17 Chronic Behavior Problems PDF

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Trudi Johnson...

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Education 4005 Effective Teaching and Learning Environments Topic 3: Classroom Management Classroom Interventions for Chronic Misbehavior Problems Students who defy intervention strategies, continue to disrupt the learning environment, challenge the teacher, and often try to encourage others to behave badly on a regular basis, are considered chronic behavior problems. (see case study 10.1 in text) There are many reasons for this misbehavior, often unrelated to school. The immediate response from the teacher tends to be retaliation. This rarely works because the student either wants to see a teacher’s reaction or doesn’t care about the teacher’s reaction. Prerequisites to Good Management of Chronic Misbehavior 1. 2. 3. 4. 5. 6.

The teacher is well-prepared. The teacher provides clear directions and explanations. The teacher ensures that the students understand evaluation criteria. The teacher clearly communicates and consistently enforces behavioral expectations. The teacher demonstrates enthusiasm and encouragement and models appropriate behavior. The teacher builds positive, caring relationships with students.

Adler and Dreikurs’ theory of behavior: “that people choose to try a wide variety of behaviours to see which behaviours gain them the recognition and acceptance they want. When socially sanctioned behaviours do not produce the needed recognition and acceptance, people often choose to misbehave in the mistaken belief that socially unacceptable behaviors will produce the recognition they seek.” Four goals of disruptive behaviors: 1.

attention getting

2.

power seeking

3.

revenge seeking

4.

display of inadequacy

Attention getting (very common)

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Students ask repeated questions, use charm, ask for teacher’s approval, call out in class, show off. Power seeking These students feel they can do anything they want, and no one can tell them what to do. They are stubborn and look for social acceptance from their peers. They love an audience. They enter into power struggles with the teacher. Revenge seeking These behaviors are hurtful to others in a direct way. Students have a sense of inferiority, and feel a lack of control over their environment. They feel they have been hurt by others, and so they lash out at anyone.

Display of inadequacy The final step – These students refuse to be motivated and will not participate in learning activities. They feel they have nothing worthwhile to contribute. ! Two long-term strategies suggested in your textbook are: 1.

relationship building

2.

breaking the cycle of discouragement

Relationship building often causes teachers to doubt their competence. This is because the teacher believes he or she can control a student. In fact, you cannot control a student, you can only influence a student’s behavior. How to build relationships: 1. Try to put aside negative feelings towards the student. Research has shown that teachers who try to find some positive qualities will be more successful in addressing a chronic behavioral problem. Furthermore, students who were chronic behavioral problems in schools say that what changed them was a positive, caring adult, such as a teacher. This strategy is challenging for obvious reasons. But it is important to remember that these students have likely had a long history of unsuccessful/negative relationships with adults. 2. Be persistent, consistent, and predictable in your behavior towards the student. Your textbook describes it as “getting on their side”.

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Try Strachota’s four steps: a.

ask yourself why this student is behaving as he is. What is his goal?

b. develop a sense of empathy with the student. Consider what it is like to have a behavior that is difficult to stop. c. stay alert for cues that reveal aspects of the student’s personality. Look for positive aspects. d. monitor your own behavior when interacting with the student. Avoid negative messages. Do not see the student as an opponent. Breaking the cycle of discouragement Students who are chronic behavioral problems often suffer from low selfesteem and a low success-to-failure ratio. The following needs have not been met: a.

sense of significance/belonging

b.

sense of competence/mastery

c.

sense of power/independence

d.

sense of virtue/generosity

When these are not met, the result is often negative behavior. The behavior is them met with a negative response from the teacher and that contributes to low self-esteem, thus completing the cycle. Read pages 229 to 232. Private Conferences This is the first and most important step for a teacher to take to solve chronic behavior problems. It accomplishes many things. It makes the student aware of the seriousness of the problem, helps build a relationship on the road back to improved behavior, and attempts to give the student ownership by asking him or her for a solution to a problem that has been clearly stated. Conferences are more than just conversations. You should focus on Receiving skills and Sending skills. Receiving skills: (page 233)

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1. Use silence and nonverbal cues: show the student you are listening and your attention is undivided. Your body language should communicate a listening message. 2. Probe: Questions for clarification are very important. Keeping asking until you get the answers you need. “Can you tell me more about…?” “Why do you think that?” 3. Check perception: Summarize what the student has said so far to make sure you have understood him. “So, are you saying that I am picking on you in class?” 4. Check emotions: Watch for facial cues and tone of voice. “It sounds like you are angry and frustrated because…” Sending skills: (page 233) A conference is an opportunity to communicate what you think to the student in a way that ensures he understands. 1.

