Managing Diverse Student Behavior

BEHAVIOR MANAGEMENT TRUTH

1. Lasting change takes time.

2. You cannot make anyone do anything.

3. Behavior is a symptom of a larger issue.

4. Reacting to a problem generally escalates the problem, while being proactive usually helps to de-escalate or avoid the problem in the first place.

Let's watch these Truths through this video.

To learn some tips on how to manage behavior in the classroom, we first need to determine our own beliefs as a teacher.

What can be those beliefs? Is it that we just have to teach the curriculum and complete our syllabus? No it's not just that. There are many other things which a teacher has to do while teaching the curriculum like setting some norms for expected behavior and various other segments of child's life in class. What are those various segments?
Let's watch the video and find out.

BEHAVIOR MANAGEMENT TRUTHS 9-13

9. Children need structure.

10.Students rise or fall according to our expectations.

11. If you fail to plan, you plan to fail.

12. Do unto others, as you would have them do unto you.

13.We all make mistakes.

BEHAVIOR MANAGEMENT TRUTHS 5-9

5. Consistency is the key!

6. If students are engaged, they are not causing trouble.

7.You can win the battle but lose the war.

8. Choose your battles wisely. Parents can be allies or enemies.

9. Assigning blame is ineffective.

Let's find out through this video

GIVE IT TIME:

•Implications for the Classroom

* Be patient with students as they begin to work toward change.
* Assist students with designing and implementing a plan to improve.
* Give private praise if appropriate for positive changes.
* Understand that behavior will slip sometimes and don't give up on the child.

CHOICES:

You cannot make anyone do anything unless they choose to cooperate.

Children allow us to do what we do in our classrooms.

We can manage the situation by what we choose to do and say in response to a given situation.

Implications for the Classroom

Admit to students you cannot "make" them do anything, but that they may not like what you choose to do in response.

Use student choice statements when addressing students about their inappropriate behavior:

Ex: "You can choose to get on task and work with your group, or you can choose to sit over here by yourself, fill out a reflection sheet, and take an F on the assignment for the day. Of course, I will have to inform your parent if you choose the latter, but it's still your choice. You know what is best for you

Behavior is a symptom of other issues.
A response to something inside the classroom: Other students, Teachers, Assignment/classwork (content or structure)

A response to something outside of your classroom: Home, Other classes, Other teachers, Hallway issues, Neighborhood

When a problem occurs, the FIRST question you should ask is:
Am I doing something that is creating or contributing to this problem?
Is there something I can change?
If not, then:
What is causing this problem, and how can I help?

•Implications for the Classroom
There is always a reason for what is occurring. There is always a goal behind every behavior: Attention, Power, Revenge, Avoidance of failure
Address the behavior, but investigate to figure out the cause. If the cause is not addressed, the problem will continue.

.Students' behaviors are generally NOT personal, but we often take it personally.

• If it IS personal, aren't we the grown-ups in the situation

• Reaction interprets and acts upon the problem as a personal attack.

• Proactive people view the situation as a problem to solve.

• Students' behaviors are generally NOT personal, but we often take it personally.

• If it IS personal, aren't we the grown-ups in the situation

• Reaction interprets and acts upon the problem as a personal attack.

• Proactive people view the situation as a problem to solve.

No one wants to live in chaos.
* We rely on many things in our lives to be consistent: what to do at traffic lights, what products are safe to eat, etc.
* What if those everyday things you take for granted changed randomly and frequently?
* How would you begin to act?

• Implications for the Classroom
* Create, direct teach, practice, and reinforce clear procedures for everything that needs to be done by students in your classroom.
* Establish clear routines in your classroom.

• If students are engaged, they are not causing trouble.

• If students are engaged, they are not causing trouble.

• Students do not interfere with what they value.

• Engaging, high-interest, relevant lessons are the positive to acting out

Humor Improves handling behaviour issues in classroom.

There are at least four good reasons for incorporating humor in the classroom. These reasons include:

1. Keeping your students engaged

2. Showing your students that you're a person, too

3. Helping create community in your classroom

4. Lightening the mood when things feel too hard

Eye contact is a very important non-verbal teaching technique, which not only enhanced students’ attention in the classroom but also helps teachers in the attainment of desired student results.

Efficient use of eye contact in the classroom as a non verbal teaching tool:

In classroom, eye contact performs a very significant function as non-verbal communication.

Eye contact makes so much difference: if students feel that the teacher is actually talking and engaging with them, they are more likely to engage with teacher and listen what they’re saying.

Promoting Positive Behavior is a two-fold process. We need to reward the children who behave well, and change the behavior of those who do not. Often in classroom, teachers give more attention to students who misbehave and vice versa.
By being positive and cheery yourself, you will encourage the children to do the same.
Lets see how positive behavior can help in changing the behavior of students.

Raising your voice has a diminishing effect. The more you use it with the same group of students, the less effective it becomes. This will cause you to up the ante, to become louder and more aggressive, to be the ogre you never wanted to be.

While corrections should be quiet, praise should happen often and publicly. Often use "Shout-outs" to call attention to a positive behavior that a student is doing or the way they are working. Praise focuses on the specific behavior the student is doing it correctly. Praise students to other students, teachers and administrators. Highlight positive behaviors enthusiastically - students love to be acknowledged for a job well done.

Students need to understand there are consequences that flow from the way they behave. Sometimes, consequences flow naturally (for e.g. You have no hat so you can't play in the sun.) and sometimes the consequences include formal punishments. While punishments should be a last resort, repetitive and serious misbehaviour needs to be dealt with it. Punishments can include time-outs, working by yourself, detentions and alike. Yet, no matter which specific punishment you use it is critical that it is kept in proportion to the crime.