Transcript Remarkably Effective Classroom Discipline Strategies That

The Most Powerful Solutions to
Eliminating Chronic Disruptive Behavior
Training Behavioral Expectations
EXPECTATION
TRAINING SITE
BE RESPECTFUL
Please:
 Turn cell phones to “off” or to “vibrate”
 Receive and make phone calls in areas outside
of training room
 Wait for communications with team members
until team and break times or write notes
BE RESPONSIBLE
Please:
 Ask general questions, not specific situational
 Feel free to get up, but don’t interrupt
 Arrive in seat ready to go after breaks
BE ENGAGED
Please:
 Share a strategy that has worked for you!
 Ask questions…I’ll try to answer the best I can
 Be active with team during discussion/reflection
Three Types of
Students
These are the kids who do the
right thing---
ALWAYS!!!
These are the kids who do the
right thing---
SOMETIMES???
Today is going to be
a great day!
Close your eyes and think of that NEVER
student in your mind.
Your Bag of Tricks
Quantity
Quality
Time “2 Be Proactive
”
Proactive
Strategies
Reactive
Strategies
What is evidence
based?
Quality of evidence established
a “strong” evidence
of effectiveness:
Randomized controlled trials
that are well-designed and implemented.
www.ed.gov/rschstat/research/pubs/rigorousevid/guide_pg6.html#strong%20evidence
Popular Treatments That Don’t Work

Treatment/Intervention
Meeting with student
Effect Size
.00
Punitive discipline
-.13 to + .06
Alternative placement
-.10 to + .04
Special education
- .03
POOR OUTCOMES FOR STUDENTS
Not So Popular Treatments That Do Work
Treatment
 Positive Behavioral Supports
 Social Skills Training
 Group-based contingency
 Token economy
 Social emotional learning
 Formative Evaluation +
Graphing + Reinforcement
 Mentor-based program
Effect Size
+ .90
+ .68
+ .81
+ .60
+ 1.00
+ 1.20
+ 1.00
Kavale (2005); Marquis et al. (2000); Cook et al. (in press);
Blueprints for Promising Treatments (1999); Reschly (2004)
Punishment does not
change behaviors!
If it did, there would be no need
for prisons.
Story of Coach and Football Player –
No Pass, No Play
Conflict is inevitable,
but
combat is optional!
Today’s Training Agenda
Part One – Establishing a School Wide
Tiered System
Tier One - Universal
Tier Two - Supplemental
Tier Three - Intensive
Today’s Training Agenda
Part Two – Understanding the Student
The Maladaptive Student
The Explosive Student
The Impulsive-Inattentive Student
The Unmotivated-Underachieving Student
Changing Face of America’s
Youth
School teachers rate top disciplinary problems
1940
2000
•Talking out of turn
•Drug abuse
•Chewing gum
•Alcohol abuse
•Making noise
•Pregnancy
•Running in the halls
•Suicide
•Cutting in line
•Rape
•Dress-code violations
•Stealing
•Littering
•Interpersonal Violence
US News and World Report Basic Data: Congressional Quarter Researcher.
Part One
Understanding the System
Be proactive!
Keep focus on the big picture…
the SYSTEM
A Tiered Service Delivery Model
Designing School-Wide Systems for Student
Success
Behavioral Systems
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Individual or Group
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
MENU of EvidenceBased Supports
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Selected
(At-risk Students)
Classroom & Small
Group Strategies
Tier 3 Menu:
• FBA-based Behavior Intervention Plan
•Replacement Behavior Training
•Point and Level Systems
Tier 2 Menu:
•Behavioral contracting
•Data Collection- Progress Monitoring
•School-home communication
•Mentor-based program
•Differential reinforcement
(10-25% of students)
Universal
(All Students)
School/Class-Wide
Systems of Support
(75-90% of students)
Tier I Menu:
•School-Wide PBS
•SEL curriculum
•Power Teaching
•Universal Screening
A Prevention System
The Most Powerful Solution!
Prevention is one of the most powerful
tools in minimizing chronic disruptive
behavior and increase Academic
Engaged Time (AET).
Increased AET = Increased Performance
Tier One Overview
Universal Screening
Identifies “Non Responders."
1. Student Risk Screening Scale (SRSS)
2. Student Internalizing Behavior
Screening Scale (SIBSS)
3. Teacher Nomination Form of
Internalizing and Externalizing Behavior
Student Risk Screening Scale (SRSS; Drummond, 1993)
Directions: Please rate each student on each behavior using the following scale:
0=Never, 1=Rarely, 2=Occasionally, 3=Frequently
Student Name
BILLY
SALLY
JOHNNY
BEN
MELISSA
DIANA
FRANK
Lying,
Behavior
Peer
Low Academic Negative
Stealing Cheating,
Problems Rejection Achievement Attitude
Sneaking
0
1
0
0
0
0
0
0
2
3
1
0
0
0
0
3
3
2
0
0
2
0
2
1
0
0
0
1
0
3
3
1
0
0
3
10+ = AT-RISK
5-9 = ON THE RADAR
< 5 = Not AT RISK
0
2
3
1
0
0
1
Aggressive
Behaviors
0
2
3
1
0
0
0
SUM
0
15
16
6
0
0
7
School Internalizing Behavior Screener (SIBS; Cook, 2008)
Directions: Please rate each student on each behavior using the following scale:
0=Never, 1=Rarely, 2=Occasionally, 3=Frequently
Student Name
BILLY
SALLY
JOHNNY
BEN
MELISSA
DIANA
FRANK
Nervous or Bullied by
Spends
fearful
peers
time alone
Clings to
adults
Withdrawn
Sad or
unhappy
Complains
about
being sick
or hurt
SUM
Examples of externalizing types of behavior
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Displaying aggression towards objects or persons.
