Classroom behavior issues are often the most frightening to future and beginning teachers. After reading Chapter 15 Responding to Student Behavior select one of the following learning objectives to respond to:
1. Outline strategies for promoting positive behavior and preventing misbehavior with groups of students, including students with special needs.
2. Explain simple techniques for responding to individual student misbehavior.
3. Describe the purpose of a functional behavior assessment and its steps for deciding how to respond to chronic, inappropriate student behavior.
4. Outline systematic approaches for increasing individual students' positive behaviors and decreasing their negative behaviors.
5. Identify how to help students manage their own behavior.
6. Articulate your own beliefs regarding your responsibilities for addressing student behavior in positive ways and describe how your beliefs may influence student actions.
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Identify how to help students manage their own behavior.
ReplyDeleteWhen trying to manage a students surface behaviors you must remember to treat minor and major problems in ways that will not cause a problem later. For there may be a strong negative problem if a teacher treats a minor problem badly.
Ways in avoiding problems such as this are ignoring minor incidents or using humor.
These are however to be used for minor misbehavior's for they are unlikely to resolve major problems.
Sometimes using some of these tips can still result in a problem. Teachers should try and change the subject to keep the student or students from talking back.
As a teacher we should also keep in mind that we may discover someone disrupting the class and try and get them to stop. However the problem may continue to occur if we don't know where the problem is starting. We must get to the root of the problem before punishing students for their behaviors.
A good behavior intervention plan are modifying physical or instructional arrangement of the classroom, changing rules such as letting students ask questions to their peers about a lesson, altering consequences, teaching alternative behaviors to students, and modifying curricular materials.
2. Explain simple techniques for responding to individual student misbehavior.
ReplyDeleteAs a future teacher, I will sometimes be faced with the dilemma of how to respond to inappropriate behaviors that students display. According to the text book, there are simple stategies that are suited for responding to misbehaviors, which will help me deal with problem behaviors as soon as they occur.
A few strategies include:
1. Planned ignoring- Sometimes as a teacher it is best to ignore the problem if a student's behavior does not harm anyone. It is important to recognize the problem and give student attention for appropriate behaviors.
2. Proximity control- As a teacher, sometimes by just moving closer to the misbehaved student will resolve the problem. If the behavior continues, a different technique should be used.
3. Support from routine- Creating structure in the room can help eliminate discipline problems.(display the schedule or use clear patterns for classroom activities)
4. Removing seductive objects- Teachers should hold on the items that are distracting to students such as pens that light up. Some objects should be hidden/placed in the closet that become a focus for misbehavior. (example-costumes that will be worn for a play)
5. Antiseptic bouncing- This is when the teacher signals that a bad behavior is about to occur. (example-when student arrives mad) The teacher should allow the student to calm down. An example is to allow the student to sit in a quiet area or have him/her step outside the room to reduce tension.
1. Outline strategies for promoting positive behavior and preventing misbehavior with groups of students, including students with special needs.
ReplyDeleteStrategies for promoting positive behavior and preventing misbehavior with groups of students, including students with special needs include:
1. Token Economy- a system in which students earn “money” that they exchange for rewards.
a. Identify behaviors for which students can earn credit
b. Decide on classroom currency
c. Assign a value to each target behavior
d. Decide on privileges or rewards
e. Assign purchase prices to the rewards
f. Explain the economy to students
g. Establish a routine for exchanging currency for rewards
2. Class meetings with an emphasis on rewarding appropriate behavior
a. Builds sense of community in the classroom
3. Use minimum interventions
a. Responding to minor misbehaviors may cause students to misbehave
b. Catch them being good- acknowledge good behavior
c. Make high-probability requests first
d. Use grouping strategies.
2. Explain simple techniques for responding to individual student misbehavior.
ReplyDeleteFirst of all there are three steps to teaching a CBM, Cognitive Behavior Management, strategies to students:
1. Discuss the strategy with the student and present a rationale for its use.
2. Model for the student what you expect.
3. Provide practice and feedback.
There are also two CBM strategies commonly used to teach students how to manage their behavior, and they are self-monitoring and self-reinforcement.
