This document discusses behavior management strategies for teachers. It recommends showing patience when dealing with inappropriate behavior. It also suggests being democratic by allowing students some choice in consequences. Additionally, it emphasizes understanding the purpose behind a student's misbehavior and avoiding power struggles. The document provides tips like doing the opposite of what students expect, finding something positive, and not being bossy. The overall message is that creating a positive relationship with students through respect, care, listening and communication is the most important factor in managing behavior.

1. Behavioural Management
Ms Chingrie

2. Behavioural Management
• Behavior management is similar to behavior
modification. It is a less intensive version of behavior
therapy. In behavior modification the focus is on
changing behavior, while in behavior management the
focus is on maintaining order. Behavior management
skills are of particular importance to teachers in the
educational system. Behavior management include all
of the actions and conscious inactions to enhance the
probability people, individually and in groups, choose
behaviors which are personally fulfilling, productive, and
socially acceptable

3. • Patience:
• The first step to deal effectively with
inappropriate behavior is to show patience. This
often means you'll need to take a cooling period
before you say or do something you just might
regret. This may involve having the child/student
sitting in a time out or alone until you're ready to
deal effectively with the inappropriate behavior.

4. • Be Democratic:
• Children need choice. When you're ready to give
a consequence, allow for some choice. The
choice could have to do with the actual
consequence, the time when the consequence
will occur or input as to what follow up should
and will occur. When you allow for choice, the
outcomes are usually favorable - the child
becomes more responsible.

5. • Understand The Purpose:
• Why is the child/student misbehaving? There is always
a purpose. Do you know what the purpose is? Getting
attention? Power? Revenge? Feelings of failure? It's
important to understand the purpose to readily support
it. For instance, knowing a child is frustrated and feeling
like a failure will require a change of programming to
ensure that he/she is set up to experience success.
Those seeking attention need to receive attention -
catch them doing something good! Recognize it!

6. • Avoid Power Struggles:
• In a power struggle, nobody wins. Even if you do feel
like you've won, you haven't because the chance of
reoccurrence is great. Avoiding power struggles really
comes down to exerting patience. When you show
patience, you're modeling good behavior, you ALWAYS
want to model good behavior even when you are
dealing with inappropriate student behaviors. Do you do
this? A child's behavior is most often influence by your
behavior, remember this. If you are hostel or mad when
dealing - they too will be.

7. • Do the Opposite of What They Expect:
• When a child/student misbehaves, they often anticipate
your response. Do the unexpected. For instance, when
you see children playing with matches or playing in an
area that is outside of the boundaries, they expect you
to say "Stop", or "Get back inside the boundaries now!"
However, try saying something like "You kids look too
smart to be playing there" (or playing with matches).
You'll quite surprise them. This is a little trick that works
well most of the time. Say something postive first.

8. • Find Something Positive:
• For students or children who regularly misbehave, it
can be very difficult to find something positive to say.
Work at this, the more they receive attention for the
positive things, the less apt they are to look for attention
in a negative way. Go out of your way to find something
positive to say to your chronic misbehaving students.
Remember, these children often lack belief in their own
ability. You need to help them see that they are
capable.

9. • Don't Be Bossy - This Too is Bad Modeling:
• Bossiness usually ends up with students seeking
revenge. Ask yourself, do you like being bossed
around? Chances are that you don't. Neither do
children. Afterall if you employ the strategies suggested
here, you'll find that you won't need to be bossy. Always
express a strong desire and strong interest to have a
good relationship with the student/child.

10. • Sense of Belonging:
• When students or children don't feel that they
belong, the result is usually the display of
unacceptable behavior. Make sure the student
has a strong sense of belonging. Praise the
child's efforts to get along or work with others.
Praise attempts to follow rules and adhere to
routines.

11. • Up, Down Then Up Again:
• My favorite tip of all. When you're about to reprimand or
punish a child. Bring them up first "Lately you've done
so well, I've been so impressed with your behavior'.
"Why today did you need to be involved with a 'hands
on'". (Deal with the issue). Then end on "I know it won't
happen again because you've been so good up until
this moment. I have great faith in you." You may use
different approaches but always remember: Bring them
up, take them down, bring them up!

12. In Summary:
• Strive to create a positive tone. Research shows that the
most important factor in student behavior and
performance is the teacher/student relationship.Students
want teachers that:
• Respect them
• Care about them
• Listen to them
• Don't yell or shout
• Have a sense of humor
• Are in a good moods
• Let students give their opinions and their side/opinion

13. Bottom line:
• Good communication and respect between
teacher and students works.
• I've always said "A friendly caring voice will go a
long way in winning all students over and set a
positive tone for everyone".