Cooperative Discipline: Attention Seeking

1. Look at me! Cooperative Discipline:Attention Seeking

2. Attention Seeking “Some students choose misbehavior to get extra attention. They want to be center stage at all times and constantly distract the teacher and their classmates to gain an audience.” Albert, 1996

3. What are the factors that cause a student to act this way? • Extra attention • Need attention to feel important. • They are “little” actors and actresses. • Youngsters usually seek adult attention. • Teenagers seek peer attention.

4. What’s wrong withwanting attention? Attention seeking can lead to: • Risky behaviors in adolescents • Sexual promiscuity • Alcohol and drug use • Suicidal thoughts and actions • Feeling of inadequacy and low self-esteem

5. 2 Forms of Attention Seeking • Active • Passive

6. Active Type Uses attention-getting mechanisms that disrupt class. • Sticking out tongue • Tapping pencils • Trips classmates • Constantly pleads for help • Grooming in class • Passes notes

7. Passive Type Attention getting mechanisms rarely disrupt the class. • Water torture techniques. • Small things that grow into mountains. • Often uses the slow, slower, slowest strategy.

8. Identifying Attention-Seeking Behaviors Attention Clue 1: When confronted with attention-seeking behavior, we generally feel irritated and annoyed. The needle on our emotional pressure gauge registers “mild”.

9. Identifying Attention-Seeking Behaviors Attention Clue 2: We typically react by nagging, reminding, cajoling and scolding. Sometimes we take over and do for the child what they should be doing.

10. Origins of Attention-Seeking Behaviors • Rewards • Not knowing how to ask for what they want • Contributing Factors (home life) • Legitimate Needs

11. Principles of Prevention • Catch them being good. • Teach them to ask for attention.

12. Attention Interventions Strategy 1: Minimize the attention • Refuse to respond • Give the “teacher eye” • Stand close by • Use name dropping techniques • Use non-verbal clues or secret signals • Use an I message relating your feelings

13. Strategy 2: Clarify Desired Behavior • State Grandma’s Law….”First you work, then we play.” • Use the Target-Stop-Do strategy…..”Luciano, stop talking to Bend, face me, and see if you can find a solution to problem 3 on the board.”

14. Strategy 3: Legitimize the Behavior • Create an “on the spot” lesson from the misbehavior that turns the problem into “work”. • Extend the behavior to its most extreme form.

15. Strategy 4: Do the Unexpected • Turn out the lights. • Play a musical sound. • Lower your voice. • Change your voice. • Talk to the wall. • Use one-liners. • Cease teaching.

16. Strategy 5: Distract • Ask a direct question with their name and put them on the spot. • Ask a favor. • Give choices. • Change the activity and use the element of surprise.

17. Strategy 6: Move the Student Attention-seekers like an audience. • Change the student’s seat. • Use the Thinking Chair or isolation area.

18. Let’s Practice! In groups of 2 or 3, practice using these strategies to reduce misbehavior. • Minimize the problem • Legitimize the problem • Do the unexpected • Distract the student