DOCUMENT RESUME ED 438 902 PS 028 312 AUTHOR Echelbarger, Sally; Holler, Marcus; Kelty, Linda C.; Rivera, Matthew E.; Schliesman, Gina M.; Trojanowski, Trina M. TITLE Improving Student Interpersonal Relationships and Academic Achievement through School Safety Interventions. PUB DATE 1999-12-00 NOTE 69p.; Master's Action Research Project, Saint Xavier University & IRI/SkyLight. PUB TYPE Dissertations/Theses (040) Tests/Questionnaires (160) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Academic Achievement; Action Research; Change Strategies; Classroom Techniques; Discipline; *Discipline Policy; *Discipline Problems; Educational Environment; *Interpersonal Competence; Interpersonal Relationship; Intervention; *Middle School Students; Middle Schools; Program Effectiveness; *School Safety IDENTIFIERS *Social Skills Training ABSTRACT This project evaluated the effectiveness of school safety interventions to improve student interpersonal relationships and academic achievement. The targeted population consisted of middle school students in a growing, middle class community located in central southeastern Iowa. The issues of school safety were documented by means of student and teacher surveys, observations, discipline referrals, and test scores. Teachers reported a lack of student skills related to appropriate social interactions, problem solving, effective communication, and positive coping. An 18-week action plan was developed, which included a "Zero Tolerance" school-wide policy, an "FYI Discipline Referral" system, and direct instruction in social skills. The program was assessed by means of a second student survey, anecdotal records of documented discipline referrals, and a comparison with the previous year's scores on the Iowa Tests of Basic Skills. Findings indicated that the intervention did improve school climate, with incidents of bullying reduced. (Nine appendices include various program materials. Contains 24 references.) (EV) POOR PRINT QUALITY Pgs Reproductions supplied by EDRS are the best that can be made from the original document.
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DOCUMENT RESUME
ED 438 902 PS 028 312
AUTHOR Echelbarger, Sally; Holler, Marcus; Kelty, Linda C.; Rivera,Matthew E.; Schliesman, Gina M.; Trojanowski, Trina M.
TITLE Improving Student Interpersonal Relationships and AcademicAchievement through School Safety Interventions.
PUB DATE 1999-12-00NOTE 69p.; Master's Action Research Project, Saint Xavier
University & IRI/SkyLight.PUB TYPE Dissertations/Theses (040) Tests/Questionnaires (160)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Academic Achievement; Action Research; Change Strategies;
ABSTRACTThis project evaluated the effectiveness of school safety
interventions to improve student interpersonal relationships and academicachievement. The targeted population consisted of middle school students in agrowing, middle class community located in central southeastern Iowa. Theissues of school safety were documented by means of student and teachersurveys, observations, discipline referrals, and test scores. Teachersreported a lack of student skills related to appropriate social interactions,problem solving, effective communication, and positive coping. An 18-weekaction plan was developed, which included a "Zero Tolerance" school-widepolicy, an "FYI Discipline Referral" system, and direct instruction in socialskills. The program was assessed by means of a second student survey,anecdotal records of documented discipline referrals, and a comparison withthe previous year's scores on the Iowa Tests of Basic Skills. Findingsindicated that the intervention did improve school climate, with incidents ofbullying reduced. (Nine appendices include various program materials.Contains 24 references.) (EV)
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Minor changes have been made toimprove reproduction quality.
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IMPROVING STUDENT INTERPERSONAL RELATIONSHIPS AND ACADEMICACHIEVEMENT THROUGH SCHOOL SAFETY INTERVENTIONS
Sally EchelbargerMarcus HollerLinda C. Kelty
Matthew E. RiveraGina M. SchliesmanTrina M. Trojanowski
An Action Research Project Submitted to the Graduate Faculty of the
School of Education in Partial Fulfillment of the
Requirements for the Degree of Master of Arts in Teaching and Leadership
Saint Xavier University & SkyLight
Field-Based Masters Program
Chicago, Illinois
December, 1999
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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
s . coLLt 6_4 v,
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
1
SIGNATURE PAGE
This project was approved by
)4 A)Pliku`A yrAisor
Advisor
an, School of Educat
3
ii
ABSTRACT
This report describes the use of school safety interventions to improve student interpersonalrelationships and academic achievement. The targeted population consisted of middle schoolstudents in a growing, middle class community, located in central southeastern Iowa. The issuesof school safety were documented through data gathered by student and teacher surveys,observations, discipline referrals and test scores.