Arguing, defying the teacher.
Forcing the submission of others.
Out of seat behavior.
Non-compliance with teacher instructions or
requests.
Tantrums.
Hyperactive behavior.
Disturbing others.
Stealing
Not following teacher-or-school rules.
Examples of internalizing types of behavior
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Low or restricted activity levels.
Avoidance of speaking with others.
Shy, timid and/or unassertive behaviors.
Avoidance or withdrawal from social situations.
A preference to play or spend time alone.
Acting in a fearful manner.
Avoiding participation in games and activities.
Unresponsiveness to social initiations by others.
Failure to stand up for one’s self.
Non-Examples of externalizing types of behavior
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Cooperating.
Sharing.
Working on assigned tasks.
Asking for help.
Listening to the teacher.
Interacting in an appropriate manner with peers.
Following directions.
Attending to task demands.
Complying with teacher requests
Non-Examples of internalizing types of behavior
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Initiation of social interactions with peers.
Engagement in conversations.
Normal rates or levels of social contact with peers.
Displaying positive social behaviors towards others.
Participating in games and activities.
Resolving peer conflicts in an appropriate manner.
Joining in with others.
Student Nominations
Last Name
1.
2.
3.
4.
5.
First Name
Tier One Overview
Pro-Active Strategies
• Unconditional Positive Regard
– Students are Human Beings, Not Human Doings
– “Three Walks Per Week”- Mrs. Brabson
• Five to One Ratio of Positive to Negative Comments
– More Gestures and Comments to Corrective Statements are
given for each student
• Human Needs are Fostered
– Teacher Designed Interactions and Activities
Fun (Learning can be exciting!)
Freedom (A wide variety of choices are available!)
Empowerment (Privileges can be earned)
Belonging (Membership in the group is fostered!)
Physical (food, water, etc…)
Tier One Overview
Pro-Active Strategies
• Informational Feedback -vs- Judgmental Feedback
– Medals and Missions
• Individual Reinforcement
– Is available, with choices given within whole group
designs.
• On-going Expectation & Procedure Teaching
– Reinforcement when adherence occurs. Classroom
procedures are taught systematically.
Tier One Overview
Pro-Active Strategies
• Social Emotional Curriculum
– Embedded in Curriculum
– www.casel.org
• Direct Instruction
– Emphasizes high student engagement with multiple
opportunities to respond to partners, groups and teachers
predominates. Hands on learning activities predominate, rather
than the ineffective lecture-worksheet style of instruction.
• Positive Behavioral Supports
– All environments with situation specific expectation teaching:
Safe-Respectful-Responsible
Tier One Overview
Pro-Active Strategies
• Differentiated Instruction and Accommodations
– Assure Content is at Instructional Level, NOT Independent Level
or Frustration Level
• Power Teaching – “The Big Six”
• Self Governance Meetings
– Weekly Classroom Meetings
Tier Two Overview
Supplemental Strategies
• Home School Communication
– Reinforcement for increasing behavioral success.
• Mentoring Programs
– Regularly occurring sessions with an identified staff person or
older student who befriends and supports.
• Check In-Check Out Systems
– Student meets with a staff person to review target behaviors and
receive encouragement and self monitoring data sheet in a.m.,
and reviews results in p.m.
Tier Two Overview
Supplemental Strategies
• Data Collection Progress Monitoring
– Student records success/failure in specific time intervals in
classes.
• Behavioral Contracting
– Student, staff, family agree on specific outcomes for specific
behaviors.
Tier Two Overview
Supplemental Strategies
• Social Skills Instruction or School Counseling
– Student participates in on-going school sessions outside the
classroom.
• Differential Reinforcement
– Student receives scheduled, planned reinforcement for
alternative behaviors.
• Positive Peer Reporting
– Peers report positive behaviors about the student;.
– See: Pit Crews, www.pent.ca.gov)
Tier Three Overview
Intensive Strategies
• Function Based Behavior Planning Process
– Student receives a Functional Behavioral Assessment, with a
behavior plan developed based on that assessment. The plan
addresses three pathways:
– 1. Supporting desired positive behaviors,
– 2. Reacting skillfully and safely to problem behavior,
– 3. Teaching and reinforcing functionally equivalent replacement
behavior, and acceptable alternatives that meet student needs.
• Family Therapy
– Needs based referrals and communication systems are
provided.
Tier Three Overview
Intensive Strategies
• Multi-Systemic Wrap Around Services
– Implemented when the severity warrants this service.
• Cognitive Behavioral Therapy
– CBT is implemented by school staff, when student’s faulty
reasoning and emotional response to neutral stimuli warrants
addressing these underlying barriers to academic and
behavioral success.
