Even with strategies aimed at preventing misbehavior, there will likely be misbehavior in the classroom. A conflict resolution model. Ignore or minimize minor problems instead of disrupting the class. Verbal cues can be as simple as saying the child’s name. I will have to choose other responses when there is serious misbehavior as described in my school's rules and policies. Three strategies to use are verbal and visual cues, increased teacher proximity, and logical consequences. Suppose, for example, that a certain student has a habit of choosing quiet seat-work times to sharpen her pencil. If a student who is usually quiet during class happens to whisper to a neighbor once in awhile, it is probably less disruptive and just as effective to ignore the infraction than to respond to it. If a student speaks rudely to the teacher, a consequence may be that the teacher does not respond to the comment, or simply reminds the student to speak courteously. The teacher sends a misbehaving student to a neighboring classroom for 10 minutes, where the student is to sit alone and complete classwork. Secondly, students need to be given opportunities for self-regulation and correcting their own behavior rather than having an external force (the teacher) guide all of their actions. Having her miss recess would be irrelevant. Better Than Carrots or Sticks (2015) presents a great continuum of interventions from least intrusive to most intrusive, which should be used depending on the seriousness of the situation. ENTRÉE 1: Classroom Environment: Physical Layout & Features ENTRÉE 2: Classroom Environment: Cultivating a Positive Classroom Community ENTRÉE 3: Classroom Expectations and Rules | ENTRÉE 4: Responding to Misbehavior Take a look back at Entrée 3 (Classroom Expectations and Rules) to see what my expectations and routines were for the students. In either case, whether natural or logical, the key features that make consequences work are (a) that they are appropriate to the misbehavior and (b) that the student understands the connection between the consequences and the original behavior. Responding too soon with solutions can shut down communication prematurely, and leave you with inaccurate impressions of the source or nature of the problem. In our class, when you don’t follow a rule, it’s my job to help you get back on track, fix any problems you caused, and learn to follow the rule next time. Notice, though, that natural and logical consequences do not always work; if they did, there would be no further need for management strategies! Each school year brings about excitement and anticipation: “Whose class will my child be in? As discussed in the definition of discipline, all actions towards misbehavior should allow for the acceptance of responsibility and the development of self-control. It’s not a big deal; it just means you need to check your behavior and get back on track. Conducting a self-evaluation of teaching style and instructional practices – as in the previous questions – may provide some insight into whether the behavior is related to the disability or is classroom based. Description: Though previously mentioned, it is worth noting again that the purpose of discipline is to encourage students toward greater self-control. (1970). In both examples ignoring the behavior may be wise because there is little danger of the behavior disrupting other students or of becoming more frequent. 8-9 year old with said behaviors, anything and everything triggers, physically violent with teachers. "When misbehavior is minor, the best responses are those that are low profile and noncoercive," (Savage & Savage, 2010, p. 157). Responding to Student Misbehavior . https://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=153, Focused on restoring positive relationships, Tend to reduce emotional pain and conflict, Tend to impose emotional pain or conflict, The comments should encourage the student to think about the effects of his or her actions on others—a strategy that in effect encourages the student to consider the ethical implications of the actions (Gibbs, 2003). Nonverbal “accents”: cultural differences in facial expressions of emotion. Because these problems develop over time, and because they may involve repeated disagreements, they can eventually become stressful for the teacher, the student, and any classmates who may be affected. Nonverbal communication in close relationships. 6. Apr 19, 2016 - Responsive Classroom is an evidence-based approach to teaching that focuses on the strong link between academic success and social-emotional learning (SEL). To do this well, however, we adults must hold on to empathy for the child who misbehaves while holding her accountable. About Responses Fundamental Components References "When misbehavior is minor, the best responses are those that are low profile and noncoercive," (Savage & Savage, 2010, p. 157). Reflecting On The Causes Of Misbehavior II. So far we have focused on preventing behaviors that are inappropriate or annoying. At present, there is no universal method of managing misbehavior in the classroom. When situations get heated in the classroom, my first goal is to de-escalate. They are likely to disappear (or extinguish, in behaviorist terms) simply if left alone. To achieve this, responses to misbehavior should: Stop the misbehavior and reestablish positive behavior as quickly as possible The class has learned meeting rules, and they also know that their teacher will sometimes direct them to change their seats if they’re beginning to misbehave. One highly effective strategy that puts a stop to the behavior, and helps students understand the effects of their actions, is logical consequences Instead of simply saying: “When you cut in line ahead of the other kids, that was not fair to them,” you can try saying, “How do you think the other kids feel when you cut in line ahead of them?”. Goals in Responding to Misbehavior The number one goal in responding to misbehavior is to stop it and get the student back on track to ensure learning and teaching to continues! Classrooms can be emotional places even though their primary purpose is to promote thinking rather than expression of feelings. Some misbehaviors may not be worth a response even if they are frequent, as long as they do not seem to bother others. (2003). Gaining a bit of distance from the negative feelings is exactly what those moments need, especially on the part of the teacher, the person with (presumably) the greatest maturity. Suppose, for example, that a cer… At present, there is no universal method of managing misbehavior in the classroom. Negative attention doesn’t help difficult students change their ways, but teachers can alter classroom dynamics through this exercise. Three response strategies that are especially effective when used before misbehavior escalates (and that also meet the other goals named above) are visual and verbal cues, increased teacher proximity, and logical consequences. Once Maria sits safely, the teacher’s staying nearby for a bit helps the child understand that she must continue to sit safely. Some misbehaviors may not be worth a response even if they are frequent, as long as they do not seem to bother others. Which one will help the child develop understanding and self-control? Is there a specific activity that precedes the defiant behavior? To Gregory and N.D. Required fields are marked *. The “owner” of the problem is the primary person who is troubled or bothered by it. 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