Analysis of probable cause data revealed that teachers reported a lack of student skills related toappropriate social interactions, problem solving, effective communication and positive copingskills. Review of collected data revealed the need for curriculum focused on social skills to targeteffective interpersonal student relationships and to create a secure environment to enhanceacademic achievements.
A review of solution strategies, combined with an analysis of the problem, resulted in thecreation of a system to delineate sequential consequences to address inappropriate studentbehavior and the development of a school wide policy to improve student interpersonalrelationships and to academic achievement.
The research team concluded through the data that the program of anti-violence with the changein discipline policies and the methods of reporting and tracking behaviors improved the schoolclimate. The plan enhanced personal security and academic focus within the classroomsimproving student performance.
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iii
TABLE OF CONTENTS
ii
CHAPTER 1 PROBLEM STATEMENT AND CONTEXT .............................. 1
General Statement of the Problem 1
Immediate Problem Context . 1
The Surrounding Community 3
National Context of the Problem 9
CHAPTER 2 PROBLEM DOCUMENTATION 14
Problem Evidence and Causes 14
CHAPTER 3 THE SOLUTION STATEGY 19
LiteratureReview ............ ...... 19
ProjectObjectives .................. 26
Project Action Plan 26
Methods of Assessment ................................. 29
CHAPTER 4 PROJECT RESULTS 30
Historical Description of the Intervention 30
Presentation and Analysis of Results 32
Conclusions and Recommendations 37
REFERENCES CITED 38
Appendix A 41
Appendix B 42
5
Appendix D.
Appendix E
iv
46
50
52
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1
CHAPTER 1
PROBLEM STATEMENT AND CONTEXT
General Statement of the Problem
The students of the targeted middle school exhibited inappropriate behaviors that interfered
with academic achievement. Evidence for existence of the problem included student and teacher
surveys, observations, discipline referrals and test scores.
Immediate Problem Context
In the targeted school there was a total of 5,550 students enrolled which included one high
school, two middle schools and nine elementary schools. There were 710 students in special
education programs, 900 minority students and 1,700 students enrolled in the free and reduced
lunch program.
The targeted middle school had 649 students. The composition was made up of 15%
minorities, 29% students on the free and reduced lunch program, 12% At-Risk, 24% Special
Education, 13% Extended Learning Program (ELP) and 7% English as a Second Language
(ESL).
The targeted middle school had sixth, seventh and eighth grades. The school had two
administrators with masters of arts (MA) degrees, 64 faculty members, 39 with bachelor of arts
(BA) degrees and 25 with MA degrees. Years of teaching experience ranged from one to 36
years with the median being 20 years of experience. There were 13 support staff and 14 non-
7
2
certified staff. Classes were scheduled on alternating days designated by the school colors. The
day was scheduled around eight periods. The school day began at 8:10 a.m. and concluded at
3:05 p.m. The first seven periods were content oriented and the last period served as a
homeroom. Students in homerooms had the opportunity to participate in band or chorus. There
were no intramural athletic programs. Students participated in extracurricular sports on a
voluntary basis.
The targeted school opened in 1962 as a junior high housing grades seven through nine. The
school had a recreation court, cafeteria/auditorium and a gym. Outside the building
were two football fields, a cinder track and a softball/baseball diamond. In 1990, a new air-
conditioned expansion was added to the building with 14 classrooms, a media center, computer
lab, faculty lounge, wrestling room, multi-purpose room, and handicapped accessible boys' and
girls' restrooms which made the building conform to federal guidelines. The school was the only
handicapped accessible middle school in the district.
Several services were provided to accommodate the diverse needs of the students. The Area
Education Agency (AEA) offered services for speech/language therapy, hearing impaired,
consultation, psychological testing and social case studies. The community provided probation
services and a rehabilitation program for drug and alcohol abuse. The school had one school
nurse, a media specialist and a Parent Teacher Organization (PTO).
The faculty was committed to serving the needs of special students as well as those in the
general classroom. Teachers were able to serve students through special programs which
included Learning Disabilities (L.D.), Behavioral Disorders (B.D.), Mental Disabilities (M.D.),
Drug Abuse Resistance Education (D.A.R.E.), Extended Learning Program, English As A
Second Language, At-Risk and counseling services. The school also provided an eighth grade
8
3
peer-volunteer program. All students participated in a news education program called Channel
One. Extra-curricular activities offered within the school included band, chorus, football, art
club, volleyball, basketball, track, swimming, musicals, newspaper, yearbook and show choir.
