Behavior Management in Schools

Behavior Management in the School Setting

E. Kent Rogers MS Mental Health Counseling

• Foundational Preventative Principles• Classroom Styles• In Class Behavioral Techniques–Whole-Class–Individual

• Out of Class Session Methods• Beyond Behaviorism

We will look at…

Foundational Preventative

Principles

Setting the Foundation

Many behavioral issues can be avoided through a carefully created classroom environment.

Remember the three C’s:

1. Calm2. Care3. Consistency

1. CalmAvoid displays of anger

Anger is not effective…

Why?

• Shows emotional weakness in teacher• Lowers student respect and affection for

teacher• Creates atmosphere of insecurity in

students• Students try to find security in taking

control• Actually gives students sense of power

over teacher

• Amplifies student feelings of hostility and rebellion• Classroom becomes “us verses

teacher”• All of this amplifies stress of

teacher and students alike

(Mr. Rosto/Mr. Daum)

2. Care

Make sure you care and show you care about the students.

Do people exist for the sake of products, or products for the sake of

people?

• Students are primary, knowledge secondary

• In keeping concern for students primary, learning will happen more easily.

• Imitation (Bandura’s Bobo)

• Genuine response

(Mr. B/Mr. Odhner)

• How to show you care:1. Smile2. Greet3. Handshake4. Respect

• PRAISE OFTEN• Effort• Obedience• Orderliness• Progress

• Kindness• Helpfulness• Social• Excellence

Do you get praised at work?(Dr. D’Andrea; Dr. Mahadavi)

3. Consistency1. Set and express clear rules and

limits 2. Set and express clear consequences

for infractions3. Post rules and limits in classroom4. Have a clearly defined warning

system

• When a consequence is required, explain to student very clearly why

• Give consequences for misbehavior consistently according to the pre-set rules and consequences

• Give consequences immediately after misbehavior

• Treat all students in the same way

(Mr. A; Mrs. Steppon; Ms. Murr)

Lack of consistency in inescapable punishment can result in learned helplessness . (Seligman and Maier; 1967)

Inconsistent punishment leads to entrenched behavior, resistant to extinction (By Deur, Jan L.; Parke, Ross)

Inconsistent reward, however, can lead to increased and consistent good behaviors that continue in the absence of reward.

(So random punishment is bad, random reward is valuable)

In a big school…

• Randomized homework check

• Random class reward for good class work/behavior

• Random public individual reward for good work/behavior

Classroom Styles

• Three styles of classroom management1. Permissive2. Authoritarian3. Democratic

Permissive

• Lack of discipline

• Students misbehave with little intervention

• Leads to increasing disruption in classroom

• Learning minimal

Results in…

• Disregard and disrespect for teacher• Well-behaved students upset, may join

disruption• Carry over into future• Cliques and bullying to fill authority vacuum• Insecurity• Momentum difficult to stop• Learned helplessness

(K.R.; Ms. Freel)

Authoritarian• Rigid, uncompromising

• Uninterested in students’ views and explanations

• Harsh, arbitrary punishments for infractions

• Cold or disdainful of students

• May pick favorites

• May require students to tattle on one another

Results in…

• Causes resentment and hostility towards

authorities

• Hostile environment = Hate School

• Teaches might makes right, bullying

• Backlash: Defiance(Mr. A; Mr. Odorn; Mrs. Kutter)

Democratic

• Concerned for students

• Classroom rules drafted together

• Consequences for infractions are explicitly

stated

• Teacher listens to all parties and adapts rules

to situation

• Consequences:

– Match misbehavior in severity

– Meaningful to students

– If possible, have relationship to infraction

– Implemented fairly and consistently

• Offers increasing levels of choice/freedom

• Works to make learning creative and fun

Results in…

• Better learning

• More creativity

• Increased initiative and leadership

• Emotional security

Democratic Results cont.

• Increased social skills/kindness

• Increased assumption of responsibility

• “I love school”

• “I love my teachers”

(Mr. B)

Understanding Students

• Behavior does not arise out of a vacuum

• We all are the composite of our upbringing,

genetics, social influences, cultural norms

etc.