Tier One
Proactive
Preventative
School Wide
School Wide Positive Approach
Sample 3 -5 General School Wide Expectations
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–
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I Can Be Respectful
I Can Be Responsible
I Can Be Safe
I Can Build Relationships
I Can Be Prepared
Sample School Wide Consequences
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–
–
I Can Earn Privileges
I Can Lose Privileges
I Can Participate in Extra-Curricular
I Can Attend Assemblies and PBIS Celebrations
Expectations Everywhere
•
•
•
•
•
•
•
Restroom
Playground
Hallway
Bus
Cafeteria
Gymnasium
Classroom
Respect Behavior Matrix
Classroom
Lunchroom
Bus
Hallway
Assembly
Use inside voice
Eat your own food
Stay in your seat
Stay to right
Arrive on time to
speaker
Respect
Environment &
Property
Recycle paper
Return trays
Keep feet on floor
Put trash in cans
Take litter with
you
Respect Yourself
Do your best
Wash your hands
Be at stop on time
Use your words
Listen to speaker
Respect Learning
Have materials
ready
Eat balanced diet
Go directly from
bus to class
Go directly to
class
Discuss topic in
class w/ others
Respect Others
Teaching Expectations
“Front-loading”
Coach John Wooden
Use Direct Instruction
Teaching Expectations
1. Model – “I Teach”
– Perfect Example
– Imperfect Example
– Almost But Not Quite
2. Lead – “We Do”
3. Test – “You Do”
Shaping
Behavioral
Cognition
Teaching Expectations
Effective managers teach behavioral rules
and classroom routines in much the same
way as they teach instructional content,
and they review these frequently at the
beginning of the school year and
periodically thereafter.
Teaching Expectations
Rules and Expectations should be measureable.
– What does it look like and what is the reason for it?
Include student input in developing expectations,
rules and routines.
Expectations and Routines govern classroom
procedures, flow, operation, and management.
Rules govern relationships.
Expectation Lessons
Should be Taught
•
•
•
•
•
•
•
•
•
•
Announcements
Apologizing
Asking for Help
Audience Member
Backpacks
Bathroom
Bus Line
Recess (leaving for and
returning from)
Drinking Fountain
Field Trips
•
•
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•
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•
•
•
•
•
Following Directions
Group Work
Hallway
Listening
Playground
Pledge
Raising Hand
Sharpening Pencil
Taking a Test
Homework
Washing Hands
Data Collection is Essential
Problem Behavior
Days
16-Feb
15-Feb
14-Feb
13-Feb
12-Feb
11-Feb
10-Feb
Tier II
Self-monitoring
9-Feb
8-Feb
7-Feb
6-Feb
5-Feb
4-Feb
3-Feb
2-Feb
1-Feb
31-Jan
30-Jan
29-Jan
28-Jan
27-Jan
Baseline
26-Jan
25-Jan
24-Jan
23-Jan
22-Jan
21-Jan
20-Jan
19-Jan
18-Jan
17-Jan
16-Jan
15-Jan
14-Jan
Frequency of Negative Social Interactions
Tier Two Overview
Progress Monitoring
Frequency of Negative Social Interactions
7
Tier III
BSP + SST
6
M = 4.5
5
4
3
2
1
School NORM
0
Days
16-Feb
15-Feb
14-Feb
13-Feb
12-Feb
11-Feb
10-Feb
Tier II
Self-monitoring
9-Feb
8-Feb
7-Feb
6-Feb
5-Feb
4-Feb
3-Feb
2-Feb
1-Feb
31-Jan
30-Jan
29-Jan
28-Jan
27-Jan
Baseline
26-Jan
25-Jan
24-Jan
23-Jan
22-Jan
21-Jan
20-Jan
19-Jan
18-Jan
17-Jan
16-Jan
15-Jan
14-Jan
Frequency of Negative Social Interactions
Tier Two Overview
Progress Monitoring
Frequency of Negative Social Interactions
7
Tier III
BSP + SST
6
M = 4.5
5
4
M = 2.3
3
2
1
School NORM
0
Days
16-Feb
15-Feb
14-Feb
13-Feb
12-Feb
11-Feb
10-Feb
Tier II
Self-monitoring
9-Feb
8-Feb
7-Feb
6-Feb
5-Feb
4-Feb
3-Feb
2-Feb
1-Feb
31-Jan
30-Jan
29-Jan
28-Jan
27-Jan
Baseline
26-Jan
25-Jan
24-Jan
23-Jan
22-Jan
21-Jan
20-Jan
19-Jan
18-Jan
17-Jan
16-Jan
15-Jan
14-Jan
Frequency of Negative Social Interactions
Tier Two Overview
Progress Monitoring
Frequency of Negative Social Interactions
7
Tier III
BSP + SST
6
M = 4.5
5
4
M = 2.3
3
2
M = 0.8
1
School NORM
0
School Wide Celebrations
Usually Held Monthly
ALL Students Attend
Student Performances
Drawing for Prizes
Games Including Teachers/Staff
Terrific Turkey Ticket
Respect
Relationships
Responsibility
Mrs. Maubach
Student Name ________________
POWER TEACHING
From Whole Brain Teaching
“The
Big Six”
Class – Yes
5 Powerful Classroom Expectations
Teach – Okay
The Scoreboard
Switch
Mirror
Tier Two
Supplemental
Progress Monitoring
Specific Skill Set Practice
Tier Two
Supplemental Small Group
Small Group Counseling and/or Social Skills
Instruction
Example – Lunch Buddies
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–
–
–
Friendship
Conflict Resolution
Trust Building
Character Building
Tier Three
Individualized
Diagnostic
Problem Solving
Intensive Interventions
Tier Three – Diagnostic
What is a Functional Behavioral Assessment (FBA)?
