Misbehavior, Conflict Resolution

and the ecology of classrooms

Misbehavior

• What is it?

• What will you do?

– At the schoolwide level – In your classroom before – In your classroom during – In your classroom after

Schoolwide and classroom:

attributes of well-disciplined schools (1 of 2) • Staff commitment.

• schoolwide emphasis on the importance of learning and intolerance of conditions which inhibit learning. • High behavioral expectations.

Schoolwide and classroom:

attributes of well-disciplined schools (2 of 2) • Clear and broad-based rules, made known to everyone • Warm school climate. • A visible, supportive principal. • Delegation of discipline authority to teachers.

• Close ties with communities.

• Plan:

Classroom Strategies

– Student bill of rights – Transitions • Practice: – Use 1st weeks to practice • Include: – Use groups and social context • Respond: – Address issues as they arise, quickly

• • • • • • • •

Responding “in the moment”

Proportioned respond Try to restore calm 1. Understand underlying motivation (if feasible involve participants in discussion of events) – if uncertain, start with assumption the misbehavior is unintentional 2. Validate each participant's perspective and feelings 3. Indicate how the matter will be resolved emphasizing use of previously agreed upon logical consequences apply to this case. 4. If the misbehavior continues, revert to a firm but nonauthoritarian statement indicating it must stop or else schoolwide policies will apply (suspension). 5. As a last resort use crises back-up resources – a. If appropriate, ask student's classroom friends to help – b. Call for help from identified back-up personnel 6. Throughout the process, keep others calm by dealing with the situation with a calm and protective demeanor

The aftermath...

• Removal/deprivation (e.g., loss of privileges, removal from activity) • Reprimands (e.g., public censure) • Reparations (e.g., of damaged or stolen property) • Recantations (e.g., apologies, plans for avoiding future problems)

Conflict Resolution

Cooperation & Conflict

With collaboration comes conflict!

Think...

• Describe one recent conflict with an individual in your life. • What does this other person think about the conflict? • How would that person describe what you think about the conflict?

Value of Conflict

Negative Outcomes

• winning at another's expense; • creating anger, resentment, hurt feelings, and distrust; and • decreasing participants’ ability to resolve future conflicts constructively.

Positive Outcomes

• enhancing mutual problem solving; • maximizing joint outcomes; • strengthening liking, respect, and trust; and • increasing participants' ability to resolve future conflicts constructively.

Some situations are beyond CR

(1 of 2) • Those involving physical violence, most especially in the presence of weapons. – Trained, authorized persons are needed to defuse such conflicts. • Those involving disputants with unequal power such as disputes between a student and a teacher. – Such disputes require a ‘higher authority’ to resolve them – a principal or a school committee or a court of law, an entity which has authority over both/all antagonists and access to mechanisms for enforcing their decisions.

Some situations are beyond CR

(2 of 2) • Those involving matters properly belonging in courts of law, situations governed by statute and potentially requiring long-term supervision and enforcement as when property or custody are involved. • Those involving a set of legitimate rules or established customs which are breached. – For example, if two kids get into a verbal argument— even a screaming match-- about who sits in a specific chair in the cafeteria, the dispute can be arbitrated; if one has dumped the other out of the chair, they’ve engaged in a sanctioned behavior with standardized negative consequences.

Identified strategies that work

• Stop, think, communicate, listen.

• Peer mediation.

• Consult with the Community (class).

CR steps... before

• establish a cooperative context • use academic controversies in the classroom • implement a conflict resolution / peer mediation program

CR Steps during…

(1 of 3) • Stop! Disruption of the physiology and psychology of anger – stopping whatever one is doing, be it verbal or physical; – creating physical and psychological space between/among antagonists; and, yes, – taking a deep breath.

CR Steps during…

(2 of 3) • Identifying one’s own goals and feelings, communicating these to the other using “I” statements.

• Listening to the goals & feelings of the other antagonist(s), – making sure one has heard and understood through reflecting back.

• Taking a third-person perspective which includes the goals and feelings of both/all disputants and describes the situation as a non-participant way

CR Steps during…

(3 of 3) • Collaborating with each other – peer mediators—to describe the core problem rather than the conflict; • Identifying multiple solutions to the core problem, trying to recognize the most realistic one in the circumstances; • Implementing a resolution; and • Reflecting on the process.

Sample Steps in Peer Mediation

(1 of 5)

Part I. Introduction

• 1. Have participants introduce themselves.

