Responding To Misbehavior In The Classroom Child Development , For Parents , Older Child , Reading/School Readiness / By Triple P Team Each school year brings about excitement and anticipation: “Whose class will my child be in? Apr 19, 2016 - Responsive Classroom is an evidence-based approach to teaching that focuses on the strong link between academic success and social-emotional learning (SEL). Of course, a bully might also act from a combination of motives, so that natural and logical consequences limit bullying behavior, but only partially. They shrug their shoulders, resign themselves to their fate, and soldier through an endless day of inattentiveness, misbehavior, and stress. Minor problems are addressed before behavior gets out of control. If a student speaks rudely to the teacher, a consequence may be that the teacher does not respond to the comment, or simply reminds the student to speak courteously. Responding to Misbehavior My misbehavior management plan keeps two key factors in mind: First of all, all students need to feel (and actually be!) For example: Janna rolls her eyes and snickers as Hector shares details of his weekend visit with his cousin during Morning Meeting. The emotions can be quite desirable: they can give teachers and students “passion” for learning and a sense of care among members of the class. Interrupting misbehavior is personal, for both them and you—making it easy to lose your composure, raise your voice, say things you’ll regret, and incite anger and pushback from your students. In these ambiguous cases, you may need more active ways of dealing with an inappropriate behavior, like the ones described in the next sections. 6. Do the students have any diagnosed emotional, behavioral, or learning disabilities? To achieve this, responses to misbehavior should: In classrooms where this approach is used, adults respond quickly, firmly, and respectfully when children misbehave. Handling misbehaviour in the classroom doesn’t have to be difficult. One goal by having rules and … What subjects will they learn about this year? Classroom management is comprised of elements geared towards preventing misbehavior. Because of this tendency, delaying a response to inappropriate behavior can make the job of getting students back on track harder than responding to it as immediately as possible. When children’s behavior goes off track, they need immediate feedback from adults to help them break their momentum and get back on track. If a student is seeking power over others, on the other hand, then the consequences of bullying may not reduce the behavior. It’s not a big deal; it just means you need to check your behavior and get back on track. How to respond to a disruption, in the moment. Journal of Teacher Education, 55(1), 25–38. The advice has all been pro- active or forward-looking: plan classroom space thoughtfully, create reasonable procedures and rules, pace lessons and activities appropriately, and communicate the importance of learning clearly. It’s common practice for teachers to interrupt misbehavior as it’s occurring. If you are impatient, quick to anger and inconsiderate of your students' feelings, it is unlikely the class will demonstrate the positive behaviors you ask of them. Another child may need a logical consequence for the same behavior. Published July 30, 2019 Share it. Or a student may fail to complete homework, time after time. Many aspects of classroom life may contribute to students' misbehavior: the physical arrangement of the classroom, boredom or frustration, transitional periods, lack of awareness of what is going on in every area of the classroom. I will share with my teachers. Responding To Misbehavior In The Classroom. There may also be no consequences for the aggressor that are both logical and fully satisfactory: the aggressor student will not be able to repair the broken glasses himself, and may not be able to pay for new glasses either. Gaining a bit of distance from the negative feelings is exactly what those moments need, especially on the part of the teacher, the person with (presumably) the greatest maturity. Try and compress your main classroom rules into 3 to 5 simple, concise guidelines for student behavior. There may be a natural consequence for the victim (he or she will not be able to see easily), but not for the student who broke the glasses. Gibbs, J. Logical consequences differ from punishment in that, unlike punishment, logical consequences are relevant (directly related to the misbehavior), realistic (something the child can reasonably be expected to do and that the teacher can manage with a reasonable amount of effort), and respectful (communicated kindly and focused on the misbehavior, not the child’s character or personality). There are many ways to respond to inappropriate behaviors, of course, and they vary in how much they focus on the immediate behavior compared to longer-term features or patterns of a student’s behavior. In practice both may occur. They’ll forget the rules, their impulses will win out over their self-control, or they’ll just need to test where the limits are. Students need to hear the clear message of “stop now”. Unlike in our example above, students may whisper to each other more than “rarely” but less than “often”: in that case, when do you decide that the whispering