An FBA is an approach that incorporates a variety of
techniques and strategies to diagnose the causes and to
identify likely interventions intended to address problem
behaviors. In other words, the FBA looks beyond the
demonstrated behavior and focuses, in-stead, upon
identifying biological, social, affective, and environmental
factors that initiate, sustain, or end the target behavior.
This approach is important because it leads the observer
beyond the “symptom” (the behavior) to the underlying
motivation for it.
There are three basic ways to categorize
why a behavior is occurring:
•
Function—why the student is demonstrating the behavior, usually to
get/seek something desired or to escape/avoid something painful or
undesired. Examples: to get attention or stimulation, to elicit a desired
response, to get a desired activity, to escape demands/requests, to escape
an activity or person, to escape an environment, to control something.
•
Skill deficit —a behavioral or academic skill that the student does not know
how to perform. Example: In a disagreement, the student hits the other
student because he does not know other strategies for conflict resolution. In
cases of skill deficit, the BIP needs to describe how the skill will be taught
and how the student will be supported while learning it.
•
Performance deficit —a behavioral or academic skill the student does
know, but does not consistently perform. Example: A student is
chronically late for the classes she doesn’t “like.” In cases of performance
deficit, the BIP may include strategies to increase motivation.
Tier 3 Intervention – Intensive
Point/Level System
Point and Level Systems are a behavioral
management approach.
Designed to be an organizational framework for
managing student behavior where “students
access greater independences and more
privileges as they demonstrate increased
behavioral control.
Point and Level System
Students learn appropriate behavior
through clearly defined behavioral
expectations and appropriate
reinforcements such as rewards,
privileges, and consequences linked to
those expectations. There are specific
criteria for advancement to the next level
where the student(s) enjoy more desirable
contingencies.
Point and Level System
It is intended that students who proceed through
the levels are more able to self-manage,
capable of handling more responsibility and
therefore enjoy greater independence. There are
four main goals of point and level systems: 1)
increasing appropriate behavior; 2) promoting
academic achievement; 3) fostering a student’s
improvement through self-management; and 4)
developing personal responsibility for social
emotional and academic performance.
Point and Level System
There are four main goals of point and
level systems:
1) increasing appropriate behavior;
2) promoting academic/social achievement;
3) fostering a student’s self-management;
4) developing personal responsibility
Point and Level System
Point and Level Systems have two parts:
1) daily levels connected to a twenty minute
preferred activity or “reward” time at the
end of the school day and
2) on-going levels that students advance
through based on long term behavioral
performance.
Point and Level System
Point and Level Systems have been used:
(a) as the basic structure for daily behavioral
management;
(b) as a daily communication system with parents
regarding behavioral performance; and
(c) as a data collection system to make decisions
regarding intervention effectiveness.
Example of Point and Level System
Level 1- (87 points-70%) Supervised in the hall
during transitions, supervised at lunch, not
allowed in the hall during class unless supervise.
No computer during free time. No Extra
Curricular Activities.
Level 2-(100 points-80%) Supervised in the hall
during transitions, allowed in the hall during
class at teacher discretion. Supervised at lunch,
Supervised use of computer during free time.
No Extra Curricular Activities.
Example of Point and Level System
Level 3 -(112 points-90%) Independent hall
transitions, independent at lunch, allowed in the
hall during class at teacher discretion, and use
computer during free time. Limited Extra
Curricular Activities.
Level 4 -(120 points-95%) Independent hall
transitions and at lunch, allowed in the hall
during class at teacher discretion, independent
use of computer during free time, and allowed to
all Extra Curricular Activities.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Total Daily Pts.
=_____
Category 1 Behaviors (Lose One Point)
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–
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–
–
–
–
–
Off task (improper materials, head down, etc.)
Inappropriate language/rude comment
Interrupting/Talking out
Refusal to follow directions
Rude noise/body function
Talking back/disrespect of staff member
Slow to follow directions within two requests
Inappropriate material choice (computer,
book, etc)
– Negative comment-Inappropriate writing, or
drawing
Category 2 Behaviors (Lose Five Points)
–
–
–
–
–
Physical Aggression
Threats
Argumentative
Theft
Vandalism
Points
5 points would be given for each period of the
day, lunch, and Advisory/RtI
(25 points/day, 125 points/week)
Category 1 - student would lose one point for
each behavior.
Category 2 - student would automatically lose all
five points for that period
Implementation of P/L System
Student will start at Level 2
All targeted behavior that is observed will
be coded on the data sheet
Must maintain 2 weeks of points at level or
above to move up
Move up 1 level at a time
Implementation of P/L System
If student achieved below his/her current
level for 3 consecutive days, he/she would
drop one level. He/she would have to
maintain 2 weeks of points at level or
above to move back up a level.
