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Behavior Management in Schools
This document provides an overview of strategies for managing student behavior in the classroom. It begins by discussing foundational principles like maintaining a calm demeanor, showing students care, and consistency. It then examines classroom management styles and recommends a democratic approach. Specific in-class techniques are outlined, like using a rewards system. For out-of-class counseling, the document recommends establishing rapport, coordinating with parents, using behavior charts, and cognitive-behavioral strategies like identifying triggers and role-playing alternatives. It stresses adapting techniques to individual students and investigating underlying causes of misbehavior.
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Behavior Management in Schools
- 1. E. Kent RogersMS Mental Health Counseling
- 2. • Foundational PreventativePrinciples • Classroom Styles • In Class Behavioral Techniques –Whole-Class –Individual • Out of Class Session Methods • Beyond Behaviorism We will look at…
- 3.
- 4. Setting the Foundation Manybehavioral issues can be avoided through a carefully created classroom environment.
- 5. Remember the threeC’s: 1. Calm 2. Care 3. Consistency
- 6. 1. Calm Avoid displaysof anger Anger is not effective… Why?
- 7. • Shows emotionalweakness in teacher • Lowers student respect and affection for teacher • Creates atmosphere of insecurity in students • Students try to find security in taking control • Actually gives students sense of power over teacher
- 8. • Amplifies studentfeelings of hostility and rebellion • Classroom becomes “us verses teacher” • All of this amplifies stress of teacher and students alike (Mr. Rosto/Mr. Daum)
- 9. 2. Care Make sureyou care and show you care about the students.
- 10. Do people existfor the sake of products, or products for the sake of people?
- 11. • Students areprimary, knowledge secondary • In keeping concern for students primary, learning will happen more easily. • Imitation (Bandura’s Bobo) • Genuine response (Mr. B/Mr. Odhner)
- 12. • How toshow you care: 1. Smile 2. Greet 3. Handshake 4. Respect
- 13. • PRAISE OFTEN •Effort • Obedience • Orderliness • Progress • Kindness • Helpfulness • Social • Excellence Do you get praised at work? (Dr. D’Andrea; Dr. Mahadavi)
- 14. 3. Consistency 1. Setand express clear rules and limits 2. Set and express clear consequences for infractions 3. Post rules and limits in classroom 4. Have a clearly defined warning system
- 15. • When aconsequence is required, explain to student very clearly why • Give consequences for misbehavior consistently according to the pre-set rules and consequences • Give consequences immediately after misbehavior • Treat all students in the same way (Mr. A; Mrs. Steppon; Ms. Murr)
- 16. Lack of consistencyin inescapable punishment can result in learned helplessness . (Seligman and Maier; 1967) Inconsistent punishment leads to entrenched behavior, resistant to extinction (By Deur, Jan L.; Parke, Ross) Inconsistent reward, however, can lead to increased and consistent good behaviors that continue in the absence of reward. (So random punishment is bad, random reward is valuable)
- 17. In a bigschool… • Randomized homework check • Random class reward for good class work/behavior • Random public individual reward for good work/behavior
- 18. Classroom Styles • Threestyles of classroom management 1. Permissive 2. Authoritarian 3. Democratic
- 19. Permissive • Lack ofdiscipline • Students misbehave with little intervention • Leads to increasing disruption in classroom • Learning minimal
- 20. Results in… • Disregardand disrespect for teacher • Well-behaved students upset, may join disruption • Carry over into future • Cliques and bullying to fill authority vacuum • Insecurity • Momentum difficult to stop • Learned helplessness (K.R.; Ms. Freel)
- 21. Authoritarian • Rigid, uncompromising •Uninterested in students’ views and explanations • Harsh, arbitrary punishments for infractions • Cold or disdainful of students • May pick favorites • May require students to tattle on one another
- 22. Results in… • Causesresentment and hostility towards authorities • Hostile environment = Hate School • Teaches might makes right, bullying • Backlash: Defiance (Mr. A; Mr. Odorn; Mrs. Kutter)
- 23. Democratic • Concerned forstudents • Classroom rules drafted together • Consequences for infractions are explicitly stated • Teacher listens to all parties and adapts rules to situation
- 24. • Consequences: – Matchmisbehavior in severity – Meaningful to students – If possible, have relationship to infraction – Implemented fairly and consistently • Offers increasing levels of choice/freedom • Works to make learning creative and fun
- 25. Results in… • Betterlearning • More creativity • Increased initiative and leadership • Emotional security
- 26. Democratic Results cont. •Increased social skills/kindness • Increased assumption of responsibility • “I love school” • “I love my teachers” (Mr. B)
- 27. Understanding Students • Behaviordoes not arise out of a vacuum • We all are the composite of our upbringing, genetics, social influences, cultural norms etc. • When you look at a student you are looking at an entire society. (Charlie; Phil D)
- 28. Understanding Students cont. •Family turmoil – Parents fighting – Older siblings excluding, bullying – Joint family issues • Academic Pressure • Social Insecurity
- 29. • Changing Body •Brain development – “Adolescent brain is psychotic” • Because of body and knowledge developments, adolescents believe they are fully mentally mature, but are not
- 30. Understanding Students cont. •Many misbehaving students have a problem that is outside their immediate control – A physiological issue such as ADHD, LD, PDD or a mood disorder – Family problems – Poverty – Poor parenting at home – Lack of social skills, poor or no friends – Cultural issues such as being of a low caste or minority (Priyata)
- 31. • Understanding andcaring does not mean leniency, permissiveness
- 32.