Middle school concerns included the following: bullying, snack break, lunch program,
available classroom space, block scheduling, team teaching, two period planning, class size,
Burke, Kay. (1995). Managing the Interactive Classroom: A Collection of Articles. ArlingtonHeights, IL: IRI/SkyLight Training and Publishing, Inc.
Byfield, Link. (1996). If parents won't force an end to school bullying, nobody else willeither. Alberta Report/Western Report. p.2.
Furlong, Michael J. and Morrison, Gale M. et al. (1994). Addressing school violence as partof schools' educational mission. Preventing School Failure. Volume 38. p. 10.
Grant, Jim and Richardson, Irv. (1997). Bringing Innovations and Success To Today'sClassroom. The SDE Sourcebook.
Industry Group 91. (1998). Creating safe, disciplined, and drug-free schools. RegulatoryIntelligence Data.
Hoover, John H. and Oliver, Ronald. (1996). The Bullying Prevention Handbook.Bloomington, IN: National Educational Service.
Kounin, J. (1970). Discipline and Group Management in Classroom. New York: Holt,Rinehart, and Winston.
Lister, Pamela. (1995). Bullies: the big problem you must know about. Redbook. Volume186. p. 116.
Litke, C. Del. (1996). When violence came to our rural school. Educational Leadership, 54(7) p. 77-80.
Lyden, Jacki. (1998). Weekend all things considered (NPR). Teasing. Washington, D.C.
Olweus, Dan. (1993). Bullying At School-What We Know and What We Can Do.Cambridge, MA Blackwell Publishers.
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39
Rock, E.F. (1992). High-incidence behavior disorders. Educating Students with BehaviorDisorders. Boston: Allyn and Bacon. p. 35-85.
Rutherford, Megan with reporting by Michele Donley/Chicago and Deborah Fowler/Houston,with other bureaus. Time select/parents'guide: friends matter the dictionary defines child's playas a simple task, but in reality it can be far more challenging. Time. p. 144[B]+.
Saunders, Carol Silverman. (1995). Taming your child's bully. Good Housekeeping. Volume221. p206 (1).
Short-Camilli, Camilla. (1997). Bully proofing your school: creating a postive climate.Intervention in School and Clinic. Volume 32.
Tobin, Tary-Sugai, George et al. (1996). Patterns in middle school discipline records. Journalof Emotional and Behavioral Disorders. Volume 4. p. 82.
Wallis, Stephen. (1995). Discipline and civility must be restored to America's public schools.USA Today Magazine. Volume 124.
Weekly Compilation of Presidential Documents. (1998). Remarks on the safe schoolsinitiative. Volume 34. p. 464(3).
Woodward, Joe. (1996). Bullies have feelings too. Alberta Report/Western Report. Volume23. p.44.
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APPENDICES
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School 41
Dear Parents or Guardians,
Five teachers from West Middle School and one teacher from Franklin School arecurrently enrolled in a Field Based Master's Program at Saint Xavier University inChicago. Mrs. Echelbarger, Mr. Holler, Mrs. Kelty, Mr. Rivera, Ms. Trojanowski and
Mrs. Schliesman are doing an action research project titled "Improving StudentInterpersonal Relationships and Academic Achievement Through School SafetyInterventions". The research project is designed to determine how student peerrelationships influence academic achievement and to develop interventions that wouldimprove academic performances. We wish to find out if different forms of inappropriatebehavior affect student academic performance and what can be done to increase studentsecurity and classroom performance. We will design an intervention program in responseto our research.
Documentation will be drawn from current school records, test scores fromstandardized testing, and a survey. Our research information will respect studentconfidentiality. This will not be a departure from current school curriculum, butpromises to benefit students with new curriculum strategies. Participation in this study isvoluntary. Students who choose not to participate will not be penalized.
We appreciate your support in this study. Thank you for your assistance.
Please return this portion to your homeroom teacher by Fri., Jan. 15, 1999.
Student Name Grade Homeroom
This child has permission to participate in the study "Improving Student InterpersonalRelationships and Academic Achievement Through School Safety Interventions".