Quickly review points at the end of each
hour to keep student informed. If argues,
student would lose more points!
Implementation of P/L System
If student achieved beneath Level 1
for a given week while at Level 1,
he/she would serve a one day inschool suspension
If student achieved beneath Level 1
for 2 consecutive weeks, he/she
would serve a three day out of school
suspension
Implementation of P/L System
If student achieved beneath Level 1 for 3
weeks within a 6 week period of time,
he/she would be in office setting until the
plan is reviewed or an alternative setting is
determined.
Depending on the severity of individual
behaviors, other consequences could
apply for physical aggression,
inappropriate language/material, and
disrespect.
Quick Reflection #1
Does our school have a 3 tiered system
in place to be proactive with student
behavior? If so, what has worked well?
What needs to be improved?
If not, how can we start implementation
of a 3 tiered system?
Part Two
Understanding the Student
Solutions for the Maladaptive Student
Solutions for the Explosive Student
Solutions for the Impulsive/Inattentive Student
Solutions for the Unmotivated/Underachieving
Student
Powerful Solutions for the
Maladaptive Student
Research Is Clear
If you value students it is less likely
that students will challenge you.
Better outcomes if you treat students
with respect and dignity at all times.
Fair, Firm, and Friendly.
Allow them to make choices and honor
the choices.
Conflict is an essential part of growing
up
Students are Human Beings…
Not Human Doings!
Continuum of Behavior
Irresponsible/
Legal
Responsible
•
•
•
•
•
•
•
•
Obey Rules
Keep Commitments
Cooperative Relations
Fulfill Obligations
Consider Others
Willing to Listen
Earns Trust
Dismisses Irresponsible
Thoughts
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Honor commitments only
when it is convenient or
promises to pay off
Lying because it’s easy
(more often by omission)
Letting others down
Blaming others
Controlling others and
events through
manipulation, deceit, or
intimidation.
Failing to persevere,
quitting when something
becomes uncomfortable
or hard.
Finding irresponsible
activities exciting.
Irresponsible/ Illegal
•
•
•
•
•
•
•
•
•
•
Breaking Rules/Laws
Exploiting others
Engaging in frequent or continuous
irresponsible thinking
Thinking only of self
Unwilling to accept responsibility or
obligations
Focus on not getting caught
Beating the system
Getting away with something
makes it o.k.
Acting as if he/she is better than
others, not seeing self as a
criminal.
Living a secret lifestyle; concealing
lots of illegal activity.
Look for Patterns of Behavior
All of us are on the continuum somewhere.
Look for “Patterns” of behavior, not
isolated incidents.
Isolated Behavior
When isolated behavior occurs, ask
yourself three questions.
– Is the student learning?
– Are other students learning?
– Can I still Teach?
If the answer to any is no, then intervene! If
the answer to all three is yes, then keep
teaching!
Behavior patterns are not eliminated if
thinking remains the same.
Behavior is based on Thinking
Thinking
That idiot made
Me spill my coffee
Feelings
Frustration/Anger
Subaru –
“Think-Feel-Drive”
Behavior
Honk horn/
Swear
Maladaptive Thinking Patterns
Maladaptive Thinking indicates that
thinking is not very flexible and does not
generate a lot of options for the individual.
– “Get You in Trouble Thinking”
– “Boxed-In Thinking”
– “Maladaptive Thinking Patterns”
Maladaptive Thinking Patterns
Victimscript – “It wasn’t my fault.”, “You
don’t understand.”, “My Counselor made
me come”
Unrealistic Self Image – “I was just
having a little fun. No harm done.” “This
information is really good, I think I could
help some kids”
Maladaptive Thinking Patterns
Closed Thinking – “I heard this before, I
don’t need this stuff to change”. “That
wasn’t a lie. You didn’t ask me that”
Sense of Entitlement – “Didn’t I do
something for you last month. Let me tell
you what I need from you now.”
Maladaptive Thinking Patterns
Compartmentalized Thinking –
“Yes, you’re right, what I did was
disgusting. I’m sorry….now can’t we just
forget about it and move on with life.”
Inappropriate Expectations –
“That’s stupid! I can’t do that now, I have other things
on my mind.” “I’ll do my best, but I’ve been pretty tired
lately”
Maladaptive Thinking Patterns
Control through Power –
Loud Voice, “I wouldn’t do that if I were you!”
Special – “I don’t need this, I’ve been
through a dozen of these programs.” “Hey, I’m
out of here. This class is for suckers”
Focus on thinking.
• Lasting change
comes with a
change in
underlying
thinking patterns.
Behavior is a Choice!
Remember, students who have come from
horrendous backgrounds choose
responsible lifestyles.
Many raised in supportive environments,
nevertheless choose irresponsible
patterns of behavior.
Quick Reflection #2
How can I recognize students who have
Maladaptive Thinking Patterns?
Behavior Mgt. Traps to Avoid
Passionate Discipline Trap
–
–
–
–
–
Most Common Trap for Teachers
Discipline is full of Emotion and Passion
Use Dispassionate or Matter-of-Fact Discipline
Be aware of how you respond during discipline
Steps to Discipline
•
•
You are expected to….
Quote Expectation
•
Deliver Consequence
Behavior Mgt. Traps to Avoid
Too General Trap
–
Don’t be too general with expectations
“Be Good”
“Do what a student your age should do”
–
Be very specific in defining what your
expectations are.
