This often means taking a cooling period before saying or doing something one might regret. Another limitation of natural and logical consequences is that their success depends on the motives of the misbehaving student. The teacher sends a misbehaving student to a neighboring classroom for 10 minutes, where the student is to sit alone and complete classwork. Although this is a challenge for certain teachers, with enough practice, you will find there are solutions to misbehavior in even the most difficult students. 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? Entree 3 – Expectations & Responding to Misbehavior. Responding to Disruptive Students - All Pages. Do you sometimes speed up for a particular reason? But feelings can also cause trouble if students misbehave: at those moments negative feelings—annoyance, anger, discomfort—can interfere with understanding exactly what is wrong and how to set things right again. Davidson, J. Dante, choose another color. Pre-Selected Consequences. 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. Doing so will prevent problems from mushrooming or becoming entrenched. Discipline for Young Children: Responding to Misbehavior. Another child may need a logical consequence for the same behavior. With this in mind, when adults respond to misbehavior, their aim is to help children: Responding to Student Misbehavior . Reflecting On The Causes Of Misbehavior II. The potential for student behavior problems may be significantly reduced by the creation of a positive classroom culture and the communication of clear expectations for conduct. Explain your plan for responding to misbehavior in the classroom. Kohn, A. 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. Natural and logical consequences are often woven together and thus hard to distinguish: if one student picks a fight with another student, a natural consequence might be injury not only to the victim, but also to the aggressor (an inherent byproduct of fighting), but a logical consequence might be to lose friends (the response of others to fighting). Choice of words, along with a friendly, matter-of-fact tone and a few specific examples, will help get this message across. Misbehavior in the classroom. Just as when we teach academics, we can use students’ behavioral mistakes as opportunities for learning. May 15th, 2012 ... Then think about the design of the classroom and how you can best arrange it to minimize those distractions and meet the needs of the students. One highly effective strategy that puts a stop to the behavior, and helps students understand the effects of their actions, is logical consequences One of the most important things for teachers to keep in mind when responding to misbehavior is to address the behavior as quickly as possible. I also have this same question. Responding to student misbehavior So far we have focused on preventing behaviors that are inappropriate or annoying. Reminding language can also be highly effective: Sonya, what should you be doing right now? Goals for Responding to Misbehavior. To do this well, however, we adults must hold on to empathy for the child who misbehaves while holding her accountable. Focus on recognizing and rewarding acceptable behavior more than punishing misbehavior. Infant and Child Development, 15(3), 233–249. Responding to Misbehavior My misbehavior management plan keeps two key factors in mind: First of all, all students need to feel (and actually be!) What are the suggestions for serious defiant behaviors (flat out refusal to follow directions or even acknowledge adults) and students who are physically aggressive (hitting, wrestling, kicking, pushing)? Five, three, just one, or…? If a student who is usually quiet during class happens to whisper to a neighbor once in awhile, it is probably less disruptive and just as effective to ignore the infraction than to respond to it. Suppose, for example, that a cer… Published July 30, 2019 Share it. Journal of Teacher Education, 55(1), 25–38. 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. If a student is seeking power over others, on the other hand, then the consequences of bullying may not reduce the behavior. The “owner” of the problem is the primary person who is troubled or bothered by it. Who will be their new friends?” New school years can also bring about new challenges. 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). I will have to choose other responses when there is serious misbehavior as described in my school's rules and policies. It has to been analysed according to the whole environment of the children’s life. This is a difficult question. Yet this behavior is not really noticed by others. Our advice has all been pro-active or forward-looking: plan the classroom space thoughtfully, create reasonable procedures and rules, pace lessons and activities appropriately, and communicate the importance of learning clearly. There are so many ways to respond, in fact, that we can describe only a sample of the possibilities here. 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. What subjects will they learn about this year? These strategies will be very helpful in achieving the goal of the responsive classroom, which is to keep the focus on learning and managing a classroom that is safe for all students. Each school year brings about excitement and anticipation: “Whose class will my child be in? Post them in the classroom and refer to them occasionally. Having her clean every desk in the classroom after school would be an unrealistic amount of work, and the uncleanness of the other desks is unrelated to Jinghua’s mistake. Misbehavior causes disturbances in the classroom and makes it difficult for students to enjoy the educational process. Conflict Resolution Quarterly, 22(1–2), 233–267. Responding to Disruptive Behavior in the Classroom. For example: Janna rolls her eyes and snickers as Hector shares details of his weekend visit with his cousin during Morning Meeting. 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. For various reasons, students sometimes still do things that disrupt other students or interrupt the flow of activities. In either case, whether natural or logical, the key features that make consequences work are (a) that they are appropriate to the misbehavior and (b) that the student understands the connection between the consequences and the original behavior. Jones, T. (2004). All rights reserved. One child who’s talking when she shouldn’t may need only a cue to correct herself. Do the students have any diagnosed emotional, behavioral, or learning disabilities? Inexperienced teachers may feel as though they need to catch and fix all misbehavior in the classroom, but trying to stamp down minor disruptions can actually increase them in the long run. It is estimated that … Suppose, for example, that a certain student has a habit of choosing quiet seat-work times to sharpen her pencil. Consequences are focused on repairing damage and restoring relationships, and in this sense they focus on the future. Valya Telep, Former Extension Specialist, Child Development, Virginia State University; Reviewed by Novella Ruffin, Family and Human Development Specialist, Virginia State University. In this episode, Kristina and Kyle address how classroom and school rules interact and the different degrees of severity for behavioral intervention. Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study. Linda Jacobson @lrj417. Try and compress your main classroom rules into 3 to 5 simple, concise guidelines for student behavior. Goals in Responding to Misbehavior The number one goal in responding to misbehavior is to stop it and get the student back on track to ensure learning and teaching to continues! As you might suspect, too, a problem may sometimes affect several people at once. Ways of preventing and responding to misbehavior. These students may have learned different nonverbal gestures from your own as part of their participation in their original culture (Marsh, Elfenbein, & Ambady, 2003). classroom, school, community and the whole society. Our advice has all been pro-active or forward-looking: plan the classroom space thoughtfully, create reasonable procedures and rules, pace lessons and activities appropriately, and communicate the importance of learning clearly. However, when prevention does not work, a teacher needs to address discipline in the classroom. Saying “You’re so rude—you just don’t care about anyone but yourself!” would be a disrespectful attack on her character. ASCD Customer Service. I will share with my teachers. A lot of misbehaviors are not important or frequent enough to deserve any response at all. Goals for Responding to Misbehavior In the Responsive Classroom approach to discipline, the overarching goal is to keep the focus on learning, while maintaining a classroom that's physically and emotionally safe for all. As they learn to negotiate social expectations, children test limits, get carried away, forget, and make mistakes. Better Than Carrots or Sticks (2015) presents a great continuum of interventions from least intrusive to most intrusive, which should be used depending on the seriousness of the situation. That said, there can still be problems in deciding whether a particular misbehavior is truly minor, infrequent, or unnoticed by others. The suggestions vary in detail, but usually include some combination of the steps we have already discussed above, along with a few others: Cooper, P. & Simonds, C. (2003). Why You Should Take Your Time Responding To Misbehavior. If a student who is usually quiet during class happens to whisper to a neighbor once in awhile, it is probably less disruptive and just as effective to ignore the infraction than to respond to it. Thousand Oaks, CA: Sage. Since the owner of a problem needs to take primary responsibility for solving it, identifying ownership makes a difference in how to deal with the behavior or problem effectively. Mistake #1: Responding to surface-level behavior (and not the underlying reasons) ... At another school, teachers write students’ names on the classroom board to track misbehavior, or use color-coded stickers as a scoring system—red for bad behavior, blue for good. Child Development, For Parents, Older Child, Reading/School Readiness / By Triple P Team. Even with strategies aimed at preventing misbehavior, there will likely be misbehavior in the classroom. When managing a classroom, two kinds of consequences are especially effective for influencing students’ behavior: natural consequences and logical consequences. 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. Then we want to make sure we give them the opportunity to learn from their mistakes. Second, they remind the student of classroom expectations and rules with simple clarity and assertiveness, but without apology or harshness. 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. At present, there is no universal method of managing misbehavior in the classroom. Once you have listened well to the student’s point of view, it helps to frame your responses and comments in terms of how the student’s behavior affects you in particular, especially in your role as the teacher. Gibbs, J. A third problem with natural and logical consequences is that they can easily be confused with deliberate punishment (Kohn, 2006). Responding to Misbehavior. If I see that you are about to break a rule, I may use a signal to help you realize that you are getting out of control. Bringing the child closer, instead of going to the child, is another option. Interrupting your activities—or the students’—might cause more disruption than simply ignoring the problem. It is especially effective to talk about behavior you want to see, as well as the type that’s disruptive. Having her miss recess would be irrelevant. In these ambiguous cases, you may need more active ways of dealing with an inappropriate behavior, like the ones described in the next sections. If a student fails to listen to the teacher’s instructions, then a consequence is that he or she misses important information, but a punishment may be that the teacher criticizes or reprimands the student. "When misbehavior is minor, the best responses are those that are low profile and noncoercive," (Savage & Savage, 2010, p. 157). At present, there is no universal method of managing misbehavior in the classroom. Although we consider these ideas important, it would be naïve to imply they are enough to prevent all behavior problems. New York: Holt, Rinehart & Winston. 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). Misbehavior interupts learning. Trace the paths you usually take across the room. Is it then really a problem, however unnecessary or ill-timed it may be? David, who criticized Sean, may discover that he offended not only the teacher, but also classmates, who therefore avoid working with him. Beyond discipline: From compliance to community. Yet, researchers do describe ways in which a teacher can avert or minimize this problem. Sometimes all that’s needed to reestablish positive behavior is for the teacher to move next to a child. Responding To Misbehavior In The Classroom Each school year brings about excitement and anticipation: “Whose class will my child be in? When situations get heated in the classroom, my first goal is to de-escalate. As discussed in the definition of discipline, all actions towards misbehavior should allow for the acceptance of responsibility and the development of self-control. The owner can be the student committing the behavior, the teacher, or another student who merely happens to see the behavior. Responding to Inappropriate Behavior. We also need to respond to misbehavior in ways that show all of our students that we will keep them safe and see to it that classroom rules are observed. The first step in dealing with inappropriate behavior is to show patience. (2006). What age are the students? In our class, when you don’t follow a rule, it’s my job to help you get back on track, fix any problems you caused, and learn to follow the rule next time. It’s important for the teacher to let children know that at one point or another, everyone makes behavior mistakes and needs support to get back on track, and that’s okay—just as it’s okay to make mistakes when learning academic skills. 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. A number of experts on conflict resolution have suggested strategies for negotiating with students about persistent problems (Davidson & Wood, 2004). Implementing Consequences Effectively IV. Goals for Responding to Misbehavior. Consequences are the outcomes or results of an action. safe at all times in my classroom. Below are a few ways that I respond to different types of misbehavior in the classroom. I have developed many rules and routines for students which should help minimize the behavioral issues that could surface. Gordon, T. (2003). When children’s behavior goes off track, they need immediate feedback from adults to help them break their momentum and get back on track. RESPONSE COST. Many factors can influence … This is a typical response from anyone wanting to stay on top of classroom management. Responding to Inappropriate Behavior as it relates to my teaching In my classroom, I intend to follow these general guidelines in dealing with inappropriate behavior. 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