Parent/Guardian Signature Date
Appendix B
Parent Opinion. Survey Results May 1996 Combined 6, 7, 8
Statement
I. Students show respect for eachother.
2. The students and teachershave a good workingrelationship with each other.
16)Team organ is helpful to teachers 2.58 2.11 3.13 2.2 2.65
1 7)Team organ is helpful to students 2.31 1.55 2.86 1.8 2.48
18)I have enough planning time 3.52 2.75 2.75 4.33 3.79
19) # of instruct per assigned is approp 2.72 1.77 2 3.5 3.0720)Master sch meets needs of students 2.97 3.63 2.63 3.2 2.8521)I have input in dev of master schedult 3.6 3.55 3.38 3.16 3.6522)Opport/students basic academis 1.96 2.11 2.13 1.33 2
23)Advisor /advisee would benefit stud 2.04 1.25 2.13 2.2 2.21
30)Students feel good about themselves 2.56 3 2.5 2.4 2.48
31)Adults feel good about themselves 2.62 3.44 2.5 2.6 2.55
32)1 support M.S. philos / programs 1.86 1.33 2.77 1.8 1.74
33)1 would work / Junior High phll/prog 3.31 4.44 2.42 2.6 3.29
34)1 enjoy working more than prey yrs 2.8 3 2.28 3 2.85
35)1 support implem .M.S. phil/prog/sch 1.61 1.11 2.57 2.6 1.34
CommentsSome surveys were not complete. Items not filled in were not figured in average.
Question3 Word music was circled5 P.E. everyday16 Not involved - not enough17 Need more - If you get it - where there are teams18 Inequity20 6th grade only21 Word input circled28 limited # - if properly planned33 Just 7-8 Rio 6 - Finally some intelligent questions
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APPENDIX DStudent Bully Survey
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BULLYING SURVEY: FORM B
Instructions: Please help make your school a better place to live, grow, and learn by answer-ing some questions about the way people act toward one another in the school. Your answerswill help your teachers, principals, and counselors learn more about the way this school"feels" to you and your friends. There are no right or wrong answers to any of the questions.We want to know what you really think about the way things are at your school.
Your answers will be kept strictly confidential. This means that no one will know yourname, the name of any of your classmates, or of your teachers. Again, the idea of the surveyis to learn how you see your school so that adults in the building, together with you, candesign a more student-friendly school!
Bullying definition: We want to know what you think about bullying, but you can startby thinking of bullying as one or a group of students picking on another student ortreating them in a way that they do not like.
A. ABOUT You
Sex (circle one): FEMALE MALE Age (years)
B. BULLYING AT SCHOOL
Grade
Please answer the questions as directed.
1. Have you ever been bullied by other students (during any school year)? Circleyour answer below (circle only one).
YES NO
2. During which school year were you most troubled by bullying? Write a grade in theblank space.
Worst grade for bullying: (It does not have to be at this school.)
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Please use the following scale when you answer the next group of questions about bullying(Numbers 3-10).
0 = has not happened this past month1-2 = has happened 1 or 2 times this past month3-4 = has happened 3 or 4 times this past month
more = has happened more often than 4 times this past month
Remember, cirde 1, 2, 3, or 4, depending on how often these things have happened over thepast month. All of the items and questions refer to what happens to you at school or on theway to and from school.
3. How often have you been bullied at school over the past month?
How often this month? (circle only one): 0 1-2 3-4 more
4. How often have you been physically attacked, over the past month (at school)? Thatis, how often have you been hit, kicked, punched, pinched, tripped, or something likethese?
How often this month? (circle only one): 0 1-2 3-4 more
5. How often have you been touched by someone in a way you did not like over thepast month (at school or on the way to and from school)?
How often this month? (circle only one): 0 1-2
6. How often have you been teased over the past month (at school)?
How often this month? (circle only one): 0 1-2 3-4 more
7. How often during the past month has someone said something cruel to you either atschool or on the way to and from school?
How often this month? (circle only one): 0 1-2 3-4 more
8. During the past month, how often has someone excluded you on purpose? That is,how often has someone kept you out of things you'd like to do?
more
How often this month? (circle only one): 0 1-2 3-4 more
9. How often over the past month has someone played a practical joke on you?
How often this month? (circle only one): 0 1-2 3-4 more
10. How often over the past month has someone left you out of activities or refused toplay or socialize with you?
How often this month? (circle only one): 0 1-2 3-4 more
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1. Over the past month, the bullying I received was from (check only one box):
No one, I was not I was bullied mostly I was bullied mostly I was bullied by
bullied. by boys. by girls. . both boys and girls.