“The expectation is that you will raise you hand”
Behavior Mgt. Traps to Avoid
Cure All Trap
–
–
–
Students usually have many problems, not
just one.
Teachers often use “one” strategy to cure
all problems.
Have Baskets of Importance
A – Basket for Priority Behavior
B – Basket for Concerned Behavior
C- Basket for Least Concerned Behavior
Behavior Mgt. Traps to Avoid
Preaching Trap
–
Discipline turns into a sermon
We tell students everything they have ever done
wrong, what they are currently doing wrong, and
what will happen to them in the future.
–
The less we say, the more the student will
hear.
Behavior Mgt. Traps to Avoid
Questioning Trap
–
–
–
–
–
–
“Did I tell you to sit over there?”
“Is that what you are supposed to be doing?”
“How many times have I told you not to do that?”
“Could we please have it quiet in here?”
Teachers don’t really want an answer to the
questions, they want action.
They are often sarcastic in questioning.
Questioning becomes a habit, break it!!
Behavior Mgt. Traps to Avoid
Negative Criticism Trap
–
–
When a classroom has serious behavior/discipline
issues, there is a high degree of negative
interactions between teacher and students.
We spend most of the day saying
“No”
“Stop It”
“Get to Work”
“Not in here you don’t”
Be sincere in giving more positive than negative remarks.
Tactics
Tactics are behaviors designed to avoid
accountability.
Tactics
– Annoy, frustrate, anger, confound, and
exhaust you.
– They are a defense system and effectively
function as a sheild.
Tactics
When confronted with tactics:
– You sometimes explode and go on the
offensive, but often you just wear out and give
up.
– You let the incident go…or drop the matter.
Tactics
Learning the tactics and how to recognize
them is critical to your effectiveness in
working with irresponsible students.
Tactics
You are hearing tactics when a child says:
– “Can I, Can I, Can I now?”
– “How long will this take?”
– “This is stupid!”
– “Where did you get your degree? WALMART
University?”
List of TACTICS – Be Aware!
Talking or Behaving so other people will
feel bad about themselves…
Telling your teacher you think he/she is dumb
Saying that someone else did it so it makes it O.K.
for you to do it
Showing Anger to intimidate others
Picking at the details
Pretending not to listen
List of TACTICS – Be Aware!
Telling Half-Stories and Half-Truths
Telling what happened in a way that
confuses people
Telling everyone what they want to hear
List of TACTICS – Be Aware!
Being Bossy
• Telling everyone they don’t understand
• Hearing only what you want to hear
• Telling others they made you do something
List of TACTICS – Be Aware!
Putting others on the Defensive
Attacking their competency
Attacking them personally
Bringing up irrelevant issues
List of TACTICS – Be Aware!
Controlling Information
Agreeing with no intention of following through
Saying whatever will please or satisfy at the
moment
Being intentionally vague
Confusing others by including too much detail or
too little detail
List of TACTICS – Be Aware!
Controlling Interactions
Shifting attention to minor points
Insisting you “forgot” in order to avoid
accountability
Shifting to blaming others and/or circumstances
Tactics
Tactics are chosen
with an eye to the
vulnerabilities of the
target.
KNOW YOUR
VULNERABILITIES!
Tactics
Understanding tactics helps not to take
things personally.
When you don’t take it personally, you
stay calm.
Tactics
When you stay calm, you stay on the
subject.
When on the subject, you eliminate
excitement, power, and control!
TACTICS
Don’t Deal
With
TACTICS!!!!
Using Choice Language
Removed Excitement – You’re
clear and matter of fact –
“regardless and never-the-less”
(Diffusers)
Using Choice Language
Removes Power Struggle and
Competition – You’re not “Making”
them do something…they’re choosing.
Keeps responsibility on student – “So,
you’re kicking me out of class!” “No,
you have chosen to leave class.”
Using Choice Language
Helps cut through the denial system and
helps paint a clear picture of what
choices are being made.
Blows the cover of irresponsible thinkers
who think well of themselves…no matter
what they are choosing to do.
Using Choice Language
Helps students see the power they have
in their own lives.
Provides the basis for cognitive
restructuring…it says that the student
can successfully change and act
differently.
Using Choice Language
Individuals can try out different kids of
actions in their thought processes and
make some guesses about what the
possible consequences might be for those
actions.
It is the foundation of the critical skill of
“Thinking Ahead”.
It is the “breaking system” for impulsive
behavior (Ready, FIRE, Aim)
Using Choice Language
Helps to develop Executive
Functioning of the brain.
Thinking about your thinking is a
critical analytical tool.
It defines the difference between a
focus on behavior modification and a
focus on changing thinking patterns.
Using Choice Language
It is the crux of the internalization
process which will carry the change
process forward.
Language Discouraged
You Have To!
You Need To!
You Must!
Sit Down!
Stop!
Be Quiet!
You cannot talk like that to me!
I’m sending you to see the Principal
I’m asking you to leave the room
Leave him alone!
Don’t tease her!
You may not use that language in here!