is in fact too frequent and needs a more active response from you? Conducting a self-evaluation of teaching style and instructional practices – as in the previous questions – may provide some insight into whether the behavior is related to the disability or is classroom based. Conflict Resolution Quarterly, 22(1–2), 233–267. ID. May 15th, 2012 by David Laxton. In order to combat misbehavior, I have a few steps that I plan to use when issues do arise. She is continually out of her seat to go to the sharpener. At that point the whole class begins to share in some aspect of “the” problem: not only is David prevented from working with others comfortably, but also classmates and the teacher begin dealing with bad feelings about David. To achieve this, responses to misbehavior should: * Stop the misbehavior and reestablish positive behavior as quickly as possible Responding to misbehavior is one of the most challenging aspects of teaching. The most important part of my classroom management system is catching a misbehavior or expectation/rule infraction early on before it becomes more serious. There are different ways teachers can do this but all depend on the type of misbehavior. Talking and time-outs are not working. Low-profile responses are the best choice of response because they align with the goal of helping students accept responsibility and develop self-control. If, however, the child is well into the undesired behavior, reminding language loses its effectiveness. Reflecting On The Causes Of Misbehavior II. Or the same child may need a cue on one day and a logical consequence on another. Entrée 4: Responding to Misbehavior Having set expectations that I consider fair, I am sure that I will still have issues of misbehavior in my classroom. Editor’s Note – The following article was written by Amy F. Hobbs, Training Specialist for the Autism Society of North Carolina. For example, if children have been taught how to sit safely in chairs, and Maria has just started tipping her chair back during direct instruction, simply moving to stand by Maria can communicate “Sit safely” without drawing undue attention to Maria or disturbing other children. The key to successful classroom management is ____. Consequences are the outcomes or results of an action. I recommend the book, THE EXPLOSIVE CHILD, by Dr. Ross Greene. This is less likely to be the teacher’s problem rather than Sarah’s: her difficulty may affect her ability to do her own work, but not really affect the teacher or classmates directly. (1970). Suppose, for example, that one student deliberately breaks another student’s eyeglasses. It also involves encouraging the student to elaborate on his or her remarks, and paraphrasing and summarizing what the student says in order to check your perceptions of what is said. David, who criticized Sean, may discover that he offended not only the teacher, but also classmates, who therefore avoid working with him. One of the most important things to keep in mind when responding to misbehavior is to address the behavior as quickly as possible. For example, when talking about responses to misbehavior, a teacher might say: We’re all working on following our classroom rules, but we all make mistakes sometimes. Jones, T. (2004). Draw a map of your classroom, including doors, windows, desks, blackboards—all significant items and areas. New York: Holt, Rinehart & Winston. The comments should have several features: The first three steps describe ways of interacting that are desirable, but also fairly specific in scope and limited in duration. The class has learned meeting rules, and they also know that their teacher will sometimes direct them to change their seats if they’re beginning to misbehave. If two students are chatting off-task for a relatively extended time, for example, sometimes a glance in their direction, a frown, or even just moving closer to the students is enough of a reminder to get them back on task. Responding to student misbehavior So far we have focused on preventing behaviors that are inappropriate or annoying. Responding to Inappropriate Behavior. These students may have learned different nonverbal gestures from your own as part of their participation in their original culture (Marsh, Elfenbein, & Ambady, 2003). Goals for Responding to Misbehavior. More information Responding to Misbehavior One limitation is that misbehaviors can sometimes be so serious that no natural or logical consequence seems sufficient or appropriate. It’s Ellen’s turn to use the blue crayon. Author By. The Responsive Classroom approach to respond­ing to misbehavior is most effective when children know in advance what to expect from their teachers. It’s also important for the teacher to convey the belief that students can and will learn to choose positive behaviors, and that her responses to their mistakes will help them do so. … classroom, school, community and the whole society. Even if these responses prove not to be enough, they may help to keep the off-task behavior from spreading to other students. In general research has found that both natural and logical consequences can be effective for minimizing undesirable behaviors, provided they are applied in appropriate situations (Weinstein, Tomlinson-Clarke, & Curran, 2004). 6. 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