• When you look at a student you are looking

at an entire society.(Charlie; Phil D)

Understanding Students cont.• Family turmoil

– Parents fighting

– Older siblings excluding, bullying

– Joint family issues

• Academic Pressure

• Social Insecurity

• Changing Body

• Brain development

– “Adolescent brain is psychotic”

• Because of body and knowledge

developments, adolescents believe they are

fully mentally mature, but are not

Understanding Students cont.• Many misbehaving students have a problem

that is outside their immediate control– A physiological issue such as ADHD, LD, PDD or a

mood disorder– Family problems– Poverty– Poor parenting at home– Lack of social skills, poor or no friends– Cultural issues such as being of a low caste or

minority(Priyata)

• Understanding and caring does not mean leniency, permissiveness

Classroom Management Skills

Class-wide Techniques

1. Marbles in a Jar:– Good class b’vior, marbles in; poor b’vior,

marbles out.– Full Jar = Reward (Positive Reinforcement)

• Remember to somewhat randomize reward schedule

Leads to…

• Creates sense of team

• Creates sense of pride

• Creates sense of responsibility

• Creates sense of agency

• Promotes desired behavior

Class-wide Techniques cont.• Train class in a call-response after which they

know to be silent; e.g.

– Teacher:“One, two, three, eyes on me!”

– Class: “One, two, eyes on you!”

– Teacher: “Don’t talk to teacher; Don’t talk to

friends”

– Class: “Now is the time for si-lence.”

Leads to…•Makes quieting down into a fun game.

(Operant: Positive Reinforcement)

• Ritual enforces compliance (Classical

Conditioning)•Whole class speaking in unison greatly

raises chances of compliance—the whole class is in effect agreeing to be quiet. (Social Conformity)

On the Spot Steps for Compliance

Progressive steps to obtain compliance:

1. Proximity

2. Eye contact

3. State required activity (do not request)

4. Hand on shoulder5. Allow seven seconds, then state again

with consequence explained for failure to comply

6. Allow seven seconds and then implement consequence

How is this effective?

• Reveals teacher’s self-discipline—not shouting

• Reveals teacher to be powerful--can enforce expectations

• Reveals teacher means business—not just words, but body is involved

• Other students will take note of actions

Individualized In-Class Motivation

• Climb a Tree / Hot Air Balloon.

• Positive Reinforcement (Going Up)

• Negative Reinforcement (Going Down)

• Positive Reinforcement (Reward)

• Positive Reinforcement (Esteem)

• Positive Reinforcement (Pride)

• In St. Xavier’s many student in each classroom, making this intervention difficult. An options is if you don’t have to reprimand a student in a day, the name goes up.

Out of Class CounselingStrategies

STEP ONE: ESTABLISH RAPPORT

1. Rapport. Without rapport, even excellent interventions will not work.

Rapport is a relationship intentionally developed by the counselor in which the student feels safe with the counselor, trust in the counselor, understood and a sense of positive connection.

• More so than in clinical settings, rapid behavioral change is expected in schools and contact time with the client (student) is less, so building rapport quickly is vital.

• To build rapport rapidly:

–Play doodle game

–Play rock, paper scissors

–Play guessing games

–Ask about/discuss interests, games TV, movies,

food etc

How to Build Rapport cont.

–Share related stories–Get the students laughing–Be genuine (about who you are and

that you care for both student and school)–Be ally, not school’s enforcer, yet be

clear about objectives –Give a small candy after sessions

• Listen

• Neutrality

• Reserve disbelief

• Show other sides

• Remind of school expectations

• Offer to talk to teacher

Handling Problematic Students without breaching rapport

STEP TWO: ESTABLISH GOOD, ONGOING

RELATIONSHIP WITH PARENTS

• Have initial and ongoing meetings

• Consider home consequences

• Assess each case

• “Busy Book”/ “Communication Book”

• Avoid “my bad book” with pictures etc.