• 2. Explain the mediator's role.

• 3. Explain the ground rules. An example of a good ground rule is: Respect each other.

• 4. Explain steps of mediation.

• 5. Ask for any questions before you begin.

Sample Steps in Peer Mediation

(2 of 5)

Part II. Telling the Story

• Both parties tell their side of the story to the mediator.

• Summarize both parties' side of the story.

• Make sure you understand the conflict.

• Make sure the parties understand the conflict.

Sample Steps in Peer Mediation

(3 of 5)

Part III. Identifying Facts and Feelings

• Parties tell their side of the story to each other.

• Bring out facts and feelings of what the parties say.

• Have parties change roles.

• Summarize the facts and feelings of both sides.

Sample Steps in Peer Mediation

(4 of 5)

Part IV. Generating Options

• Ask both parties how they can solve the problem.

• Detail or write down all solutions.

• Select only the solution(s) that both parties can agree to.

Sample Steps in Peer Mediation

(5 of 5)

Part V. Agreement

• Use only the solutions that both parties agree to.

• Get verbal or written agreement. • Follow-Up.

The ecology of the classroom

Planning and managing for the dynamics of a hands-on, minds-on learning environment.

Attributes of effective classroom managers

(1 of 3) • Plan – have a clear, specific plan for introducing students to classroom rules and procedures. • Set Limits Early – spend much of the first days of school introducing and practicing rules and procedures, until the students know the rules and how to accomplish the procedures. Adapted from the Virginia Tech web http://www.tandl.vt.edu/doolittle/4124/notes/cm.html

Attributes of effective classroom managers

(2 of 3) • Give Specifics – teach students specific procedures for specific situations.

• Include all students – work with the whole group initially, making sure all students are active, even if they plan on using group work later. Adapted from the Virginia Tech web http://www.tandl.vt.edu/doolittle/4124/notes/cm.html

Attributes of effective classroom managers

(3 of 3) • Ensure Early Success – use initial activities that are clear, simple, fun, varied, and ensure early success. • Respond – to classroom misbehaviors immediately Adapted from the Virginia Tech web http://www.tandl.vt.edu/doolittle/4124/notes/cm.html

Common Transition Mistakes

(1 of 3) • Abruptness: – abruptly ending an activity, leaving some students with the desire to finish the activity.

+ provide a warning that the end of an activity is near.

• Dangling: – when students are ready to begin a new activity and the teacher is busy obtaining materials, reviewing lesson plans, or talking with a student; + be prepared and use routines where useful (handing out materials).

Common Transition Mistakes

(2 of 3) • Flip-Flopping – this occurs when a teacher, engaged in an activity, re-engages a previous activity (such as assigning homework for an activity that has already been completed).

+ make sure an activity is complete before moving on (and make sure the students move on with you!).

Common Transition Mistakes

(3 of 3) • Fragmenting: – when the class is advanced to the next activity piecemeal, one group at a time, or early finishers first. + As much as possible, start and stop activities together as a class (such as rotations through learning centers).

Some management suggestions

The First Minute of Class: • Your first priority when the class starts, is to get students to work. • An assignment is posted that the student completes upon entering the classroom. • "Bell Ringer" procedures: class work should be placed in a consistent place. • The students are responsible for completing the posted assignment. • Once the students are on task, then the teacher takes roll without student involvement.

Establish Rules and Routines Early

• Examples: Universal Rules • 1.Follow directions the first time they are given. • 2.Raise your hand and wait for permission to speak. • 3.Stay in your seat unless you have permission to do otherwise. • 4.Keep your hands, feet, and objects to yourself. • 5.No cursing or teasing.

Establish Rules and Routines Early

• Examples: Elementary Specific Rules • 1.Wait for directions with no talking. • 2.Eyes front when the teacher is talking. • 3.Change tasks quickly and quietly. • 4.Complete the morning routine. • 5.Report directly to the assigned area.

Establish Rules and Routines Early

• Examples: Secondary Specific Rules • 1.Be in your seat when the bell rings. • 2.Bring all books and material to class. • 3.No personal grooming during class time. • 4.Sit in your assigned seat daily. • 5.Follow directions the first time they are given.

Discuss and Post Consequences

• Discuss the rules and their purposes.

• Describe the consequences to breaking rules.

• Collaboratively construct a bill of rights.

• Don’t make infractions personal – Invoke established consequences.