Self-monitoring is when students learn to monitor and record their own behavior. For example, use tallies to show how many assignments they completed that day or a tally to show how many times the student left their seat without permission.
Self-reinforcement is often used with self-monitoring. Students self-evaluate and then judge whether they have earned a reward. For instance, the book talks about Eric and how he awarded himself three points for a high self-monitoring score, two points for an average score, and no points for a low score. When he gets up to 20 points, he chooses a reward from his personal reinforcement menu. The teacher periodically checks his self-evaluation and self-reinforcement.
Also, have the students make a list of rules for their classroom instead of the teacher only making the rules.
Explain simple techniques for responding to individual student misbehavior?
ReplyDeleteFor some students the steps you take to creat a positive and productive learning environment may not succeed in eliminating behavior problems. Some suggestions or techniques for repsonding to such behaviour include using minimum interventions. Often times, misbehavior is a result of a child's need for attention. Sometimes teachers are inadvertently the contributors to their students misbehavior. A few techniques to manage a students' surface behaviors are;
1. Planned ignoring-Pick your battles is a technique I use with my own chldren. If a student's behavior doesn't harm others, ignore it.
2. Signal interference-use nonverbals signals, such as eye contact and gestures. Reward students for responding.
3. Proximity control-Sometimes moving closer to the student exhibiting misbehavior will work.
4. Interest boosting-If a student is losing interest, refocus their attention.
5.Tension reduction through humor-Used with minor misbehavior. Ex: A student throws a notebook in frustration, instead of scolding the student perhaps say two points.
6. Hurdle help-Some students may have difficulty beginning a task, help them over the hurdle and assist them in getting started.
7. Support from routine-creating structure and overt misbehaviour.
8. Direct appeal to valued areas-Find something that is meaningful to the student
9. Removing seductive objects-remove objects that the student has brought from home or other distractions that prevent the student from displaying appropriate classroom behavior.
10. Antiseptic bouncing-When behavior is becoming an issue consider giving the student the opportunity to move in a quiet corner of the classroom. Doing so will help some students calm down and avoid trouble.
I like the humor approach which is often an approach I utilize with my own children. It takes away the tension of the situation. Obviously, I am only human and there will be times when I do not use the correct approach to modify the misbehavior but the suggestions provided are excellent approaches to correct misbehavior.
The learning objective that I chose to respond to is to explain simple techniques for responding to individual student misbehavior.
ReplyDeleteEvery teacher is going to have at least one but most likely more than one student who misbehaves.
Some of the strategies for dealing with this are
-planned ignoring, where the teacher does not make big deal out of minor problems or issues.
-signal interference, where the teacher uses hand gestures and eye contact
-proximity control, where the teacher will move next to the student who is causing the problem
-interest boosting, where the teacher refocuses the student who is losing interest
-tension reduction through humor, where the teacher tries to ease up a minor situation instead of punishing
-hurdle help, where the teacher helps the student get started on a certain task that they may have problems starting on their own
-support from routine, where the teacher creates structure in the room
-direct appeal to valued areas, where the teacher finds a subject that is meaningful to the student
-removing seductive objects, where the teacher makes sure distracting objects are put away, out of reach and sight of the students
-antiseptic bouncing, where the teacher allows a student to calm down if they seem upset or ornery.
All of these techniques are indeed simple yet very beneficial in a classroom.
1. Outline strategies for promoting positive behavior and preventing misbehavior with groups of students, including students with special needs.
ReplyDeleteSome strategies for promoting positive behavior would be to encourage your students to listen and behave well for you. If you let them know that inappropriate behavior is not accepted, then they will not try it with you. As a teacher, if you have clearly defined outcomes of negative behavior then the students will know what will happen, and they will probably not behave badly for you. Let your students know that it is a privilege to work in groups and if they are not able to handle group work, then you will no longer have them do it. Also as a teacher, if some behavior is not disruptive then I will just ignore it because then the student sees that they are not getting attention for it, and will stop. Students will special needs, usually follow what other students are doing, so if the rest of your classroom is behaving, so will they. I like the token economy, where my students will earn money that they can then exchange for rewards. If you identify behaviors that students are able to earn credit for, they will be great for you. There should be privileges and rewards, which is a great technique for students. Do not intervene all of the time, then when students do something wrong they will expect you to be right there. Another great technique is encouraging positive behavior. With children with special needs, if they are complimented on the good behavior, they will continue with that.
