The document discusses various behavioral problems in classrooms and emphasizes the importance of teaching students the expected behaviors through positive reinforcement. It outlines the ABCs of behavior (antecedents, behavior, consequences) and highlights the impact of structured routines and clear expectations on student conduct. Additionally, it provides strategies for managing misbehavior and stresses the teacher's role in creating a respectful and effective learning environment.

1. BEHAVIOUR MANAGEMENT
BY:MS. RUQAIYYA
Fazaia Degree College, Faisal
SECONDARY SECTION

2. Some of the behavioural problems
faced in the classroom
• Answering back/Rude talk
• Bullying
• Incessant talking
• Note passing
• Naming is blaming
• Poor homework
• Ethnic difficulty / lack of respect
• Stealing
• Swearing
• Paying no heed.

3. My Dear Student
I’m tired!
I’m bored!
I’m angry!
I want to
get out of
this room!
I’m lonely!
I don’t like
doing this!
I can’t do
this work!
I want to
annoy you!
I’m frustrated!
I’m rebelling!
Here comes!!!!!!!

4. Science of behavior has taught us that
students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented aversive consequences
……..Do learn better ways of behaving by being taught
directly & receiving consistent positive feedback

5. Outline
1. “Challenging Behaviour”!!!!
2. Why do some students show Challenging
Behaviour?
3. What is the A,B,C of Behaviour?
4. What tools are there to help us to tackle with
Challenging Behaviour?
5. Which approaches and strategies should be adopted
to deal with

6. THINK TIME
Think for a while for the most
challenging behavior you
have faced in your
classroom!!!!

7. YOUR RESPONSE!!!!

8. Development of Challenging/
Antisocial Behavior
(Patterson, DeBaryshe & Ramsey, 1989)
Poor
parental
discipline
&
monitoring
Child
Conduct
Problems
Academic
failure
Rejection
by
normal
peer
group
Commitment
to deviant
peer group
Delinquency
Early Middle Late Childhood
Childhood Childhood & Adolescence
BAD NEWS: LONG-TERM RISK INCREASES WITH EACH STAGE
GOOD NEWS: WE CAN TAKE KIDS OFF THIS DEVELOPMENTAL PATHWAY

9. ABC of Behavior
• What happens before (Antecedent) the
behavior occurs?
• What is the Behavior?
• What happens after (Consequence) the
behavior occurs?
A  B  C

10. Antecedents
What triggers the behavior?
• What happens immediately preceding the
problem/Challenging behavior?
• What triggers the behavior, be specific...
– What activity?
– What peers?
– What tasks?
– Describe in detail

11. Consequence
 What happens immediately following the
behavior?
 How do peers respond?
 What are the consequences for the student?
• What is the student gaining as a result of
engaging in the behavior?

12. Reinforcing Consequence
A C
If the consequence is rewarding/desired,
Behavior will improve in the Future
Rewarding or
Desired
Consequence
B

13. Punishing Consequence
A C
If the consequence is Punishing or Undesired,
Behavior will degrade more in the Future
Punishing or
Undesired
Consequence
B

14. Get something good (desired)
Positive Reinforcement
Get something bad (undesired)
Punishment
Avoid something good (desired)
Negative Reinforcement
Lose something good (undesired)
Penalty
Increase
Behavior
Decrease
Behavior
Sanction

15. Factors Influencing General Behaviour
Space: Easy to navigate or too cluttered?
• Displays: Stimulating but not overwhelming?
• Respect: For personal space / property / classroom?
• Seating arrangements: Suitable for learning?
• Quiet area: Independent study?
• Noise: What’s acceptable level & when?
• Light: Enough / too much?
• Air / Heat: Enough / too much / control?
• Safety: Equipment, storage, wires, etc.

16. Reasons Students Commonly
Misbehave
• Students don’t know expectations.
• Student is unaware he/she is engaged in the misbehavior.
• Students don’t know how to exhibit expected behavior.
• Misbehavior is providing student with desired outcome:
– Obtaining attention from adults/peers
– Getting escape from difficult task or non-desired activity.