- 33. Class-wide Techniques 1. Marblesin a Jar: – Good class b’vior, marbles in; poor b’vior, marbles out. – Full Jar = Reward (Positive Reinforcement) • Remember to somewhat randomize reward schedule
- 34. Leads to… • Createssense of team • Creates sense of pride • Creates sense of responsibility • Creates sense of agency • Promotes desired behavior
- 35. Class-wide Techniques cont. •Train class in a call-response after which they know to be silent; e.g. – Teacher:“One, two, three, eyes on me!” – Class: “One, two, eyes on you!” – Teacher: “Don’t talk to teacher; Don’t talk to friends” – Class: “Now is the time for si-lence.”
- 36. Leads to… • Makesquieting down into a fun game. (Operant: Positive Reinforcement) • Ritual enforces compliance (Classical Conditioning) • Whole class speaking in unison greatly raises chances of compliance—the whole class is in effect agreeing to be quiet. (Social Conformity)
- 37. On the SpotSteps for Compliance Progressive steps to obtain compliance: 1. Proximity 2. Eye contact 3. State required activity (do not request)
- 38. 4. Hand onshoulder 5. Allow seven seconds, then state again with consequence explained for failure to comply 6. Allow seven seconds and then implement consequence
- 39. How is thiseffective? • Reveals teacher’s self-discipline—not shouting • Reveals teacher to be powerful--can enforce expectations • Reveals teacher means business—not just words, but body is involved • Other students will take note of actions
- 40. Individualized In-Class Motivation •Climb a Tree / Hot Air Balloon.
- 41. • Positive Reinforcement(Going Up) • Negative Reinforcement (Going Down) • Positive Reinforcement (Reward) • Positive Reinforcement (Esteem) • Positive Reinforcement (Pride)
- 42. • In St.Xavier’s many student in each classroom, making this intervention difficult. An options is if you don’t have to reprimand a student in a day, the name goes up.
- 43. Out of ClassCounseling Strategies
- 44.
- 45. 1. Rapport. Withoutrapport, even excellent interventions will not work. Rapport is a relationship intentionally developed by the counselor in which the student feels safe with the counselor, trust in the counselor, understood and a sense of positive connection.
- 46. • More sothan in clinical settings, rapid behavioral change is expected in schools and contact time with the client (student) is less, so building rapport quickly is vital.
- 47. • To buildrapport rapidly: –Play doodle game –Play rock, paper scissors –Play guessing games –Ask about/discuss interests, games TV, movies, food etc
- 48. How to BuildRapport cont. –Share related stories –Get the students laughing –Be genuine (about who you are and that you care for both student and school) –Be ally, not school’s enforcer, yet be clear about objectives –Give a small candy after sessions
- 49. • Listen • Neutrality •Reserve disbelief • Show other sides • Remind of school expectations • Offer to talk to teacher Handling Problematic Students without breaching rapport
- 50. STEP TWO: ESTABLISH GOOD,ONGOING RELATIONSHIP WITH PARENTS
- 51. • Have initialand ongoing meetings • Consider home consequences • Assess each case • “Busy Book”/ “Communication Book” • Avoid “my bad book” with pictures etc. • Family coaching at times
- 52. STEP THREE: USE ABEHAVIOR CHART
- 53. Make a self-monitoringchart like this Monday Tuesday Wednesday Thursday Friday B’fore Break 3 1 After Break 2 2 After Lunch 2 1 Teach Sig. Mr. Rogers The goal is that students begin thinking about, monitoring and altering own behavior. For any ratings of one, review incident with the ABC’s (see below).
