you?”4)4) Work out a plan he/she can do differently.Work out a plan he/she can do differently.5)5) Elicit a commitment from the student to follow Elicit a commitment from the student to follow

the plan.the plan.6)6) After a time, meet to see if plan is working.After a time, meet to see if plan is working.7)7) When students don’t follow through on their When students don’t follow through on their

commitments, persist and develop a new plan.commitments, persist and develop a new plan.

Schoolwide programsSchoolwide programsCurwin & Mendler--Discipline w/ DignityCurwin & Mendler--Discipline w/ Dignity

The Discipline with Dignity model stresses that The Discipline with Dignity model stresses that teachers must offer choices to students as a teachers must offer choices to students as a result of their actions, use humor, and disregard result of their actions, use humor, and disregard excuses. Teachers are largely responsible for excuses. Teachers are largely responsible for the behavior that students display in their the behavior that students display in their classroom.classroom.

PreventionPrevention: What can be done to minimize problems. : What can be done to minimize problems. Action:Action: What is to be done once problems occur. What is to be done once problems occur. Resolution:Resolution: What can be done for the chronic What can be done for the chronic

misbehaver.misbehaver.

Fay & FunkFay & FunkTeaching w/ Love & LogicTeaching w/ Love & Logic

The Love and Logic philosophyThe Love and Logic philosophy states the states the importance of adults providing limits in a caring importance of adults providing limits in a caring way. It involves building students up so they feel way. It involves building students up so they feel more capable, even after being disciplined. more capable, even after being disciplined. When interacting with students, educators need When interacting with students, educators need to to stay calmstay calm and and avoid provokingavoid provoking, , threatening, threatening, moralizing or lecturingmoralizing or lecturing. Educators should use . Educators should use polite statementspolite statements that are that are enforceableenforceable and and offer children offer children choices within limitschoices within limits, thus , thus avoiding power struggles. They describe avoiding power struggles. They describe childhood misbehavior as an opportunity for childhood misbehavior as an opportunity for helping children helping children grow through their mistakesgrow through their mistakes. . Their methods help children learn to be Their methods help children learn to be responsible and gain self-confidence. responsible and gain self-confidence.

Jerome Freiberg & Carl RogersJerome Freiberg & Carl RogersFreedom to LearnFreedom to Learn

The The role of the teacherrole of the teacher is to facilitate is to facilitate experiential learning by:experiential learning by:

1. setting a positive climate for learning1. setting a positive climate for learning2. clarifying the purposes of the learner(s)2. clarifying the purposes of the learner(s)3. organizing and making available 3. organizing and making available learning resources learning resources

4. balancing intellectual and emotional 4. balancing intellectual and emotional components of learning andcomponents of learning and5. sharing feelings and thoughts with 5. sharing feelings and thoughts with learners but not dominating. learners but not dominating.

Freiberg-- Consistency Management and Freiberg-- Consistency Management and Cooperative Discipline (CMCD)Cooperative Discipline (CMCD)

--- --- a research-based, classroom-tested model that a research-based, classroom-tested model that builds on shared responsibility for learning and builds on shared responsibility for learning and classroom organization between teachers and classroom organization between teachers and students. The teacher creates a students. The teacher creates a consistent but consistent but flexible learning environmentflexible learning environment and joins with the and joins with the students in establishing a cooperative plan for students in establishing a cooperative plan for classroom rules, procedures, use of time, and classroom rules, procedures, use of time, and academic learningacademic learning that governs the classroom. that governs the classroom.

Five themes:Five themes: Prevention, Caring, Cooperation, Prevention, Caring, Cooperation, Organization, and Community.Organization, and Community. Each theme includes Each theme includes strategies and activities that allow students to strategies and activities that allow students to become real partners in the classroom.become real partners in the classroom.

Punishment (Healthy Active Children Policy in Punishment (Healthy Active Children Policy in North Carolina)North Carolina)

http://www.nchealthyschools.org/components/healthyactivechildrenpolicy

Section 3. RECESS AND PHYSICAL ACTIVITYSection 3. RECESS AND PHYSICAL ACTIVITY

Structured/unstructured recess and other physical Structured/unstructured recess and other physical activity (such as, but not limited to, physical activity (such as, but not limited to, physical activity time, physical education or intramurals) activity time, physical education or intramurals) shall not be taken away from students as a form of shall not be taken away from students as a form of punishmentpunishment. In addition, severe and/or . In addition, severe and/or inappropriate exercise may not be used as a form inappropriate exercise may not be used as a form of punishment for students.of punishment for students.

