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behaviourmanagement-150807220316-lva1-app6891.ppt
- 1. BEHAVIOUR MANAGEMENT BY:MS. RUQAIYYA FazaiaDegree College, Faisal SECONDARY SECTION
- 2. Some of thebehavioural problems faced in the classroom • Answering back/Rude talk • Bullying • Incessant talking • Note passing • Naming is blaming • Poor homework • Ethnic difficulty / lack of respect • Stealing • Swearing • Paying no heed.
- 3. My Dear Student I’mtired! I’m bored! I’m angry! I want to get out of this room! I’m lonely! I don’t like doing this! I can’t do this work! I want to annoy you! I’m frustrated! I’m rebelling! Here comes!!!!!!!
- 4. Science of behaviorhas taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving consistent positive feedback
- 5. Outline 1. “Challenging Behaviour”!!!! 2.Why do some students show Challenging Behaviour? 3. What is the A,B,C of Behaviour? 4. What tools are there to help us to tackle with Challenging Behaviour? 5. Which approaches and strategies should be adopted to deal with
- 6. THINK TIME Think fora while for the most challenging behavior you have faced in your classroom!!!!
- 7.
- 8. Development of Challenging/ AntisocialBehavior (Patterson, DeBaryshe & Ramsey, 1989) Poor parental discipline & monitoring Child Conduct Problems Academic failure Rejection by normal peer group Commitment to deviant peer group Delinquency Early Middle Late Childhood Childhood Childhood & Adolescence BAD NEWS: LONG-TERM RISK INCREASES WITH EACH STAGE GOOD NEWS: WE CAN TAKE KIDS OFF THIS DEVELOPMENTAL PATHWAY
- 9. ABC of Behavior •What happens before (Antecedent) the behavior occurs? • What is the Behavior? • What happens after (Consequence) the behavior occurs? A B C
- 10. Antecedents What triggers thebehavior? • What happens immediately preceding the problem/Challenging behavior? • What triggers the behavior, be specific... – What activity? – What peers? – What tasks? – Describe in detail
- 11. Consequence What happensimmediately following the behavior? How do peers respond? What are the consequences for the student? • What is the student gaining as a result of engaging in the behavior?
- 12. Reinforcing Consequence A C Ifthe consequence is rewarding/desired, Behavior will improve in the Future Rewarding or Desired Consequence B
- 13. Punishing Consequence A C Ifthe consequence is Punishing or Undesired, Behavior will degrade more in the Future Punishing or Undesired Consequence B
- 14. Get something good(desired) Positive Reinforcement Get something bad (undesired) Punishment Avoid something good (desired) Negative Reinforcement Lose something good (undesired) Penalty Increase Behavior Decrease Behavior Sanction
- 15. Factors Influencing GeneralBehaviour Space: Easy to navigate or too cluttered? • Displays: Stimulating but not overwhelming? • Respect: For personal space / property / classroom? • Seating arrangements: Suitable for learning? • Quiet area: Independent study? • Noise: What’s acceptable level & when? • Light: Enough / too much? • Air / Heat: Enough / too much / control? • Safety: Equipment, storage, wires, etc.
- 16. Reasons Students Commonly Misbehave •Students don’t know expectations. • Student is unaware he/she is engaged in the misbehavior. • Students don’t know how to exhibit expected behavior. • Misbehavior is providing student with desired outcome: – Obtaining attention from adults/peers – Getting escape from difficult task or non-desired activity.
- 17. Use Tools ofBehavior Managemen • Structure activities from time students enter until they leave classroom • Provide briskly-paced, interactive, engaging instruction • Ensure high levels of participation for all students in classroom activities • Decrease Talk Outs during Instruction. • Break long, multi-step tasks into smaller parts. • Active Movement & Scanning. • Identify Can Do v. Will Do Problem. • Teach & use Attention Signals
- 18. Plan Ahead • Beforewe can teach, reinforce, and enforce anything in our classrooms... • We must clearly define: 1. fair behavioral expectations & 2. effective behavioral routines
- 19. Set Clear Expectations •Identify Classroom rules and expectations, use School Rules if applicable – Limit number of Rules to 3-5 • Rules should be broad enough to cover all potential problem behaviors – Make rules positive – Post them in your classroom Examples • Be Respectful & Helpful • The work done today, must be learnt today.
