Misbehavior

1
Misbehavior

• And how to Handle it

2
Outline

• Verbal intervention
• Guidelines to using verbal intervention
• Levels of verbal intervention
• Hints
• Questions
• Requests/demands
• When verbal intervention fails
• Use of logical consequences

3
Outline continued

• Chronic misbehavior
• What chronic misbehavior looks like
• How to deal with chronic misbehavior
• Relationship building
• Cycle of disencouragement
• Private conferences
• Management techniques
• Self monitoring
• Anecdotal records
• Behavior contracting
• Group activity
• conclusion

4
Guidelines to Verbal Intervention

• 1.When possible, use non verbal interventions
  first
• 2.Keep verbal interventions private (if possible)
• 3.Make verbal intervention brief
• 4.Speak to the situation, not the person

5
Guidelines continued

• 5. Set limits on behavior, not feelings
• 6. Avoid sarcasm and other responses that are
  demeaning
• 7. Begin by using a technique that fits the
  student and the problem, try to allow as much
  student control as possible
• 8. If the first verbal intervention is
  unsuccessful, then try a second one closer to the
  teacher end of the control spectrum

6
Guidelines continued

• 9. If more than one verbal intervention fails,
  then it may be time to move to logical
  consequences.

7
Levels of verbal intervention

• Move from student controlled to teacher
  controlled.
• The three levels include
• Hints
• Questions
• Requests/demands

8
Hints

• Adjacent peer reinforcement
• Calling the student by name
• Using humor

9
Questions

• Questioning awareness of effect

10
Requests/demands

• Sending an I-message
• Using direct appeal
• Using positive phrasing
• Using are not for
• Reminding students of rules
• Asking Glassers triplets
• Using explicit redirection
• Broken Record Strategy

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Verbal Intervention failedNow what?

• Use of logical consequences
• Goal is to emphasize that the student must change
  their behavior, or consequences will be faced.
• you have a choice
• Once teacher moves to this stage, No more
  dialogue. Student now faces a consequence.
• Consistency, consistency, consistency
• Punishment must fit the behavior.

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Classroom Interventions for Chronic problems
(Ch.9)?

• Chronic Behavioral Problems
• Disrupt learning
• Two-step trap
• Strategies

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Relationship Building

• One of the most effective strategies
• Disregard any negative qualities
• Look for any positive qualities
• Be persistent, consistent, and predictable
• Teacher must monitor their own behaviour

14
Breaking the Cycle of Discouragement

• Stop negative teacher responses to negative
  student behaviours
• Engage in behaviours to help meet students
• Needs
• 4 questions
• Positive Feedback
• Sense of Virtue

15
Private Conferences

• Makes student aware that their behaviour is a
  problem
• Basic step to a positive relationship
• Helps student take ownership of the problem

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Receiving Skills

• 1. Use silence and non-verbal attending cues
• 2. Probe
  
• 3. Check Perceptions
  
• 4. Check Feelings
  

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Sending Skills

• 1. Deal in the here and now
  
• 2. Make eye contact and use congruent non-verbal
  behaviours
• 3. Make statements rather than asking questions
  
• 4.Use I- take responsibility for your feelings
  

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Sending Skills cont.

• 5. Be brief
  
• 6. Talk directly to the student, not about
  him/her
• 7. Give directions to help the student correct
  the problem
• 8. Check student understanding of your
  message

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Techniques for Managing Students with Chronic
Misbehaviour

• 1)Self-monitoring
• 2)Anecdotal record keeping
• 3)Behavioural contracting
• exclusion (last resort)

20
Group Activity
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Conclusion