I will be blogging about how to help students manage their own behavior.
ReplyDeleteThe main goal of having them manage thier own behavior is to promote student independence. A way to do this is by cognitive behavior management. With this strategy, they are taught to monitor their behavior and judgements and its appropriateness and change it as needed. There are two areas of cognitive behavior management: Self-monitoring and Self-reinforcement.
Self-monitoring teaches students to monitor and record their own behavior. They can keep a daily tally of their completed assignments or they can also tally up how many times they've misbehaved.
The other area of cognitive behavior management is self-reinforcement. The students can self-evaluate and judge whether they've earned a reward. When they accumulate so many points, they can receive a reward from the teacher. For instance, they can be allowed to work on their favorite activity. They may also be allowed to receive a bonus point for accurately assessing their own behavior.
With teaching these strategies, there are three major steps:
1. Discuss the strategy with the students and provide a rationale for its use.
2. Model for the students what you expect. You can use role-playing or an old sample.
3. Provide practice and feedback. This step can be enhanced by helping students develop a personal reinforcement menu so that their rewards will be meaningful.
I think this is definitely a strategy I will use in my classroom. This strategy will ensure independence, responsibility and great classroom behavior.
1. Outline strategies for promoting positive behavior and preventing misbehavior with groups of students, including students with special needs.
ReplyDeleteWhen promoting positive behavior and preventing misbehavior, having control of a classroom will help minimizes the stress level for students and teacher. Creating a caring environment and establishing positive communication is a good step towards promoting a thoughtful and kind classroom climate.
Communicating, whether it’s finding time to speak to students individually, writing positive comments on their paper, asking caring questions, and listening with a kind ear will help gain trust and respect between students and teacher. Establishing a few classroom rules that are positive will help set a clear example of classroom expectations. Having a routine that students can understand an follow will help eliminate misbehavior. A Peer-Mediated approach will allow students to participate in a classroom discussion about classroom discipline. Having these classroom discussions and whole group participation can help each child monitor their behavior and others behaviors too.
A token economy allows children to purchase privileges which will encourage a supportive community. For a child with special needs, following the INCLUDE model is helpful. The INCLUDE steps can help with addressing and assessing different behavioral problems and positive techniques for a child who has special needs. Children with special needs do need a lot of positive reinforcement and should be included in these strategies.
Responding to strongly to a minor misbehavior can climax the situation, so using a minimum Intervention such as giving a student with or without disabilities choices can help. Rewarding good behavior is a good way to encourage good behavior in children. Redirecting student’s attention to by using good behavior is helpful. Giving a high five, asking a question, or giving a hand shake can be useful in redirecting bad behavior in certain situations. Addressing every bad behavior can increase tension and stress levels in a classroom, so managing surface behaviors can help. By choosing to ignore minor incidents in some areas will help eliminate that tension, allowing teachers can focus on major problems. This will also give children the chance to fix these minor behavior problems themselves. All of these different ideas and strategies will help maximize teacher instruction and create a positive and safe learning environment.
Explain simple techniques for responding to individual student misbehavior.
ReplyDeleteSignal interference—communicating with students in nonverbal ways such as putting finger to lips to signal silence.
Interest boosting—refocusing attention by asking questions about the student’s personal progress
Tension reduction through humor – joking about a situation without embarrassing or criticizing the student
Hurdle help – helping a student get started by working through the first example; then, prompting when needed
Direct appeal to valued areas – identifying the value of an assignment by relating it to a topic of interest
2. Every teacher has a student who seems to have the worst behavior issues. There are a few simple things that they can do to try and ease the problem.
ReplyDelete- First, planned ignoring. If a student is causing a minor problem just ignore them because they may be doing it to get attention. This is like "picking your battles".