Language Encouraged
You may choose to…
You have chosen…
You may choose… or you may choose…The
consequences of your choices are…
I like the way you chose to…
In choosing to…you have chosen…
That’s your choice
You chose to go to the Dean’s office
The choice is yours
You have made your choice
Using Choice Language
Don’t get too wordy. Short and simple is
more effective. NO THREATS
Be prepared to accept the choice the
person makes.
Do not evaluate the choice made.
Using Choice Language
Use non-judgmental language.
Present a respectful attitude.
Resist the urge to lecture – “I told you so”
Stay calm.
Speak in an emotionally neutral, matter-of-fact
manner.
Choice Language Example
“Janice, I want to make sure that you
understand your choices. You may
choose to continue to talk loudly and
interrupt the class, in which case you will
be choosing to go to re-focus and miss
today’s work, or you may choose to quiet
down and cooperate.” (too wordy)
Choice Language Example
It can be as short as…
“You chose to hit.”
“You chose to sit.”
Choice Language Example
Let me make sure you understand your
choices…
You have some choices to make here…
The expectation is that you begin your
work, if you choose not to begin your work,
then you are choosing to stay in for
recess.
Misuses of Choice Language
Don’t judge the choice:
“That is not a good choice”
“You should choose this option, it is a good
choice”
“I am waiting for you to make the right
choice”
“Are you making better choices today?”
“I see you made a bad choice”
Using Choice Language
LOTS of repetition!
Things may get worse before they get
better. DON’T GIVE UP!
Students will test you to see if you are
serious about what you are doing.
Experiential Learning
Example of Replacement Questions
Blaming Others
Did I have any other choices?
Can I think differently about this event?
Am I telling the truth?
Did I think everything would be easy?
Am I giving all the facts?
Are my expectations realistic?
Quick Reflection #3
What Choice Language Phrases will I
try to use in my classroom?
What Tactics will I try to recognize and
avoid?
Powerful Solutions for the
Explosive Student
How to Keep Your Cool During a Crisis
Conflict is inevitable…
Combat is optional
Understand WHY students enter a crisis.
Delay – Doesn’t want to do something.
Cooling off the wrong way – Building up anger
Wear the Teacher Down – Teacher finally
gives in
Power – Trying to take control
Anger – Only way of knowing how to express
anger.
Disrespect – Learned from no role models.
They grow up viewing arguing
Understand Irresponsible
Excitement
We all like EXCITEMENT!!
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Vacations
New Car
New House
New Job
Understand Irresponsible
Excitement
There are other things that can be thought
of as EXCITING:
– Getting away with breaking the rules
– Being sneaky
– Embarrassing your teacher
– Stirring up trouble
“Oh, you mean like coughing on someone when
you know you are sick and not washing your hands
after using the bathroom.” YES!!
Understand Irresponsible
Excitement
Here are some other ways of creating
excitement:
Telling different versions of the same event to
different people in your life.
Confusing others in this way can feel very
powerful and exciting. It’s even more exciting
when people hearing it…argue over what
really happened and how!
Understand Irresponsible
Excitement
Irresponsible Excitement has the potential for harm!
It can cause others to be anxious, emotional distress,
and even physical harm (including death).
It can revolve around people, property, events, etc…
It can be a lone activity or include others.
But, irresponsible excitement always involves “getting
away with it” and has power and control at its core.
Understand Irresponsible
Excitement
The attraction of irresponsible excitement:
Embarrassing an adult in front of the class
Arguing over issues
These can be strong MOTIVATORS to continue
misbehavior.
You need to begin recognizing irresponsible
excitement so that you can begin eliminating it.
Once you see it…it is like learning a new world – you
see it apply everywhere!
Understand Irresponsible
Excitement
For individuals who have irresponsible
thinking patterns, irresponsible excitement
is:
A distraction that interferes with the
opportunity to learn.
This is why it is important for you to remain
calm, be respectful, and not get into
arguments.
Remain Calm, Consistent,
Respectful, and Matter of Fact
If you want to “set off” a behavior, a sure
fire way is to make a big fuss, give a lecture,
talk for hours, and point out at length what
was wrong with the choice. This is a way to
increase the irresponsible excitement.
When inconsistent, your discipline revolves
around the “mood” you are in, or the “time
of day”, or the “kind of week” you’ve been
having.
Remain Calm, Consistent,
Respectful, and Matter of Fact
You are not creating the
opportunity for the student to
learn, except, to learn about the
arbitrary use (abuse) of personal
power: “I let you get away with it
when I feel like it, but when I don’t
feel like it, you get in trouble.”
Remain Calm, Consistent,
Respectful, and Matter of Fact
When you are consistent, you
minimize the opportunity for the
interpretation that you are arbitrary
using your personal power.
You make expectations clear ahead of
time.
You also make consequences (both
positive and negative) for meeting or
not meeting the expectations clear
ahead of time.
Remain Calm, Consistent,
Respectful, and Matter of Fact
Then you follow through according to the
other individual’s choice.
The consistency sets up the opportunity for
the individual to begin “thinking” about their
choices.
“Whenever I do this, this is what happens.
If I like what happens, I can continue my
choice of behavior. If I don’t like it, I can
choose to change my behavior.”
Crisis Cycle
Peak
Acceleration
De-escalation
Agitated
Trigger
Calm
Recovery
How to Diffuse the Power
Struggle
• Interaction is a competition for irresponsible
individuals.
