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Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead

Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead. Preventing School Failure, Spring2005. Mistake #1: Define Misbehavior By How It Looks. Chess match – find the root cause and use different methods for each child (define misbehavior by its function)

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Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead

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  1. Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead Preventing School Failure, Spring2005

  2. Mistake #1: Define Misbehavior By How It Looks • Chess match – find the root cause and use different methods for each child (define misbehavior by its function) • Disruptive students: • For the attention-seeking student, ignore off-task behavior and provide attention when behaving appropriately. • For the academically frustrated student, differentiate the assignment.

  3. Mistake #2: Asking, "Why Did You Do That?" • Don’t do it – you may not like the answer. • Exception: 1 on 1 conversation • Faxio

  4. Mistake #3: When an Approach Isn't Working, Try Harder • When a student is misbehaving, using increasingly more severe punishers as in a confrontation of wills, often leads to worsening student behavior and more animosity. • Using just the negative consequence path is the dark side (don’t go there) • Punishment consequences by severity: Verbal warning, LOI grade adjustment, assignment, community service, phone call, referral, parent conference (there are many others) • Interrupt the chain and have a one on one conversation or try another intervention

  5. Mistake #4: Violating the Principles of Good Classroom Rules • Refer to the rules, don’t post and forget • 4-6 rules developed by the students • To reinforce the rules, you can role play appropriate behavior (~5 minutes), especially at the beginning of the school year.

  6. Mistake #5: Treating All Misbehaviors as "Won't Dos" • When students make repeated errors during our lessons, this most likely indicates and instructional change is necessary (e.g., provide more examples, allow students more practice time, provide more intensive instruction). • Example: Student who can’t do a forward roll.

  7. Mistake #6: Lack of Planning for Transition Time • Prepare students for the transition (don’t surprise them) • Explain expectations for the transition. • Students wearing green, quietly stand up, walk over put your equipment away, and go stand in front of your teach…James go back. • Use closures to ease transition back to their classrooms (don’t send students back to their teacher wound up). • Minimize transition time by spreading out equipment, setting a time limit, counting down.

  8. #7: Ignoring All or Nothing at All • Ignore behaviors when “attention getting” is the objective unless it becomes intrusive. • Ignored students may seek attention elsewhere (i.e. classmates. In those cases, speak privately to the student. • Principle of least invasion • Proximity, eye contact, vocal variety, name in a sentence.

  9. Mistake #8: Overuse and Misuse of Time Out • Time out is not a place; it is a process.. • For some students, time-out is better than class. Make class the place kids want to be (fun activities, more praise, peer work). • What are some guidelines? • Talk to student before they return • Behavioral lesson: frequency, time, distractions, consistency… • Have a series of questions they must complete • Time-out may be a favorable place for some • DON’T be afraid to use this technique but on same token, don’t overuse it.

  10. Mistake #9: Inconsistent Expectations and Consequences • “Why did so and so get to do it.” • “That’s not fair.” • Students are very attuned to their sense of justice. • Praise students when they follow the classroom rules.

  11. Mistake #10: Viewing Ourselves as the Only Classroom Manager • Self-monitoring - A student helps regulate his or her own behavior by recording its occurrence on a self-monitoring form (contract). • Peers teaching • Peer pressure – group or class gets a reward for meeting teacher criteria. • Talk to other colleagues about what works. • Certain actions are over the line and require same-day follow up to administration and documentation. • Threats, sexual harassment, physical confrontation

  12. Mistake #11: Missing the Link Between Instruction and Behavior • Poorly planned activities, routines, transitions, groupings etc lead to poorly behaved students

  13. Mistake #12: Constantly stopping class/using transitions/pointing out negative behavior • Monitor your own dialogue – is it overly negative (Charlie Brown)? • Repeatedly stopping class ruins the flow. • Ask for assistance when needed! • Consult parents, colleagues, other teachers • Most personal attacks are rooted in student needs, lack of skills, or emotional difficulties and frustrations, not disdain for you. • Don’t take things personally

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