- Second, signal inferences. The teacher has a hand gesture that signals for the student to stop what they are doing. The teacher should also be sure to make eye contact with the student.
- Third, proximity control. The teacher may sometimes have to sit with the student until they decide to behave correctly.
- Forth, interest boosting. This is where a teacher redirects a student’s attention when they begin to loose interest in a subject. This could be something as easy as asking them a question on the subject.
- Fifth, tension reduction through humor. The teacher will try to defuse a minor situation by making light instead of punishing.
- Sixth, hurdle help. Sometimes, the reason that a student acts out is because they do not understand something. When a student looks like they are having trouble starting an assignment, the teacher can sit by them and give them some help getting started. If they understand they are less likely to be a problem.
- Seventh, support from routine. All student need to know what to expect for a day. Having structure in a classroom and really make a behavioral difference.
- Eighth, direct appeal though valued areas. Ask the student what they want to learn about and they will be more willing to learn the subject.
- Ninth, removing seductive object. All children can be easily distracted by something that is new to them. If a student has an object in the room or on their desks that is new, remove it so they will not be tempted to look/play with it.
- Tenth, antiseptic bouncing. Teachers need to give students who seem upset time to calm down. If a student is having a problem and they are yelling or crying having other students talk about the problem can just make the situation worse. By removing the student, you give them time and don't distract the rest of the class.
5) Identify how to help students manage their own behavior.
ReplyDeleteCognitive behavior management (CBM) focuses not only on teaching a skill but teaching individuals to recognize when they are performing the skill and reward themselves when they do. CBM is based on belief in the interactive, reciprocal nature of cognition, feelings and behavior or thinking, feeling and doing. It teaches a process of self-regulation that takes time and effort on the part of both teacher and individual. CBM is different from traditional behavior management programs in that the person responsible for monitoring progress and reinforcing target behaviors gradually shifts from the teacher or parent to the individual. Students can use self-monitoring and self-reinforcements. Self-monitoring requires students to become aware of their behavior and make a tangible mark to keep track of it. Self-reinforcement requires students to administer a positive or negative consequence to themselves.
When teaching CBM strategy to a student with special needs involves three main steps:
1. Discuss the strategy with the student and present a rationale for its use.
2. Model for the students what you expect.
3. Provide practice and feedback.
When trying to manage a students surface behaviors you must remember to treat minor and major problems in ways that will not cause a problem later. For there may be a strong negative problem if a teacher treats a minor problem badly.
Ways in avoiding problems such as this are ignoring minor incidents or using humor.
These are however to be used for minor misbehavior's for they are unlikely to resolve major problems. Sometimes using some of these tips can still result in a problem. Teachers should try and change the subject to keep the student or students from talking back. A beneficial strategy that may be helpful is using behavior contracts in your classroom, which is an agreement between the teacher and the student that clearly specifies the expectations for the student, the rewards for meeting those expectations, the consequences of not meeting them, and the timeframe for which the agreement is valid. Using behavior contracts is one straightforward way to apply the strategies for increasing and decreasing behavior.
5. Identify how to help students manage their own behavior.
ReplyDeleteHaving students take an active role in their behavior is important because it promotes student independence. One of the ways to help students manage their own behavior is through cognitive behavior management. Through this, students are taught to monitor their own behavior, make judgments about its appropriateness, and change as needed. There are two main parts that go with cognitive behavior management. One of the ways is through self-monitoring. Self-monitoring can help a student with things like keeping track of their own assignment status, or even keeping track of how many times he/she left his/her desk without asking. The other way is through self-reinforcement, which is used will self-monitoring. With self-reinforcement, students self-evaluate and then judge whether they have earned a reward.
There are three main steps in teaching cognitive behavior management to students with special needs. One way is to discuss the strategy with the student and present a rational for its use. Another way is to model for the students what you expect. The third way is to provide practice and feedback. For this, a teacher can reward his/her student for correctly using a strategy. Cognitive behavior is a useful and long-term way for some students.
3. Describe the purpose of a functional behavior assessment and its steps for deciding how to respond to chronic, inappropriate student behavior.
