Behavior Management

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Behavior Management

• Compiled By
• The Behavior Management Discussion Group

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Findings Generated From.

• Real Life Experiences
• Peers
• In-services
• Research

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Code of Conduct

• A code of conduct brings together members of the
  class and sets a high standard for responsible
  behavior.
• Rules work against us
• Loopholes, wiggle room
• Focuses on obedience, rather than
  responsibility
• Replace rules with code of conduct
• Standards of responsibility EVERYONE must follow,
  including teacher!

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Code of Conduct (cont.)

• A well-developed code of conduct is encouragement
  in action.
• Students will feel capable of choosing
  responsible behavior.
• Everyone contributes.
• Responsibility of monitoring behavior rests on
  everyones shoulders, not just teachers.

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Define a Code of Conduct

• Envision your ideal classroom
• Ask students for their vision
• Ask parents for their vision
• Identify operating principles (for example)
• I will treat everyone with respect.
• I will treat personal and school property with
  respect.
• I will help create and maintain a positive/safe
  environment.
• I will come to school prepared for learning.
• I will act responsible and accept consequences
  for my actions.
• I will help others feel capable, connected, and
  contributing.

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• Teach the Code
• Identify and clarify appropriate/inappropriate
  behavior
• Involve parents
• Enforce the Code
• Check understanding
• Problem-solve disagreements
• Post the Code of Conduct in your classroom
• Reinforce the Code
• Publicize the code (model expected behavior)
• Model self-Correction (Im sorry I yelled
  yesterday.)
• Encourage student evaluation (goal-setting
  activity)

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• Handling
• Attention-Seeking Behavior

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Strategies for Students who misbehave for
attention

• Strategy 1 Minimize the Attention
• Refuse to respond/ignore behavior
• Give The eye
• Close proximity to misbehaving student(s)
• Name drop (During this timeJohnin history.)
• Send signals (hand) (general or specified for one
  student)
• Written notes asking to stop undesired behavior
• I-Message (Jen, when you talk to your neighbor, I
  get annoyed because I lose my train of thought.
  Please stop.)

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Strategies for Students who misbehave for
attention (Cont.)

• Strategy 2 Clarify Desired Behavior
• State Grandmas law First we work then we
  play.
• Use Target-Stop-Do Luke, stop talking to Ben,
  face me, and see if you can find a solution to
  problem 3 on the board.
• Both state specific desired actions.

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Strategies for Students who misbehave for
attention (Cont.)

• Strategy 3 Legitimize the Behavior
• Create a lesson from misbehavior (science project
  on spitballs)
• Go the Distance (Ask students to stay after bell
  to repeat an undesired behavior over and over)
• Have class join in (Class, say, pick up your
  pencil.
• Use a diminishing Quota (how many times the
  student is allowed to perform a misbehavior goes
  down each day)

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Strategies for Students who misbehave for
attention (Cont.)

• Strategy 4 Do the Unexpected
• Turn out lights
• Play musical sound
• Lower your voice
• Change your voice
• Talk to the wall
• Use one-liners
• Cease teaching temporarily non-verbal message,
  sit down, pick up book.

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Strategies for Students who misbehave for
attention (Cont.)

• Strategy 5 Distract the Student
• Ask a direct question
• Ask a favor
• Give choices
• Change the activity

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Strategies for Students who misbehave for
attention (Cont.)

• Strategy 6 Notice Appropriate Behavior
• (Many students will be satisfied with 2 seconds
  of our time)
• Use proximity praise
• Use compliance praise
• Make recordings
• Give a standing ovation

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Strategies for Students who misbehave for
attention (Cont.)

• Strategy 7 Move the Student
• Change the students seat
• Use the thinking Chair for elementary (quiet
  area of room)

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• Avoiding And Defusing Confrontations

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Guidelines for Avoiding and Defusing
Confrontations

• Guideline 1 Focus on the Behavior, Not the
  Student
• Describe behavior, dont evaluate (subjective
  terms bad, wrong, or stupid)
• Deal with the moment References to the past or
  future lock the student and us into thinking the
  misbehavior is part of an unalterable pattern.
• Be firm friendly

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Guidelines for Avoiding and Defusing
Confrontations (cont.)

• Guideline 2 Take Charge of Negative Emotions
• Control Negative Emotions
• Release Negative Emotions (jogging, yelling in
  your car-windows up!)
• Guideline 3 Avoid Escalating the Situation
• Dont come unglued!!
• Do NOT make assumptions, throw temper tantrums,
  hold grudges, or humiliate.

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Guidelines for Avoiding and Defusing
Confrontations (cont.)

• Guideline 4 Discuss Misbehavior Later
• After everyone has clamed down
• Focus on the act, not actor
• Guideline 5 Allow Student to Save Face
• Some students want to run the show
• By insisting that students do things our way, we
  risk provoking a new confrontation

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Helping Students ContributeApathetic
StudentsSatisfy The Need To Be Needed
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Strategies to Help Students Contribute

• Strategy 1 Encourage Students Contributions to
  the class
• Involve students in building the learning
  environment
• Invite students help with daily tasks
• Request students curriculum choices
• Designate class liaisons
• Appoint reporters
• Delegate responsibility for specific functions

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Strategies to Help Students Contribute (cont.)

• Strategy 2 Encourage Students Contributions to
  the School
• Appoint Area Monitors
• Create a Three C Committee-Built on High
  Self-Esteem
• Schedule Work Service Periods
• Establish a Crime Watch Patrol

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Strategies to Help Students Contribute (cont.)

• Strategy 3 Encourage Students Contributions to
  the Community
• Adopt a Health Care Center
• Adopt a Zoo Animal
• Contribute to Community Drives
• Promote Volunteerism
• Acknowledge Random Acts of Kindness
• Strategy 4 Encourage Students to Work to Protect
  Environment
• Take Part in Recycling and Antilitter Campaigns

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Strategies to Help Students Contribute (cont.)

• Strategy 5 Encourage Students to Help Other
  Students
• Circle of Friends
• Peer Tutoring
• Peer Counseling
• Peer Mediation
• Peer Recognition (Applause, positive statements)

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• Information taken from
• Linda Albert, Ph. D. Cooperative Discipline
  Teachers Handbook (Circle Pines, Minnesota AGS
  Publishing, 2003)