17. Use Tools of Behavior Managemen
• Structure activities from time students enter until they leave
classroom
• Provide briskly-paced, interactive, engaging instruction
• Ensure high levels of participation for all students in classroom
activities
• Decrease Talk Outs during Instruction.
• Break long, multi-step tasks into smaller parts.
• Active Movement & Scanning.
• Identify Can Do v. Will Do Problem.
• Teach & use Attention Signals

18. Plan Ahead
• Before we can teach, reinforce, and
enforce anything in our classrooms...
• We must clearly define:
1. fair behavioral expectations &
2. effective behavioral routines

19. Set Clear Expectations
• Identify Classroom rules and expectations, use
School Rules if applicable
– Limit number of Rules to 3-5
• Rules should be broad enough to cover all potential problem
behaviors
– Make rules positive
– Post them in your classroom
Examples
• Be Respectful & Helpful
• The work done today, must be learnt today.

20. Establish Smooth Routines
• Those common activities that are completed
by students with minimal assistance from the
teacher
– How to enter class and get started
– Raising hand to speak (how & when)
– How to work independently
 Carefully plan routines to minimize problems.

21. Teaching Behavioral Rules & Routines
Establishing Behavioral Routines
1. Explain
2. Model Desired Behavior
3. Lead – each individual student should get an
opportunity to practice the routine
4. Monitor/Test
5. Follow up-Reinforce & review regularly

22. Focus Appropriate Behavior
• Calmly, quietly, & quickly approach & redirect
students who are off-task
• Praise those who deserve fairly
• If no progress, approach student privately

23. Be Proactive & Less Reactive
• Teach expected and desired behavior explicitly,
rather than take the risk, or expect, that students
“should know”, or they will figure it out on their own

24. What are we teaching?
• When leading a class we’re always teaching
something…. we often get into trouble from what
students are learning that we don’t know we’re
teaching.
– We need to be aware of what we’re teaching that
aren’t a part of our curriculum.
• Not just what comes out of our mouth, but what our actions
are teaching
– We must also be aware of what we are not teaching.

25. Common assumptions that lead
to Escalation
1. I can’t let a student get away with that.
What will the other students think?
2. I need to establish authority
3. I need to settle down agitated students
4. I need to be in control

26. Responses that Escalate
(avoid these responses)
• getting in the student’s face
• discrediting the student
• nagging or preaching
• arguing
• engaging in power struggles
• tugging or grabbing the student
• cornering the student
• Continuing to ask a student to do something
they are refusing to do

27. Problem Behavior v. Crisis
• Problem Behavior – situation with potential
to escalate into a crisis
– Use strategies for defusing the situation
• Crisis – situation has escalated out of
control
– Call for back-up
– Follow emergency procedures

28. • Responses to Misbehavior should
interrupt Instruction to the least degree
possible
• Be careful not to escalate behavior into a
Crisis
• Catch minor misbehaviors and address
them early before they escalate
Responding to Misbehavior

29. Responding to Misbehavior
• Try to redirect minor misbehavior by refocusing
on instructional tasks
• Might try to redirect the student by recognizing
and labeling positive behavior of student sitting
next to the misbehaving student

30. Responding to Misbehavior
• Respond Consistently, Calmly, Briefly &
Return to Instruction
– Goal: pay more time & attention to positive
behavior
– Reduce Student Escalation
– Reduce amount of missed instructional time

31. Prevention & Defusion
• Staff responses to problem behavior play a
significant role in defusing or escalating the
situation
• If we spend more time responding to and
focusing on misbehavior, then we do on
instruction and desired behavior, students will
follow our lead

32. Praise
• Effective praise is
spontaneous and genuine.
• It should be specific and
reveal your knowledge of
what the student has actually
done

33. Praise Ratios
• A general 4:1 ratio of
praise to reprimand
statements is desirable.
• Using about 6 praise
statements every 15
minutes is also
recommended.4

34. Students should be taught to know how to handle
constructive criticism when they make mistakes.
We all make mistakes! As We all are human beings
Mistakes!!!!

36. EXPECTATIONS FROM MY OWN-BEING
The primary variable in the classroom is the teacher.
The only behavior in the classroom that the teacher can
control is their own
.
Treat everyone with respect:
– If you act like you don’t like them, then it doesn’t matter
how much you like them.

37. And the Key Points are:-
The most effective strategies will fail to
impact students in the absence of sincerity,respect,
and obvious joy in teaching
• So…….enjoy being a teacher
&
• Focus on the student, not the behaviour.
• Adapt the environment and your teaching.
• Stay calm and be positive.

38. Reflections please…
• What is your ratio of positives to
negatives in your classroom?
• Do you find this presentation practical?
• Any thing you learnt from this
presentation?