Chapter+7-10

Chapter 7: Maintaining Appropriate Student Behavior
As this chapter opens, the authors point out that simply establishing proper routines and procedures at the beginning of the year will not maintain appropriate student behavior. The teacher must prevent and handle inappropriate behavior as it arises throughout the school year. There are 4 important guidelines to follow:

1. Monitor student behavior and academic progress carefully.

The two categories of behavior that are important to monitor are student involvement in learning activities and student compliance with classroom rules and procedures.

It is important that the teacher is in a position to physically monitor all areas of the classroom. Turning one's back to the class or sitting where there is poor visibility is inviting a problem because it disengages the student from your presence. Move throughout the classroom often and do not teach from your desk.

2. Be consistent in the use of procedures, rules, and consequences.

Consistence means expecting the same behavior during a particular activity at all times and from all students. Procedures, expectations, and consequences need to be consistent and fairly applied.

If necessary, stop and reteach a procedure or review an expectation. Do not be afraid to modify procedures or consequences if necessary.

3. Deal with inappropriate behavior promptly.

"Inappropriate behavior must be handled promptly to keep if from continuing and spreading." Inappropriate behavior should be dealt with directly but without overreacting.

Four ways to manage inappropriate behavior:

1. Make eye contact with and move closer to the student. Use a signal to prompt appropriate behavior. 2. Remind an off-task student of the appropriate behavior. 3. Redirect an off-task student back to the task at hand. Check soon to ensure the student has remained on task. 4. Ask or tell the student to stop the inappropriate behavior. Monitor.

4. Build a positive climate with an emphasis on reinforcing appropriate behavior.

"[It is important to keep] a positive perspective and avoid over-dwelling on misbehavior or inadequacies. Sometimes teachers get caught in the trap of seeing only faults and problems and overlooking the better features of students' behavior."

It is important that the climate for learning be positive. "Teachers can foster such a climate by communicating positive expectations to students, by praising good performance, and, at times, by using additional rewards."

Communicating expectations:

- Identify and discuss appropriate instructional goals - Insist that students complete work satisfactorily - Refuse to accept excuses for poor work - Communicate acceptance of imperfect initial performance when students struggle to learn a new concept - Convey confidence in the students' abilities - Display a "can do" attitude - Avoid comparative evaluations

"A positive climate for learning is also created by appropriate praise...The most powerful type of praise provides the student with information about which aspect of performance is praiseworthy and also demonstrates that the teacher is impressed with the quality of the student's work."

__Improving Class Climate through Incentives and Rewards__

//Rewards need to target desirable behaviors and should not be too easy to achieve. If they are too easy, they lose their motivational benefit.//

Rewards can include recognition, activities, and symbols. They may also include material incentives.

Caution: Do not convey a negative message through the use of rewards. If students come to believe that a task has no value other than to receive a reward, it will, indeed, have no value to them.

Chapter 8: Communication Skills for Teaching
This chapter opens with a discussion about what can happen when management strategies and skills //don't// work: there is a problem that must be "dealt with." Here's a great explanation for the chapter, conveniently provided by the authors: "We use the label //communication skills// for the set of strategies described in this chapter to emphasize that the approach focuses on communicating clearly and effectively with others to help bring about a change in their behavior, in their thinking, or in the situation that has caused the problem."

To become an effective communicator, three related skills are needed:

- Constructive assertiveness: describing your concerns clearly, insisting that misbehavior be corrected, and resisting coercion - Empathic reasoning: listening tot he student's perspective and reacting in ways that maintain a positive relationship - Problem solving: reaching mutually satisfactory resolutions to a problem; working with the student to develop a plan for change

__Constructive Assertiveness__

Assertiveness is the ability to stand up for one's legitimate rights in ways that help ensure that others cannot ignore or circumvent them. The adjective //constructive// means that the assertive teacher does not deride or attack the student.

The elements of assertiveness are: - A clear statement of the problem or issue - Unambiguous body language - Insistence on appropriate behavior and resolution of the problem

Assertiveness is not: - Hostile or aggressive - Argumentative - Inflexible

__Empathic Responding__

This skill shows that you are aware and accepting of the student's perspective, as well as willing to seek clarification of it when necessary.

Empathic responding complements constructive assertiveness.

