Managing+Problem+Behaviors

=Managing Problem Behaviors=

Non-Problem
Non-problems are things like talking during transitions, momentary daydreaming, and brief inattention. Those are things that happen that do not generally interrupt the flow of the class. Trying to stop every one of these lapses in focus would be a waste of energy and would detract from the learning experience more than just letting them slide would.

Minor Problem
Minor Problems are behaviors that are distracting, but when they occur infrequently they disrupt the flow of the class room or the learning experience. Though unlike a non-problem, letting minor problems slide all the time will eventually cause it to become a major problem.

Major Problem, but Limited in Scope
Major problem behaviors that are limited in scope are minor problems that are limited to a few students that do the behaviors often. Usually the minor behavior problem that has evolved into a major problem is one that breaks a school or classroom policy. These problems can usually be solved by talking to the student and having "a behavior intervention plan specific to the individual" (Dr.Tiana Povenmire-Kirk) student.

Escalating or Spreading Problem
Escalating problem behaviors are minor or major problem behaviors that have become so frequent and disruptive to the class that intervention is necessary. These problems are often caused by students who constantly disregard rules and warnings form the teacher. If these problems are left unchecked or become more frequent he will effect the over all climate of the room and ultimately be detrimental to the entire class' learning experience.

Goals for Managing Problem Behavior
There is a certain way to approach solutions to problem behaviors. Think about the short and long term effects of whatever solution you choose. For the short term you want he behaviors to stop, but you don't want the long term result to have a negative impact on the student(s). In the long term, you want he behavior to stay stopped.

Minor Interventions
-Non-verbal cues: these include using eye contact to let the student know that you see them and know what they are doing. Using proximity is another effective method of letting the student know that you are aware of them. -Use activities effectively: Keeping the class involved in activities gives them little time to act out. Keep transition time in mind as well. If you move from one activity to the next quickly and smoothly they will keep them from having time to be distracted and get off task. -Tell them what is expected of them: If they know exactly what it is they need to do they are less likely to ask unnecessary and sometimes off topic questions.

Moderate Interventions
-Withhold a privilege or desired activity -Isolate or remove students: this might be effective for a cool-down time, but to remove a student form the class for an extended amount of time is not an effective way to help them learn. -Use a fine or penalty: this usually means using work as punishment. -Assign detention: detentions do not need to be long to be effective. sometimes a fifteen minute chat about why the detention was assigned in the first place is sufficient to get the point across to the student. -Office referrals: sometimes it is not within the teacher's power to assign punishment. Some school policies request that students who are disruptive be sent to the office to be dealt with.

More Extensive Interventions
-Design a contract with the student: Make a plan with the student for improvement. -Hold a conference with the parent: This can be helpful. sometimes students respond better when they know that the problem can follow them home. Be careful though because some parents can respond poorly toward the situation and either be upset with you or the student. -Use a demerit system: some schools already have this in place. If a student accumulates a certain amount of demerits they will also earn a detention. Any additional demerits may earn more severe intervention. -Use the five step intervention procedure: "Step 1: Use a nonverbal signal to cue the student to stop. Step 2: If the behavior continues, ask 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 that the student move to a designated area in the room to write a plan. Step 5. If the student refuses to comply with step 4, send the student to another location (another classroom or the school office) to complete the plan. -Use the "think time" strategy: this means sending the offending student to another, low traffic, area to think about what they have done. while in the think time area they need to fill out a form stating what their behavior was and how they should behave when re-entering the class.

Special Problems
-Chronic Avoidance of work: according to Dr. Povenmire-Kirk the best way to avoid work avoidance is to make the material "more interesting and meaningful to the students" -Fighting: putting a stop to a physical fight should not be undertaken alone. Alert other teachers and proper authorities before interjecting yourself into a fight. -Bullying: This is an identified issue in all schools. There usually are policies already in place in schools as to how bullying should be handled. Most of the time the policy is zero tolerance and students are sent to en office. It is important to always take notice and action when bullying occurs. -Disrespect, defiance or hostility toward the the teacher: Do not respond to the student in a equally hostile way. Give them opportunities to cool down and give them the option to discuss the issue at a later time.

An ending thought: Be positive. Most of what is discussed in this chapter has been about punishment of one sort or another. Try not to come off as angry or cold after punishing a student. It makes for an uncomfortable environment which is not suitable for learning. So stay positive!