Managing Problem Behavior
Evertson, Chapter 9
This chapter focus on
problem behavior
rather than problem
students
What is problem behavior?
Non problem = talk during transitions, daydreaming, etc.
Minor problem = infrequent misbehavior that does not
interrupt class
Major problem but limited in scope and effect
Escalating or spreading problem
These are my goals to manage problem behavior
•Judge long and short term effects of any strategy to use
•Short term effects = inappropriate behavior cease and
appropriate ones start
•Check on negative side effects
•Check on the effects on those with inappropriate behaviors
•Ideal strategy = restores order in the class immediately and
prevents repetition
Minor
1.
2.
3.
4.
5.
6.
7.
Non-verbal
cues
Get activity
moving
Use proximity
Use group
focus
Provide
needed
instruction
Issue a brie
desist
Give the
student a
choice
Moderate
1.
2.
3.
4.
5.
Withhold
privilege or
desired activity
Isolate or
remove student
Use a penalty
Assign
detention
Use a school
based
consequence
Extreme
1.
Use problem solving:
5-step intervention
•
Nonverbal signal
•
Follow the rule
•
Choice between stopping behavior
or develop plan
•
Move to designated area
•
Move to front office
Think time strategy
•
Send student to another teacher
Reality therapy model
•
Involvement with students
•
Focus on behavior
•
Studentresponsibility
•
Studentevaluate/develop/ikimple
ment a plan
Confer with parent/individual contract
Most effective programs against bullying:
•School wide programsstopping pervasive bulling need
coordinated efforts
Tattling - what to do?
•Check difference between tattling and being responsible
•Reasons:
“Ill handle
•Get someone in trouble
the
•Get someone to solve a problem you could handle
Problem”
•Get help for someone
•Seeking attention
Rudeness
•Avoid getting angry or overreacting
•Instead, “respect others”, “be polite”, etc.
•In extreme cases use school rules
Chronic avoidance of work
•Carefully plan accountability system (CH 3)
•Correct before it becomes chronic
Fighting and power struggles
•Intervene directly or alert administration (school rules)
•Understand what motivates the struggle
•Do not overreact and remain objective