- 20. Establish Smooth Routines •Those common activities that are completed by students with minimal assistance from the teacher – How to enter class and get started – Raising hand to speak (how & when) – How to work independently Carefully plan routines to minimize problems.
- 21. Teaching Behavioral Rules& Routines Establishing Behavioral Routines 1. Explain 2. Model Desired Behavior 3. Lead – each individual student should get an opportunity to practice the routine 4. Monitor/Test 5. Follow up-Reinforce & review regularly
- 22. Focus Appropriate Behavior •Calmly, quietly, & quickly approach & redirect students who are off-task • Praise those who deserve fairly • If no progress, approach student privately
- 23. Be Proactive &Less Reactive • Teach expected and desired behavior explicitly, rather than take the risk, or expect, that students “should know”, or they will figure it out on their own
- 24. What are weteaching? • When leading a class we’re always teaching something…. we often get into trouble from what students are learning that we don’t know we’re teaching. – We need to be aware of what we’re teaching that aren’t a part of our curriculum. • Not just what comes out of our mouth, but what our actions are teaching – We must also be aware of what we are not teaching.
- 25. Common assumptions thatlead to Escalation 1. I can’t let a student get away with that. What will the other students think? 2. I need to establish authority 3. I need to settle down agitated students 4. I need to be in control
- 26. Responses that Escalate (avoidthese responses) • getting in the student’s face • discrediting the student • nagging or preaching • arguing • engaging in power struggles • tugging or grabbing the student • cornering the student • Continuing to ask a student to do something they are refusing to do
- 27. Problem Behavior v.Crisis • Problem Behavior – situation with potential to escalate into a crisis – Use strategies for defusing the situation • Crisis – situation has escalated out of control – Call for back-up – Follow emergency procedures
- 28. • Responses toMisbehavior should interrupt Instruction to the least degree possible • Be careful not to escalate behavior into a Crisis • Catch minor misbehaviors and address them early before they escalate Responding to Misbehavior
- 29. Responding to Misbehavior •Try to redirect minor misbehavior by refocusing on instructional tasks • Might try to redirect the student by recognizing and labeling positive behavior of student sitting next to the misbehaving student
- 30. Responding to Misbehavior •Respond Consistently, Calmly, Briefly & Return to Instruction – Goal: pay more time & attention to positive behavior – Reduce Student Escalation – Reduce amount of missed instructional time
- 31. Prevention & Defusion •Staff responses to problem behavior play a significant role in defusing or escalating the situation • If we spend more time responding to and focusing on misbehavior, then we do on instruction and desired behavior, students will follow our lead
- 32. Praise • Effective praiseis spontaneous and genuine. • It should be specific and reveal your knowledge of what the student has actually done
- 33. Praise Ratios • Ageneral 4:1 ratio of praise to reprimand statements is desirable. • Using about 6 praise statements every 15 minutes is also recommended.4
- 34. Students should betaught to know how to handle constructive criticism when they make mistakes. We all make mistakes! As We all are human beings
- 35. • “That wasa great mistake. It really helped us see what you need to change in you.” Helpful • “Well, that didn’t work – what are some strategies you could try now? “ What next? • “Class, who would like to share an interesting mistake and tell us what they learned from it?” Share
- 36. EXPECTATIONS FROM MYOWN-BEING The primary variable in the classroom is the teacher. The only behavior in the classroom that the teacher can control is their own . Treat everyone with respect: – If you act like you don’t like them, then it doesn’t matter how much you like them.
- 37. And the KeyPoints are:- The most effective strategies will fail to impact students in the absence of sincerity,respect, and obvious joy in teaching • So…….enjoy being a teacher & • Focus on the student, not the behaviour. • Adapt the environment and your teaching. • Stay calm and be positive.
- 38. Reflections please… • Whatis your ratio of positives to negatives in your classroom? • Do you find this presentation practical? • Any thing you learnt from this presentation?