• Eliminate power by following through with
consistency and without engaging in arguments.
• Accept and respect the choices made.
• Power and control are key elements in
irresponsible thinking and behavior patterns.
• It may be about demanding someone’s time,
peace of mind, sense of safety, stealing,
vandalizing, rape, or murder.
• These are power and control issues.
Re-Framing or Re-Cognition
“Turn a Disruptive Moment into
a Learning Moment”
Re-Cognition Questions
•
•
•
•
•
What did I do?
What was the expectation?
What did I want?
What will I do next time?
Can I do it?
A form with these questions is placed at
desk or table in back of class.
Commitment Review Plan
1. (The Events.) What happened? What did I do wrong?
2. (Social Contract.) What are our agreements to each
other?
3. (Moral Connection.) Why is what happened wrong?
4. (Next Steps.) How will this be fixed? (Note: one of the
“next steps” here should be an appropriate
consequence linked to the student’s misdeed).
5. (Revisit Commitment.) What is our commitment to each
other?
Students are working in small groups
- A real classroom event
Typical
Teacher:
“Everybody, it’s time to put away our diagrams and return to our seats”
Students:
(Begin to put away diagrams and return to their seats)
Stanley:
(Continues to lie on the floor)
Teacher:
“Stanley, would you please put your diagram away?”
Stanley:
“I will.” (no movement)
Teacher:
“Stanley, in your seat please…It’s time for math.”
Stanley:
“What math?”
Teacher:
“It’s the math we worked on together over recess yesterday!”
Stanley:
“Oh that, I forgot it at home.”
Teacher:
“No, it’s right there on your desk, the yellow paper.”
Stanley:
“What paper?”
Students are working in small groups
Better!
Teacher:
“Everybody, it’s time to put away our diagrams and return to our seats”
Students:
(Begin to put away diagrams and return to their seats)
Stanley:
(Continues to lie on the floor)
Teacher:
“Stanley I know you love this stuff, but let’s move on to math now”
Stanley:
Stanley continues working…
Teacher:
“Room ten please” (re-cognition)
Teacher:
Teaching…
Teacher:
Teaching…
Teacher:
Teaching…
Teacher:
Teaching…
Teacher:
Teaching…
Students are reading independently. Kelly is
wandering around taking others off-task
Typical
Teacher:
“Kelly, what should you be doing?”
Kelly:
“Sharpening my pencil”
Teacher:
“No, we’re reading. You don’t need your pencil for reading!”
Kelly:
“But I might later…”
Teacher:
“Where is your pencil, anyway?”
Kelly:
“I’m looking for one.”
Teacher:
“Please return to your seat and start reading.”
Kelly:
“But…can I sharpen it quick?”
Teacher:
{Begins to move toward Kelly}
Kelly:
“Okay. . .Okay, I’ll do it later”
Students are reading independently. Kelly is
wandering around taking others off-task
Better!
Teacher: (CIQ’S) “Kelly, the expectation is that you are in your seat please”
Kelly:
“But…”
Teacher:
”Room ten, thank you.” (matter of fact)
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
You just saved….
100
Words
Re-Cognition
The Most Powerful Solution to Problem Behavior
Elements Underlying REFOCUSING
1. Eliminate repeated warnings and/or multiple requests.
2. Contingently withdraw attention when a problem behavior occurs.
3. Retain behavioral momentum: a sequence of high probability compliance
commands.
4. Refuse to reach the unbearable limit -- don’t take turns!
5. Developing self-control takes a lot of practice.
“What
If’s”
Emergency Intervention
For Serious Problem Behavior
Low-Level or Minor Event
Administrative Intervention
1. Calm Request
2. Administrator (or trained personnel) arrive
3. Teacher directive
**Never ever give away your authority**
4. REFOCUS in alternative setting
5. Welcome Back
Emergency Intervention
For Serious Problem Behavior
High-Level or Major Event
Emergency Event for aggressive challenging behavior
Summoning the response team
1. Calm Request
2. All Call
Every Staff member without children
Scanning the environment for an available room
3. Flood the environment
Happy, smiling, teaching, adults … non-confrontational
**Team Leader Automatically Assigned**
4. First Request (team leader)
5. Remove the audience (the most powerful step)
6. Final request
Absolutes? Absolutely!
1. Absolutes are critical behaviors which cannot, in fact,
WILL NOT be tolerated.
2. The battle of absolutes should be worth fighting.
3. Absolutes are few in number.
4. Absolutes “draw a line in the sand and allow for no
retreat.”
5. Absolutes are set for a building by…EVERYONE!
•
•
•
•
•
Students
Staff
Parents
Administration
School Board
6. Absolutes are powerful
1.
2.
3.
They are set as a building team.
They are taught-to as a building team.
They are enforced by more than a building team.
Rationale supporting Absolutes
1.
Children deserve a safe environment.
2.
It is time to stop abdicating parents from
their responsibility of raising their children.
3.
It is time to stop building prisons for 45
year olds and time to start teaching our
Kindergarteners no more violence.
4.
It is time to stop making policy based on
2% of the population.
Quick Reflection #4
How can I diffuse a power struggle?
How can I turn a disruptive moment into
a learning moment?
Thank You
Enjoy Your Evening!