Deal in the here and now: Don’t dwell on past problems.

2. Make eye contact and use congruent nonverbal behaviors: Keeping eye contact shows confidence in your position. Make sure your body language is consistent with it. 3. Make statements rather than asking questions: Give the students the facts not have him guess what you are thinking. 4. Use “I” – take responsibility for your feelings: You have feelings that should be considered. If you are upset about something that happened, say so. 5.

Be brief: Get to the point quickly.

6. Talk directly to the student, not about him: Use “you” – the student is responsible for his own behavior regardless of who is in the room. 7. Give directions to help the student correct the problem: Set out what should be done instead. Identify the desired behavior. 8. Check student understanding of your message: Ask the student to summarize what has been said. If the message was missed, restate it.

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Management Techniques Self-monitoring This is a strategy that puts ownership for changing behavior on the student by asking him to identify his behaviors at different times of the day. This might require a set of questions to answer, such as “Was I doing work in Math class this morning?” or it may require a journal for the student to keep. The effectiveness of this strategy relies heavily on the instrument used. You will find examples in your textbook.

Anecdotal record keeping This strategy can be used if self-monitoring does not work. This is a collaborative approach. The teacher records the student’s behavior, both positive and negative, over a period of weeks. Then the teacher will set up a conference with the student. See guidelines on page 238. The teacher can use Functional Behavior Assessment to determine why the student is behaving as he does. See questions on page 242. Behavior contracting This is a teacher-directed strategy that has been found useful in many schools. It is based on the idea of operant conditioning, namely to reinforce good behavior. The teacher and student enter into a contract. The student agrees to a certain set of behaviors and is offered a reward if the behaviors are displayed. This is designed to encourage the student to make a commitment and change the pattern of behavior, thus reaping the logical consequences. This strategy is controversial because it focuses, at least initially, on extrinsic rewards. The contract should be designed to gradually move the student away from misbehavior. Don’t expect perfect behavior immediately. It is a gradual process. You should shift to intrinsic rewards along the process, such as free time on your cell phone. See page 245 for Behavior Contract Checklist _______________________________________

Illustration of a private conference Charlie has been interrupting Richard’s Canadian Law class since the beginning of the school year. He asks inappropriate questions and comments on

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the questions of others. Lately, he’s been tearing the pages of his Law text and throwing the paper around the classroom. Richard has an initial conference with Charlie, after he has tried non verbal and verbal interventions. Conference A: “Okay, Charlie, sit there and listen to what I have to say. This has been a long day and I’m tired. I know you want to go skiing after school but that will have to wait. You haven’t passed in your work in weeks. I’ve talked to your parents. They are really upset with what you are doing. The guidance counselor is concerned that you have no focus. Your behavior is ridiculous and I will not tolerate it any longer. I have no idea why you are behaving the way you do and frankly I’m not interested in any stupid reasons you might have.” “But sir…” “Don’t even try to explain yourself.” “I’m not good at that stuff. I try to read it but it makes no sense…” “That’s no excuse. Now, starting tomorrow, I want you to sit in class and say nothing unless you are asked a question. And stop tearing paper and making a mess. You’ve been doing this for weeks. And I remember last year when you were in Grade 10, you were a nuisance in Canadian History class. Nothing has changed.” Conference B: “Charlie, please sit down and think for a moment why you are behaving the way you do in Law class.” Richard waits a minute. “Now, then, go ahead, I’m listening.” “I don’t like Law class. I didn’t choose to do Law.” “I understand that it wasn’t your choice. But unfortunately, the schedule worked out that way. You wouldn’t be in class if we didn’t think you were capable of being successful. Can you tell me more about why you don’t like Law class?” “The other guys are smart and they understand the stuff. I read it but I don’t get it.” “Are you telling me that sometimes when you read some of the text, there are ideas you don’t quite understand?” “Yeah, I guess so.” “Can you and I come up with a solution to that problem?” “I dunno.” “What would you like me to do?” “Explain some of the stuff, I guess.” “That’s a good plan. How about we single out four of the important concepts in chapter 5 and I review them with you now. You can tell me if you understand it or not.”

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“Okay.” “Good. But I also want you to stop tearing up your textbook. Are we agreed on that? Richard looks for nonverbal cues that Charlie agrees with him. ____________________________________________________ The most important thing to remember about conferencing is that one meeting will likely be insufficient. A student has been chronically misbehaving over time and it may take just as much time to solve the problem. Be patient! Question for consideration: Should chronically disruptive students receive special rewards for behaviors that are typically expected of other students? (Post your response in your portfolio.)

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