__Problem Solving__

Steps in the problem solving process include (1) identifying the problem, (2) discussing alternative solutions, and (3) obtaining a commitment to try one of them.

It is important to give these skills time to work. //Students have developed these patterns of behavior over a (relatively) long period of time. Expecting them to vanish over the course of a day is not realistic.//

Chapter 9: Managing Problem Behaviors
This chapter presents information and strategies to help the teacher deal effectively with problems that will undoubtedly arise. The authors emphasize that this chapter's focus "is on problem behaviors rather than problem students." The introduction helps the teacher understand that behaviors that are problematic are oftentimes caused by outside (temporary) stressors such as abuse, death, illness, or other factors. These should always be considered and assistance offered to the student as appropriate.

__What is problem behavior?__

These broad categories are presented to help determine the appropriate courses of action.

Nonproblem: Brief events that are usually best ignored. The effort to react to them would consume too much energy, interrupt lessons constantly, and detract from a positive classroom environment.

Minor problem: Minor irritants that are brief in duration and limited to one or two students. They should be dealt with, but only to avoid persistence and a perception of inconsistency and undermining of the management system.

Major problem but limited in scope and effects: Ranges from minor problems that have grown to more serious violations of rules such as vandalism or hitting another student.

Escalating or spreading problem: Any minor problem that has become commonplace and thus constitutes a threat to order and the learning environment. These cause the management and instructional systems to break down and interfere with the momentum of class activities.

__Goals for managing problem behavior__

Short term: inappropriate behaviors cease and the students resume or begin appropriate behaviors.

Long term: preventing the problem from recurring.

Overall: avoiding negative side effects.

"The need for prompt reaction should not...deter us from evaluating the results of our efforts and from seeking alternative approaches, especially when our initial efforts do not meet with success."

__Management strategies__

Strategies range from unobtrusive to direct intervention.

//Before undertaking any attempt at "fixing the student," it is imperative that the teacher be certain that the problem does not lie with him or her. Is the material engaging, are the conditions appropriate for the task, would **you** act out if you had to do what they have to do?//

Minor interventions: - Nonverbal cues: eye contact or a light touch (that doesn't escalate the problem) - Get the activity moving: move through transitions quickly to avoid "dead" time - Use proximity: moving closer to the students; combine this with nonverbal cues - Redirect the behavior: remind students of appropriate behavior; this should be done privately if only one or two students are having a problem - Provide needed instruction: ensure the student knows how to accomplish the activity - Issue a brief desist: make direct eye contact and tell the student to stop the behavior - Give the student a choice: appropriate behavior or a consequence (//Never make a threat you're not willing to carry out--doing so will shred your credibility and render further efforts extremely difficult)// - Use an "I-message:" an I-message is a statement that describes the problem and its effects on the student, the teacher, or the class; it may also include a description of the feelings produced by the problem. The formula is as follows: //When you (state the problem, then (describe the effect), and I feel (state the emotion).//

Moderate interventions: - Withhold a privilege or desired activity: remove students from an activity that they abuse; do not allow a student to participate in an activity that they desire to be a part of. - Isolate or remove students: remove students from the main body of the class; if appropriate, students may be allowed to decide when they return ("When you have self control you may return to the activity"). This should not be used extensively as it may label a student as excludable or cause unnecessary resentment or anger. - Use a penalty: sometimes a small amount of repetitious work is required as payment for inappropriate behavior. Use caution as this may cause a negative attitude. //I'm not sure how this would work in the classroom.// - Assign detention: this is typically used as a deterrent for behavior that wastes time. Administering the punishment is the "down side" for the teacher. - Use a school-based consequence: //At EES this would be alternative placement (ISS).//

More extensive interventions: - Use a five-step intervention procedure Step 1: Use a nonverbal signal to cue the student to stop the inappropriate behavior. Step 2: If the behavior continues, as the student to follow the desired rule. Step 3: If the disruption continues, give the student a choice of stopping the behavior or choosing to develop a plan. Step 4: If the student still does not stop, require the the student move to a designated area in the room to write a plan Step 5: If the student refuses, send him or her to another office (e.g., the school office) to complete the plan