ReplyDeleteFunctional Based Assessments or FBA help determine what is causing the undesirable behavior so that it can not only be mitigated, but understood as well.
Functions of the behavior need to be identified in order to modify it in a positive manner. There are Seven Steps to FBA’s
1. Verify the seriousness of the problem
2. Define the problem behavior in concrete terms
3. Collect data to better understand the behavior
4. Analyze the data and form hypothesis about function
5. Develop a behavior intervention plan or BIP
6. Implement the plan and gather data on the impact of the implemented plan
7. Monitor intervention effectiveness and proceed to appropriate next actions when plan calls for it
By following these steps, not only will you help the student modify the undesirable behavior at school, but possibly uncover an underlying problem that could be causing more serious psychological damage to the child. Often misbehavior is a cry for help or attention.
Explain simple techniques for responding to individual student misbehavior
ReplyDeleteUse Minimum Intervention- teachers may respond too strongly to slight misbehavior, which makes the behavior problem even worse. Sometimes students may also be acting out for attention, so ignoring minor things may reduce more serious behaviors.
Catch Them Being Good- Acknowledge and reward the student when he/she is meeting the classroom behavior expectations. This lets the individual feel good about themselves, while the rest of the class knows the expectations as well.
Make High-Probability Requests first- Ask students to do things that you know they will comply with before you ask them what you need them to comply with, which may usually cause a problem for the student or may be something they do not necessarily want to do.
Use Grouping Strategies- Place students who misbehave with students who are well behaved and can role model good behavior. Place the misbehaved students with students who will not make fun or encourage misbehavior.
2. Explain simple techniques for responding to individual student misbehavior.
ReplyDeleteThere are some simple techniques when it comes to responding to individual student misbehavior, both minor and serious. Responding to individual student misbehavior is the second thing you want to try after addressing the whole class on behavioral issues.
The first thing to remember is to use minimal interventions. It is easy to interfere with student’s misbehavior or to respond too strongly to minor misbehaviors. Doing simple things such as giving choices when to complete a task will help the student to choose one of the tasks instead of refusing to do the only task you assign to him. Another example would be when a student uses profanity. Sometimes if you reprimand the student every single time they say a cuss word, it may only provoke him or her to continue the bad language. If you ignore the occasional profanity, the student may use it less due to the lack of attention from it.
There are three different techniques of minimal intervention that teachers can use to address individual behaviors in students. The first one is “catch ‘em being good.” The thought behind that one is to speak up when the student has done what they are suppose to without even being told. For example, in the morning when the student comes into the class and puts his/her things away and sits down at their desk ready to go for the day, you tell him/her, “I am glad to see you put all your things away and are prepared for the day to start!” That individual comment to the student will not be too much to embarrass them and it will also show the other students in the classroom that they can do the same thing and get a verbal reward as well. The second technique is to make high-probability requests first. This technique is especially great with student who may have a disability or have trouble going from one activity to the next. In the book, they gave a really good example of a student with autism. What they suggested with such a student is to have them do little tasks that help him along in going from activity to the next. Do things like first asking for a high five, then ask him his address that he is learning, then, ask him to shake hands with another student, and finally ask the final request that leads him into the next activity. The third technique is grouping strategies. When you have a student who misbehaves, that student will likely look to group up with others who misbehave as well. If you place such a student with those who usually do not misbehave, they will more than likely reduce their behavioral tendencies. This strategy can also work for those students who have need social skills. A quiet, shy student may open up more when placed with a group of students who are very social, outgoing, and sometimes even chatty.
There is one more technique that is beneficial to dealing with individual student behavior. This technique is managing students’ surface behavior. Basically, this means that when a student does something that is very minor, it is best to ignore it or use humor for the whole class so no student is feeling uneasy about the misbehaving student. Sometimes, teachers respond to minor misbehaviors too strongly and inappropriately and that can often escalade the student’s behavior and turn it into a serious misbehavior instead of a minor one. However, sometimes that strategy does not work either for a student. In that case, it is best to come up with a different method of action. Don’t be afraid to ask your fellow teachers for suggestions as well.