• Family coaching at times

STEP THREE:USE A BEHAVIOR CHART

Make a self-monitoring chart like this

Monday Tuesday Wednesday Thursday Friday

B’fore Break 3 1

After Break 2 2

After Lunch 2 1

Teach Sig. Mr. Rogers

The goal is that students begin thinking about, monitoring and altering own behavior. For any ratings of one, review incident with the ABC’s (see below).

STEP FOUR: USE THE ABC’S OF BEHAVIORISM

1. Antecedent

2. Behavior

3. Consequence

Investigate Antecedents

Antecedents include:

•Emotional state (e.g. grumpy, excited)

•Biological state (e.g. hungry, tired)

•General env’ment (rowdy; Mrs. Thapa’s class)

•Specific triggers (Anil tapped me with pencil)

•Behavioral indicators (clenched teeth, fists, etc)

Review Behavior

–Behavior: “I hit Anil”

• Helps form mental associations• Helps self-awareness• Helps develop self honesty

Review Consequences–Consequence include

• Social: friend mad, other students look down

• Disciplinary: had to see the principal

• Home: Dad and Mom got mad, grounded me

• Emotional: Felt guilty, angry

• Reputational: Teachers think I’m bad

• Self-perception: Feel like I’m no good

STEP FIVE:BRAINSTORM

• Brainstorm for alternative behavioral responses

• Have student select a repertoire of new behavioral choices from the list.

STEP FIVE:ROLE-MODEL AND REHEARSAL

• Recent• Act out as occurred.• Reverse roles and repeat • With roles still reversed, act out new• Repeat in opposite roles• Repeat this final step several times.

Rehearse four steps of moving through upset

• Identify trigger

• “Life’s not fair” (deep breath)

• “I Forgive and move on”

• Apologize if required

STEP SIX:ESTABLISH REWARDS AND

CONSEQUENCES

• Most people find intrinsic reward in doing well and in getting along, but students with behavioral issues need extra incentive.

• Find rewards for good behavior (a score of seven or higher per day on the chart) that are meaningful to student but not excessive.

•Find consequences for poor behavior (any incident warranting a “1”) that is meaning- ful proportionate and quickly implementable.

•Decide if it is best for teacher to reward/give negative consequence, counselor or a combination

Rewards and Punishments should be:1. Proportionate to behavior2. Meaningful to the student3. Have reference to the behavior issue if possible4. Implemented immediately or as soon as

possible5. Punishments should be implemented

consistently6. Decided upon with student’s input7. Delivered without display of emotion

STEP SEVEN:ASSESS, ADAPT, PHASE OUT

• Assess progress regularly• Adapt treatment plan if progress is

absent• If progress has been achieved, phase

out rewards so that behavior is maintained in the absence of concrete rewards

Different Contingency Plans

• Group success—Group Reward

• Individual success—Individual Reward

• Individual Success—Group Reward

• Group Success—Individual Reward

Beyond Behaviorism

• Studies that investigated the most effective therapy style (psychoanalysis, behaviorism, client-centered, cognitive-behavioral etc.) have revealed that the only factor that influences positive outcome is rapport—in other words, a genuine and positive relationship between therapist and patient.

Behaviors don’t arise in a vacuum

• Investigate family, personal past, medical issues, substance use/abuse, peer issues• Help student to develop better insight into

why they may be behaving as they do based on findings.

Personality factors– Investigate attitudes, worldview and beliefs. Look

for:• Unrealistic expectations of others• Lack of remorse/guilt• Failure to accept responsibility

–Most difficult –Combination of honesty and care. –Help learn new ones

Cognitive FactorsInvestigate thoughts– Look especially for skewed perceptions

indicated by words such as “always” “never” “hopeless” “nobody.” Also look for black/white thinking, catastrophising and negative prediction–Help student to adopt new, healthier thought

patterns

Physiological FactorsRemain alert to underlying physiological and

emotional factors such as ADHD, LD, PDD, Depression, Anxiety and other Autism spectrum disorders, etc.

• What about “labeling?”

Meditation With behaviorally distrubed students ages 8-11, it was found that Benson's meditative relaxation technique reduced ‐disruptive behaviors significantly more than a control group who merely relaxed during the same daily 20 minute sessions.

Redfering & Bowman (2009)

Questions?