- 54. STEP FOUR: USE THEABC’S OF BEHAVIORISM
- 55. 1. Antecedent 2. Behavior 3.Consequence
- 56. Investigate Antecedents Antecedents include: •Emotionalstate (e.g. grumpy, excited) •Biological state (e.g. hungry, tired) •General env’ment (rowdy; Mrs. Thapa’s class) •Specific triggers (Anil tapped me with pencil) •Behavioral indicators (clenched teeth, fists, etc)
- 57. Review Behavior –Behavior: “Ihit Anil” • Helps form mental associations • Helps self-awareness • Helps develop self honesty
- 58. Review Consequences –Consequence include •Social: friend mad, other students look down • Disciplinary: had to see the principal • Home: Dad and Mom got mad, grounded me • Emotional: Felt guilty, angry • Reputational: Teachers think I’m bad • Self-perception: Feel like I’m no good
- 59.
- 60. • Brainstorm foralternative behavioral responses • Have student select a repertoire of new behavioral choices from the list.
- 61. STEP FIVE: ROLE-MODEL ANDREHEARSAL
- 62. • Recent • Actout as occurred. • Reverse roles and repeat • With roles still reversed, act out new • Repeat in opposite roles • Repeat this final step several times.
- 63. Rehearse four stepsof moving through upset • Identify trigger • “Life’s not fair” (deep breath) • “I Forgive and move on” • Apologize if required
- 64. STEP SIX: ESTABLISH REWARDSAND CONSEQUENCES
- 65. • Most peoplefind intrinsic reward in doing well and in getting along, but students with behavioral issues need extra incentive. • Find rewards for good behavior (a score of seven or higher per day on the chart) that are meaningful to student but not excessive.
- 66. •Find consequences forpoor behavior (any incident warranting a “1”) that is meaning- ful proportionate and quickly implementable. •Decide if it is best for teacher to reward/give negative consequence, counselor or a combination
- 67. Rewards and Punishmentsshould be: 1. Proportionate to behavior 2. Meaningful to the student 3. Have reference to the behavior issue if possible 4. Implemented immediately or as soon as possible 5. Punishments should be implemented consistently 6. Decided upon with student’s input 7. Delivered without display of emotion
- 68. STEP SEVEN: ASSESS, ADAPT,PHASE OUT
- 69. • Assess progressregularly • Adapt treatment plan if progress is absent • If progress has been achieved, phase out rewards so that behavior is maintained in the absence of concrete rewards
- 70. Different Contingency Plans •Group success—Group Reward • Individual success—Individual Reward • Individual Success—Group Reward • Group Success—Individual Reward
- 71.
- 72. • Studies thatinvestigated the most effective therapy style (psychoanalysis, behaviorism, client-centered, cognitive-behavioral etc.) have revealed that the only factor that influences positive outcome is rapport—in other words, a genuine and positive relationship between therapist and patient.
- 73. Behaviors don’t arisein a vacuum • Investigate family, personal past, medical issues, substance use/abuse, peer issues • Help student to develop better insight into why they may be behaving as they do based on findings.
- 74. Personality factors –Investigate attitudes,worldview and beliefs. Look for: • Unrealistic expectations of others • Lack of remorse/guilt • Failure to accept responsibility –Most difficult –Combination of honesty and care. –Help learn new ones
- 75. Cognitive Factors Investigate thoughts –Lookespecially for skewed perceptions indicated by words such as “always” “never” “hopeless” “nobody.” Also look for black/white thinking, catastrophising and negative prediction –Help student to adopt new, healthier thought patterns
- 76. Physiological Factors Remain alertto underlying physiological and emotional factors such as ADHD, LD, PDD, Depression, Anxiety and other Autism spectrum disorders, etc. • What about “labeling?”
- 77. Meditation With behaviorally distrubedstudents ages 8-11, it was found that Benson's meditative‐relaxation technique reduced disruptive behaviors significantly more than a control group who merely relaxed during the same daily 20 minute sessions. Redfering & Bowman (2009)