Proactive and Preventative Approaches to Student Behavior

1. Proactive and Preventative Approaches to Student Behavior Lisa Czyson, Erin Dougherty, Susandhra Friesen, Naomi Kaar, Ruth Ruffin, Lisa Smith and Amy Sward – Hosterman Education Center Staff

2. Do you feel like this some days?

4. What are Proactive and Preventative Approaches? • Views systems, settings and lack of skills as part of the “problem” • Focus on why the challenging behavior is occurring—its function or purpose • Proactive techniques implemented successfully decrease the likelihood of problem behaviors and promote positive behavioral choices • Includes anything a teacher does to prevent undesirable behaviors

5. Traditional Approaches to Behavior Management • Views the individual as the “problem” • Attempts to “fix” him or her and quickly eliminate the problem behavior • Punishment-based approaches

7. Why are Proactive Techniques Important? • Traditional (reactive) approaches to managing problem behaviors are not responsive to the learning characteristics of students • Reactive strategies such as teacher reprimands, office referrals, loss of privileges, detentions and suspensions are not supported by research—in fact research suggests these strategies have a detrimental effect on student behavior

8. Why are Proactive Techniques Important? • Research does support the use of proactive techniques including: • Structuring the classroom to promote desirable behaviors • engagement in learning • a positive classroom climate in which students understand expectations and can be successful academically and behaviorally

9. Why Do Students Misbehave? • Low Self Esteem • Peer Pressure • Lack of Social Skills • Unclear Expectations • Ineffective skills at communicating needs • Mental Health Problems • Lack of Parental Guidance/Supervision • Poverty/Homelessness • Drug or Alcohol Use • Academic Challenges

10. They are trying to meet a need: • Power/Control • Avoidance • Attention • Acceptance • Expression of Self • Gratification • Justice/Revenge

11. The Power of Relationship Building When they survey "resilient kids" (those who came from terrible backgrounds and often ran into trouble), and ask them "How did you manage to overcome difficult circumstances and become a "good" person, the number one answer is something like:  "Somebody cared about me and wouldn't give up on me.  When I screwed up, they said 'C'mon, you're capable of more'.  That person never gave up on me, so I had to live up to their expectations."

12. “Nice” Ways to Gain Compliance&Help Kids Develop Self Management • Rephrasing our comments • Giving Information • Describing the Problem • Sending a Note

13. Rephrasing our Comments • Delete four things from our commentary • Why questions like “Why are you doing that?”—means “Gotcha” to the students • Why questions should only be used when there is true concern • The word “You”—attacks and hurts, is condescending and controlling • Compare: “You weren’t listening” to “I want my students to listen so that they can learn”

14. Rephrasing our Comments • Avoid saying “No” or “Don’t” • Kids hear the action word in the statement—”No running” will result in running • Doesn’t tell the student what behavior you WANT to see—if you want a student to display a certain behavior teach it

15. Rephrasing our Comments • Avoid lecturing or nagging about the behavior • Did you like this as a student? • Viewed as condescending and often ignored • Can create low self esteem • Keep your corrective messages short and simple

16. Giving Information • Utter golden nuggets of knowledge, but don't tell the student what to do about it. • The youngster has to figure out why the teacher said that utterance to him/her and devise a positive plan of action. • Make the statements short and non-judgmental. • Use them as nice "reminders" before you use more directive measures. “Kevin, geometric compasses are for drawing circles, not javelin practice.”

17. Describe the Problem • Mention the problem that needs to be addressed without assigning blame or mentioning the student's role in the situation. • Describing the problem is more advanced than the "Giving information" strategy.  It requires a higher level of thought from the youngster.  S/he has to figure out how to resolve the identified problem. • Non-emotionally and non-judgmentally lead kids to proper actions by pointing out the problem that has developed.  "I hear answers, but I don't see hands." • Give hints and cues if necessary to help him/her through the thought process (even when you want to SCREAM!).

18. Send a Note • Notes are a great way to prevent misbehavior, nip it in the bud, or address issues. • This permanent and novel (at least between teachers and kids) form of communication often makes a more dramatic impact upon the behavior and emotional state of our students. • Pre-emptive example: "Group 2: Bring your discussion to a close soon.  Have your projects put away by 2:10pm." • Humorous reminder: “Dear Josie:  I get lonely without words.Your notebook. “ • Notes can also offer assistance without pointing out weaknesses in front of peers.

19. THE 10 DEMANDMENTS OF BEHAVIOR MANAGEMENT • Always treat youngsters with respect and preserve their dignity. • Always do what is in the students' best interests. • Seek solutions, not blame. • Model tolerant, patient, dignified, and respectful behavior. • Use the least intrusive intervention possible.

20. THE 10 DEMANDMENTS OF BEHAVIOR MANAGEMENT • Connect with your students and build strong personal bonds with them. • Instill hope for success (otherwise there is no reason for kids to behave in your class). • NEVER do anything disrespectful, illegal, immoral, ineffective, bad for health/safety, or you wouldn't want done to you. • NEVER give up on a student.  Be perturbed with the actions of a student, but keep believing in his/her ability to change for the better. • CATCH KIDS BEING GOOD . . . A LOT!!

21. Always emphasize and express: • mutual respect • recognition of the inherent dignity of others • courtesy • maintenance of the honor of others • belief in the student's ability to improve You get what you give, so give good things.

22. Remember the ABC's of behavior management: Always Build Character.