2. The age of kids who bullied me was (check only one box):
No one, I was not Only kids younger Only kids my own Both younger and
bullied. than me. age/grade. older kids.
3. If you were bullied, how well did school officials handle it? (Check only one box.)
I was not bullied Adults at school did Adults at school Adults at school
over the past month. not deal with the handled the bullying handled the bullying
bullying at all. poorly. well.
4. How well do school officials handle the bullying of others you have seen at your
school? (Check only one box.)
I never saw anyone Adults at school did Adults at school Adults at school
bullied. not deal with the handled the bullying handled the bullying
bullying at all. poorly. well.
5. Overall, how would you rate the efforts of adults at your school to prevent students
from picking on one another? (Check only one box.)
Very good . Good Poor Very Poor
6. Overall, how would you rate the efforts of adults (teachers/principal) to make your
school a safe place in which to learn? (Check only one box.)
Very good Good Poor Very Poor
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D. WHERE DOES THE BULLYING OCCUR?
Put an X in each box that describes a place at school, or coming to and from school, whereyou have been bullied this past month (if any). Check all that are true for you.
1. On the school bus
2. Playground
3. Walking to or from school
4. Classroom
5. Lunch room
6. Hallways
7. Gym
8. Locker room
9. Other (you write in places where you've been picked on)
E. ATTITUDES ABOUT BULLYING
Please show how much you agree or disagree with the following statements:
1. Most teasing I see is done in fun, not to hurt people.
How much do you agree? (circle one)
agree very much agree disagree disagree very much
2. Most students who get bullied bring it on themselves.
How much do you agree? (circle one)
agree very much agree disagree disagree very much
3. Bullying helps people by teaching them what is important to the group.
How much do you agree? (circle one)
agree very much agree disagree disagree very much
4. Bullying helps people by making them tougher.
How much do you agree? (circle one)
agree very much agree disagree disagree very much
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APPENDIX EFYI-DISCIPLINE REFERRAL FORMAND ZERO TOLERANCE POLICY
58
MIDDLE SCHOOL /(FYI DISCIPLINE)
(circle one)
Student's Name:Time: Gr.
Incident:Disruptive class behaviorDisrespectful behaviorHarassment / verbal abuseProfanity / vulgar languageRough house behaviorHall rules / passesOther
*Approved by School Safety Committee Jan. 18, 1999
Proposal for "FYI Zero Tolerance Policy"
Six teachers attending Saint Xavier's Master program have created a proposalfor FYI level of consequences. Part of this intervention includes an action plan that willbe integrated during the support group level. We believe the following proposal wouldbe beneficial to both students and staff at West Middle School.
Consequences evaluated by the semester in sequential order:
1 FYI = Staff T.I. (Teacher Interaction) each time and FYI mailed home weekly.
2 FYI = Guidance Conference with student
3 FYI = Phone Call (by team)
4 FYI = Office Intervention
5 FYI = Parental Conference
6 FYI = Support Group
*See Action Plan attached
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Appendix I
Student Sell-Assessment Test Resource SheetMake copies and have students complete before and after the unit.
SELF-ASSESSMENTFor the following ten statements, choose the answer that best fits you right now.
Be truthful so you can see how you change over time. You will fill this form out again at the end of"Working Toward Peace."
Usually Sometimes Never
1. When I am angry, I pause and calm down before doinganything.
2. I get in trouble at school because of my anger.
3. 1 work well in a group of students.
4. When my friends get angry, I can calm them down.
5. When I listen to people, I look at them and don't interrupt.
6. When someone accuses me of doing something I didn't do,I tell him or her to get off my case.
7. I know how to handle people who are trying to bully me.
8. When I work in a group, I offer helpful suggestions.
9. When I have a conflict with someone, I get my way in theend.
30. When I get angry at someone, I get even.
11. I consider the following people to be peacemakers because I have seen them work for peace indifficult situations or I have read or heard about them and think they stand for peace.
a.
b.
c.
d.
12. Here are some things I say to myself when I'm angry to keep from getting angrier.
a.
b.
c.
d.
e.
g.
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WHAT Do YOU KNOWAEOUT ANGER .-0,-NPUCT; AND P;:ACF-7
Place a checkmark by the best response.
1. Anger is
a. normal.
b. bad.
c. abnormal.
d. unhealthy.
2. What makes conflict "good" or "bad" is
a. whether you relax before it.
b. whether you argue or not.
c. how you respond to it.
d. where, when, and how it happens.