Section 3. RECESS AND PHYSICAL ACTIVITYSection 3. RECESS AND PHYSICAL ACTIVITY(Cont.)(Cont.)

A minimum of 30 minutes of moderate to A minimum of 30 minutes of moderate to vigorous physical activity shall be provided by vigorous physical activity shall be provided by schools for all K-8 students daily. This schools for all K-8 students daily. This requirement can be achieved through a regular requirement can be achieved through a regular physical education class and/or through physical education class and/or through activities such as recess, dance, classroom activities such as recess, dance, classroom energizers, or other curriculum based physical energizers, or other curriculum based physical education activity programs. However, such use education activity programs. However, such use of this time should complement and not of this time should complement and not substitute for the physical education program.substitute for the physical education program.

Section 3. RECESS AND PHYSICAL ACTIVITYSection 3. RECESS AND PHYSICAL ACTIVITY(Cont.)(Cont.)

The physical activity required by this The physical activity required by this section must involve physical exertion of at section must involve physical exertion of at least a moderate to vigorous intensity level least a moderate to vigorous intensity level and for a duration sufficient to provide a and for a duration sufficient to provide a significant health benefit to students.significant health benefit to students.

Positive Behavior Intervention and Support Positive Behavior Intervention and Support (PBIS)(PBIS)

Recently implemented in most CMS schools:Recently implemented in most CMS schools:

**focuses on **focuses on teaching, modeling, practicing, teaching, modeling, practicing, andand reinforcing reinforcing desired behaviors. desired behaviors.

**different **different instructional strategiesinstructional strategies are used w/ are used w/ students who students who struggle w/ behaviorstruggle w/ behavior, just as , just as schools use to help students who schools use to help students who struggle struggle with academicswith academics..

PunishmentPunishment Achieves limited, temporary successAchieves limited, temporary success Increases tension and conflictIncreases tension and conflict Develops overt obedience but not covert self-Develops overt obedience but not covert self-

controlcontrol Signifies that teacher cannot cope with the Signifies that teacher cannot cope with the

problemproblem Communicates lack of confidence in students Communicates lack of confidence in students

and that they are not trying to improveand that they are not trying to improve Can damage self-concept and reduce Can damage self-concept and reduce

cooperationcooperation

Effective PunishmentEffective Punishment

Used only as a last resort, after continued expressions of Used only as a last resort, after continued expressions of concern and assistance, when students repeatedly fail to concern and assistance, when students repeatedly fail to respond to more positive treatmentrespond to more positive treatment

Not appropriate for isolated incidentsNot appropriate for isolated incidents Should only be part of a planned response for repeated Should only be part of a planned response for repeated

misbehaviormisbehavior

******Apply without anger or vengefulnessApply without anger or vengefulness:: Fair warningFair warning Ensure students last resort----no other choiceEnsure students last resort----no other choice Ensure students you don’t enjoy punishingEnsure students you don’t enjoy punishing Apply w/ quiet, professional toneApply w/ quiet, professional tone

Should be Should be relatedrelated to the offense and to the offense and reasonablereasonable

Inappropriate PunishmentInappropriate Punishment

Abusive Verbal Attacks-Abusive Verbal Attacks- nono corrective corrective function and causes resentment to attackerfunction and causes resentment to attacker

Physical Punishment-Physical Punishment- teaches to attack teaches to attack others when angry, not appropriate behaviorothers when angry, not appropriate behavior

Extra Work-Extra Work- schoolwork is then seen as schoolwork is then seen as drudgery---may complete a behavior statement drudgery---may complete a behavior statement followed by a discussion with teacherfollowed by a discussion with teacher

Lowering Academic Grades-Lowering Academic Grades- further further alienated low achievers from academic effortsalienated low achievers from academic efforts

Other Approaches to Other Approaches to Classroom ManagementClassroom Management

Textbook authors (Brophy & Good) Textbook authors (Brophy & Good) 3 approach to classroom management are 3 approach to classroom management are

eclectic, stressing principles gathered from eclectic, stressing principles gathered from many theories.many theories.

Three of the most prominent will Three of the most prominent will conclude chapter 4conclude chapter 4..

Assertive DisciplineAssertive Discipline Contingency ContractingContingency Contracting Cognitive Behavior ModificationCognitive Behavior Modification

Assertive DisciplineAssertive DisciplineLee & Marlene CANTERLee & Marlene CANTER