Some Strategies for Managing Routine Misbehavior

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Some Strategies for Managing Routine Misbehavior
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The Principle of least Intervention

• Teacher should correct misbehavior by using the
  simplest intervention that will work.
• Make sure its effective so it does not disrupt
  the lesson being taught to the other students.

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Prevention

• Easiest to deal with because it never occurs in
  the first place.
• Make classroom rules and procedures clear
• Teacher should keep students busy by giving them
  meaningful task thats at their learning level.

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Nonverbal Cues

• Eye contact, gestures, physical proximity, or
  touching can be used to let students know they
  need to get back on task without interrupting the
  lesson.

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Praising Behavior that is Incompatible with
Misbehavior

• Praise is a powerful motivator for many students.
• If certain behaviors is common in the classroom
  that you do not like, praise the certain behavior
  that you would like to see.

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Praising Other Students

• This helps get one student to behave by praising
  others for behaving correctly.

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Verbal Reminder

• The reminder should be given immediately after
  the student misbehaves delay reminders are
  usually ineffective.
• It should what the student should be doing, not
  dwelling on what they are doing wrong.

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Repeated Reminder

• Assertive Discipline or Broken Record can be
  used when students keep giving excuses on
  continuing the behavior that you dont approve
  of.
• This method is giving a clear, unhostile response
  to students misbehavior.

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Consequences

• When all previous steps have not been effective,
  the next step is to pose a choice for the
  student.
• It should be mildly unpleasant
• Short in duration
• Apply soon after the misbehavior occurs

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How Can Serious Behavior Be Prevented?
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Preventive Programs

• Create a safe and prosocial classroom and openly
  discuss risky behaviors and ways to avoid them
• Allow students to play prosocial roles such as
  tutors, volunteers, and leaders in groups

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Identifying Causes of Misbehavior

• Some students misbehave because they perceive the
  rewards for misbehaviors outweigh the reward for
  good behavior.

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Enforcing Rules and Practices

• Rules should be enforced firmly, but fair.
• Zero tolerance policies have been found to be
  counterproductive.

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Enforcing School Attendance

• Truancy and Delinquency are strongly related.
• When students are out of school, they are often
  in the community making trouble.
• Give rewards to students who have good
  attendance.
• Give consequences to students with poor
  attendance (of course with poor excuses for not
  attending)

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Check and Connect

• A model that has school-based monitors work
  with students, families, and school personnel to
  help improve the attendance and the engagement of
  students in school.

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Avoiding Tracking

• Low-tracking classes are ideal breeding grounds
  for antisocial delinquent peer groups.
• Behavioral and academic problems should be dealt
  with in the context of the regular class as much
  as possible.

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Practicing Intervention

• Classroom management strategies should be used to
  reduce inappropriate behavior before it escalates
  into delinquency.
• Improving students behavior and success in
  school can prevent delinquency.

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Requesting Family Involvement

• Involve the students home in any response to
  serious misbehavior
• When misbehavior occurs, parents or guardians
  should be notified.
• If misbehavior persist, family should be involve
  in establishing a program to help student
• Example Home-based reinforcement program, to
  coordinate home and school responses to
  misbehavior.

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Using Peer Mediation

• Students can be trained to serve as peer mediator
• Students who have problems with other students
  may be able to talk it out with a peer mediator
  instead of an adult for a resolution.
• Make sure to carefully train and monitor the peer
  mediators and make sure they are being effective.
• Be a guide for the peer mediator

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Applying Consequences

• In-school suspension, detention, and other
  penalties are effective
• It should be brief
• Avoid the use of suspension
• Suspension makes student fall behind in work.
• It also gives students time out of school (Most
  students dont think of this as a punishment. In
  fact they ENJOY IT!)

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The Impact of Time on Learning
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Time

• Allocated time is the time during which students
  have the opportunity to learn.
• Non-instructional time time devoted to
  activities such as recess, lunch, assemblies,
  moving between classes, etc.
• Instructional time time spent in class
• Engaged time is the time students spend actually
  learning.

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What the studies show

• Students are actively engaged between 28 to 60
  of allocated time.
• This means that anywhere from 40 to 72 of time
  is essentially lost.
• There is no relationship between allocated time
  and student achievement.
• There is a positive relationship between engaged
  time and student achievement

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Factors that Contribute to Engaged Time

• The amount of allocated time
• Learner Perseverance the amount of time a
  learner is willing to engage in a learning
  activity
• The learners ability to understand the lesson
• The quality of instruction

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Preventing Lost Time with Classroom Management

• Prevent late starts and early finishes.
• Make sure that students know the importance of
  starting on time and using all allocated time by
  not finishing early.
• Begin teaching at the start of class and do not
  stop before the end of the period.

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Preventing Lost Time with Classroom Management

• Prevent interruptions
• Postpone anything possible until after the lesson
• Create a system for handling routine procedures
• Minimize time spent on discipline
• Be proactive!

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Maximizing Time spent on Task

• Teach engaging and meaningful Lessons
• Be sure that lessons are appropriately matched to
  the students levels
• Maintain Momentum
• Avoid interruptions and slow-downs
• Overlapping a teachers ability to respond to
  behavior problems without interrupting a lesson

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Maximizing Time spent on Task

• Maintain Smoothness of Instruction
• Use transitions when changing topics or lessons
• Manage Transitions
• Give a clear signal to transition to which the
  students are aware of how to respond.
• Give clear directions on what to do when the
  signal is given.

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Maximizing Time spent on Task

• Maintain group focus during lessons
• Make sure that all students are staying involved
  in the lesson.
• Accountability the degree to which the teacher
  holds the children accountable and responsible
  for their task.
• Group alerting questioning strategies that are
  designed to keep all students alert during a
  lesson.

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Maximizing Time spent on Task

• KEEP STUDENTS MOTIVATED!
• When students are motivated, they will learn more
  than if they are not engaged.
• Motivated students have better attendance which
  means more time for learning.

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Maximizing Time spent on Task

• Plan, Plan, Plan
• Have materials ready for each lesson before
  school begins.
• Create thorough lesson plans.
• Be prepared to handle the unexpected.
• Have meaningful projects or problems for students
  who finish early.