3. If a dangerous situation occurs, the bestresponse is to
a. confront the problem.
b. avoid the situation.
c. talk to the people starting the situation.
d. use "What, Why, and How" messages.
4. Conflict is
a. always resolved one way or another.
b. the same in meaning as aggression.
c. neither good nor bad.
d. part of cooperation.
5. If you are provoked, the first thing to do is
a. try to calm down.
b. tell the person who provoked you whatyou think of him/her.
c. tell the person why she/he was wrongto provoke you.
d. tell a joke.
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6. Which is the most appropriate message totell yourself when you are angry?
a. "He/she's getting on my nerves."
b. "I shouldn't feel this way."
c. "I'll get revenge."
d. "Stay cool."
7. Domination has almost the same meaning as
a. conflict.
b. anger.
c. aggression.
d. disagreement.
8. Which physical signal is usually not areaction to anger?
a. knot in stomach
b. dry palms
c. pupils of the eyes enlarged
d. teeth clenched
9. When a conflict arises, the road to peacebegins with
a. saving face.
b. controlling the situation.
c. being smart.
d. managing your feelings.
10. Stereotyping is much like
a. standing in someone else's shoes.
b. judging a book by its cover.
c. changing your mind about someone.
d. understanding both sides of the story.
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11. Bullying behavior
a. doesn't hurt anyone.
b. is just part of growing up.
c. happens only in gangs.
d. can best be handled by staying calm.
12. A good listener
a. offers advice.
b. asks questions.
c. interrupts when necessary.
d. tells his/her own opinion.
13. Trivial conflicts are usually best handled by
a. problem solving.
b. confrontation.
c. negotiation.
d. avoidance.
14. Violence is
a. part of rational communication.
b. inevitable.
c. learned.
d. part of human growth.
15. A person who bullies others
a. has lots of friends.
b. thinks others are out to get him/her.
c. starts bullying others in the teenageyears.
d. is usually the strongest person in agroup.
16. Which strategy tends to increase the level oftension in a conflict?
a. speaking slowly
b. asking an adult to help
c. suggesting a delay
d. moving closer to the other person
17. In a negotiation, the first step is to
a. let each person tell his/her story.
b. ask if each person agrees to thesolution.
c. ask the people involved to reach anagreement.
d. evaluate the solution.
Pretend the statements below are messages you could give yourself. Mark "A" next to statements thatwould make you angrier. Mark "C" next to statements that would help you calm down.
18. She never really liked me.
19. I deserved to get on the team.
20. I'm, not going to let him get to me.
21. I'm on top of this situation and managing it.
22. There is no need to doubt myself.
23. Nothing I do makes her/him happy.
24. That wasn't fair.
25. I can work this out.
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67
T.B.M. Support Group(Teaching Behavior Management)
Rules For Participants
1) Stay on task.
2) Rcept critisism.
3) Follow directions.
4) Remain in the room for the entire session.
Failure to comply with these rules will result in no credit forthat days session. Rny one dismissed from the support groupsession will make up the time in another session. Anyonedismissed from a session will also be assigned an officedetention.
I haue read the rules and understand the consequences if Ichoose not to comply.
Student Signature DateTeacher Witness Date
Documentation of student behauior during sessions.
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Student Plan of Action
1. What is the problem?-What are you doing?
2. What is the need?What do you want?Is what you are doing and/or thinking helping you get
what you want?Is it working for you?
3. What is the desired behavior?If you keep doing this, what will happen?
-Is that what you want?What should you be doing?What is your job?How can this problem be fixed?Can you solve it on your own or do you need help?
-Would you like to hear what some other students havedone?
4. What is the plan?What will you do the next time?
*When student fails to generate a plan and/or does not wantto consider what others have done, say "I have some ideason solving that. Bet you would like your own ideas best.However, if you can't come up with something bywe'll be going with my ideas.
69
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16. Which strategy tends to increase the level oftension in a conflict?
a. speaking slowly
b. asking an adult to help
c. suggesting a delay
d. moving closer to the other person
17. In a negotiation, the first step is to
a. let each person tell his/her story.
b. ask if each person agrees to thesolution.
c. ask the people involved to reach anagreement.
d. evaluate the solution.
Pretend the statements below are messages you could give yourself. Mark "A" next to statements thatwould make you angrier. Mark "C" next to statements that would help you calm down.