Those techniques outline the ways you can deal with minor misbehavior issues. If these do not work it may be in the best interest of the class that you try using the INCLUDE strategy to pinpoint the root of the behavior and what triggers it as well.
2. Explain simple techniques for responding to individual student misbehavior.
ReplyDelete-Use minimum interventions- Sometimes teachers contribute unintentionally but significantly to tsutdent misbehavior. They do this by inadvertently bringing out negative student behaviors and responding too strongly to minor misbehaviors, actions that sometimes cause students to misbehave more.
-Catch them being good- When a student is behaving according to expectations, you acknowledge and reward the behavior.
-Make high-probability requests first- Make several simple requests the student is likely to complete prior to making the targeted request.
-Use grouping strategies- By putting a highly disruptive student with a student who isnt near as disruptive will likely decrease the inappropriate behavior. Just keep this in your mind as you are grouping your students.
5. Identify how to help students manage their own behavior.
ReplyDeleteAs a teacher, I can help students monitor their own behavior by teaching cognitive behavior management strategies (CBM). In CBM, students will learn to monitor their own behavior, make judgments about the appropriateness of their behavior, and change it as needed. Students will do this through self-monitoring and self-reinforcement.
In self-monitoring, students will monitor and record their own behavior. Students will record things like how many assignments they completed and their nonacademic behaviors. In self-reinforcement, students will evaluate their behavior and then decide if their behavior deserves a reward. It’s important for the teacher to check students evaluations of themselves, and then students can be rewarded for accurate self-evaluations.
Explain simple techniques for responding to individual student misbehavior.
ReplyDelete1.Use minimal intervention - Responding to negatively to minor problems can cause students to act out more.
2.Catch them being good - Acknowledge and reward students for modeling good behavior
3.Make high-probability requests first - Make requests that students aer able to readily complete before making the priority request.
4.Use grouping strategies - Seating children who are highly disruptive with students who are less disruptive will reduce behavior problems.
2. Explain simple techniques for responding to individual student misbehavior.
ReplyDeleteSome positive ways that you can respond to minor individual behaviors are: use minimum interventions and manage students’ surface behaviors. When using minimum interventions for example, when you want your students to begin their work rather than ordering them to do their assignment and then receiving refusal, offer them the option of choosing which assignment they would like to begin with. When a student is reprimanded for using profanity rather than reprimanding them, simply ignoring them may lessen the attention they are receiving and they may choose to stop using said language. There is a list of strategies that you can use to manage students’ surface behaviors.
1. Planned ignoring. You could choose to ignore the students bad behavior of you think it will cause no student any harm and then reward them with attention for their good behaviors. They may choose to act good if they notice that they receive more attention this way.
2. Signal interference. Communicate to your students with non-verbal signals for their surface behaviors such as putting your finger to your lips when you want them to be quiet. Reward them with verbal signals such as take out your books. They are more likely to carry out your requests more promptly.
3. Proximity control. Sometime simply moving closer to the misbehaving student may solve the problem. If this technique does not work then another technique should be used.
4. Interest boosting. If as student is losing interest in an activity or subject ask them questions about their progress or focus on their work and this may regain their attention.
5. Tension reduction through humor. For some minor misbehaviors your best response may be humor. Rather than scolding a student for getting upset make it funny without embarrassing them.
6. Hurdle help. For some students, beginning an assignment may be overwhelming and they may choose to not do it or act out as a result. You could help them begin by guiding their thinking and asking questions to guide them.
7. Support from routine. Creating more structure in a classroom may avert discipline problems. Many students feel calm when they know what is going to happen.
8. Direct appeal to valued areas. Identify meaningful context to assigned work so that the students can see their work as relevant.
9. Removing seductive objects. When students bring distracting objects to school it is the teacher’s best bet to take it from them and keep it until the end of the school day and inform the student that they should not bring it to class again.
10. Antiseptic bouncing. When behavior is starting to become an issue or you see signals that a behavior problem is going to occur, allow the student time in a quiet corner or to step outside to reduce tension.