- Use the Reality Therapy Model Step 1: Establish involvement with the students. The students will be more willing to follow the teacher's guidance if they believe that the teacher is committed to them. Step 2: Focus on behavior. Avoid fixing blame; the first conference should be to determine what is happening. Step 3: The student must accept responsibility for the behavior. If, indeed, the student is responsible, he or she must acknowledge that the behavior is inappropriate as per accepted guidelines, rules, and procedures. Step 4: The student should evaluate the behavior. If this is difficult, the student may be asked questions such as, "How has this behavior helped or hurt you? Has it helped or hurt others?" This will help the student understand the need to change. Step 5: Develop a plan. The plan can be written as a contract if necessary. Step 6: The student must make a commitment to follow the plan. Clearly stated positive and negative consequences should be established. Step 7: Follow up and follow through. Only after several modifications to the plan have occurred should the student be taken to administration.

- Use Peer Mediation/Conflict Resolution

This approach requires students to negotiate through their own problems. To create an environment conducive to conflict resolution, teachers must: - Teach students to work together through cooperative learning activities - Allow students to practice dealing with controversy through the use of debate - Teach students negotiation and mediation skills such as communication strategies, viewing issues through different perspectives, and creating win/win scenarios

- Confer with a parent

It may be necessary to confer with a parent; this can be done face-to-face or over the telephone.

Key points: - Parents react best if they do not feel that they are being held responsible for their child's behavior - Use listening skills when working with parents - Be prepared with artifacts that illustrate the situation being discussed - Begin by discussing student strengths - Avoid "teacher talk" - If possible, have the student participate in the conference - Follow up

- Create a contract with the student

__Special Problems__

Tattling

To prevent tattling from occurring in the first place, it is imortant that you let students know what kinds of information they should and shouldn't report to you. Yes: students are hurt or in danger No: students are whispering or not doing their work Provide examples of tattling to the students - trying to get someone in trouble - trying to get someone else to solve a problem you could solve - trying to get help for someone else who could solve their own problem

Important: Do be sensitive to situations in which the student might really need support

Interventions: point out natural consequences of tattling, help student develop problem solving strategies

Rudeness Toward the Teacher

As this may trigger your own anger, be respectful and professional in your response.

- Inform the student that this is not acceptable behavior. If that is not effective, then - Confer with the student to find out if there is a reason for the behavior. If that is not effective, then - The student may need to be isolated until he or she agrees to acceptable behavior

Chronic Avoidance of Work

- This behavior can be minimized by a carefully planned accountability system. It is much easier to correct before the student gets too far behind in his or her work. - Verify that ability is not the problem. - Confer with student and parent. - Do not soften the consequences of repeated failure by awarding higher grades. This teaches the student to avoid responsibility.

Fighting

- In the event of a fight, first give a loud command to stop - If you feel it is safe to do so, separate the fighters - Follow school procedures - Talk with the children's parents before school gets out. //Let them hear your side first.// - Meet with the offenders and get each point of view before taking action.

Other Aggressive Behavior

- Generally, this is treated the same way as rudeness toward the teacher. - Help the student recognize ways to stay out of difficult situations that "set them off." - Help the student recognize that you are on his or her side--you're not against them.

Defiance or Hostility Toward the Teacher

- This is best dealt with privately and individually with the student--do not provide a platform for further hostility by engaging him or her publicly. - Listen to the student's point of view and remain objective. - Do not engage in a power struggle.

A Final Reminder: Think and Act Positively. Work to teach students appropriate behavior and maintain a positive relationship; you are on their side.

Chapter 10: Managing Special Groups
This chapter is designed to help the teacher develop the ability to manage a class comprised of students with diverse abilities and levels of achievement.

Always assess achievement when a student becomes part of the class--know the student's abilities early in the relationship.

Strategies for individual differences:

- Team teaching. Areas of consideration include - Coordination of schedules - Movement from one room to another - Reminding students what they are supposed to take with them - Rules and procedures - Maintaining responsibility for work

- Modifying whole-class instruction - Interactive instruction - Seating arrangements - Directions - Assignments

- Supplementary instruction - Coordinating times with other teachers is a consideration - Scheduling can be difficult - Ensure work is available and ready for drop-in students

- Individual instruction - This requires careful and continuous assessment, effective time management, sufficient resources, and teacher time for instruction and planning. - Transitions are critical. - Behavior must be monitored - Student responsibility for work must be fostered, encouraged, and maintained.