Uploaded byMr. Ronald Quileste, PhD
Early Childhood Classroom Management - Responding to Inappropriate Behavior
The document outlines a three-step response plan for dealing with chronic misbehavior in the classroom, focusing on providing situational assistance, using mild responses, and moderate responses. It emphasizes the use of non-punitive methods to redirect behavior while also addressing logical consequences for inappropriate actions. Various strategies and examples are provided to help teachers manage disruptive behaviors effectively.
More Related Content
Similar to Early Childhood Classroom Management - Responding to Inappropriate Behavior
Early Childhood Classroom Management - Responding to Inappropriate Behavior
- 1. inappropriate behavior Responding to Mr.Ronald Macanip Quileste, MAEd Xavier University – Ateneo de Cagayan
- 3. Outline Interventions Three Step ResponsePlan Dealing with Chronic Misbehavior Chapter Activity
- 4.
- 5. intervention is an actiondone by the teacher to stop disruptive behavior
- 6. The principle of leastintervention
- 7. The principle of leastintervention According to Slavin (2009) teachers should deal misbehavior with the simplest. Least intrusive interventions that work.
- 8. Three Step ResponsePlan using the principle of least intervention
- 9. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 11.
- 12.
- 13.
- 14.
- 15.
- 16.
- 17.
- 18.
- 19.
- 20.
- 21.
- 22.
- 23.
- 24. Clearly Specify the BehaviorsThat Will Lead Punishment
- 25. Use Punishment Only WhenRewards or Nonpunitive Interventions Have Not Worked
- 26. Administer Punishment in a Calm,Unemotional Manner
- 27. Deliver a Warning beforePunishment is Applied to Any Behavior
- 28. Apply Punishment Fairly toEveryone who Exhibits the Targeted Behaviors
- 29. Apply Punishment Consistently after EveryoneWho Exhibits the Targeted Behavior
- 30. Use Punishment of SufficientIntensity to Suppress the Unwanted Behavior
- 31. Select an Effective Punishmentthat is Not Associated With a positive Rewarding Experience
- 32. Avoid Extended Periods ofPunishment
- 34. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 35. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 36. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement These are actions designed to help the students cope with the instructional situation
- 37. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement These are actions designed to keep them on task or to get them back on task before problems worsen
- 38. techniques You can use Toprovide situational assistance
- 39.
- 40.
- 41.
- 42.
- 43.
- 44.
- 45.
- 46.
- 47.
- 48.
- 49. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 50. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 51. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement These are non-punitive ways to deal with misbehavior while providing guidance for appropriate behavior
- 52.
- 53.
- 54.
- 55.
- 56.
- 57. 4 Touch or tap thestudent’s shoulder
- 59. 1 Call on the studentduring the lesson
- 60.
- 61.
- 62.
- 63.
- 64.
- 65. 7 Ask “What should you bedoing?”
- 66.
- 67. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 68. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement
- 69. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement These are intended to be punitive ways to deal with misbehavior by removing desired stimuli to decrease the occurrence of inappropriate behavior
- 70. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement This is an event that is arranged by the teacher that is directly and logically related to the misbehavior
- 71. Teacher Response Step 1 Provide Situational Assistance Step2 Use Mild Responses Step 3 Use Moderate Responses Purpose To help the student cope with the instructional situation and keep the student on task To take non-punitive actions to get the student back on task To remove desired stimuli to decrease unwanted behavior Sample Actions 1. Remove distracting objects 2. Provide support with routines 3. Reinforce appropriate behaviors Nonverbal responses 1. Ignore the behavior 2. 2. Use nonverbal signals 3. Stand near the student Logical Consequences 1. Withdraw privileges 2. Change the seating arrangement This should be reasonable, respectful, and related to the student action
- 72.
- 73. Logical consequences include… Change theSeat Assignment
- 74. Logical consequences include… Have theStudent Write Reflections on the Problem
- 75. Logical consequences include… Place theStudent in a Time-Out
- 76. Logical consequences include… Hold theStudent for Detention
- 77.
- 78. Logical consequences include… Have theStudent Visit the Principal
- 79. examples Of chronic misbehaviors And howto deal with them effectively
- 80.
- 81. The Fix Inform thestudents ahead what kinds of information they should and should not report to you
- 82.
- 83. The Fix Figure outthe source of the student’s clowning
- 84. The Fix Keep arecord of who, what, where, when, and how for clowning incidents
- 85. The Fix Help thestudent figure out ways to meet his or her needs without being disruptive
- 86.
- 87. The Fix Minimize thetemptation to cheat by determining the difference between HELPING and CHEATING
- 88. The Fix Demonstrate expected behaviors forvarious activities
- 89. The Fix Have studentsidentify appropriate and inappropriate actions
- 90. The Fix Minimize the temptationto cheat by determining desk placement during tests
- 91. The Fix Minimize thetemptation to cheat by determining policies, procedures and submission guidelines for assignments
- 92. If you caughta student cheating… Talk to the student privately
- 93. If you caughta student cheating… Present your reasons for suspecting cheating
- 94. If you caughta student cheating… Express concern and try to find out why the student cheated
- 95. If you caughta student cheating… Explain the consequences, and then discuss the consequences for subsequent cheating
- 96.
- 97. The Fix Identify the reasonsfor lying
- 98. to protect self-image tomask their vulnerable points to inflate their image in front of others Common reasons for lying…
- 99. The Fix Respond bestby expressing concern about the student’s need to lie
- 100. The Fix Ask: I wonderwhy you couldn’t tell me what really happened?
- 101. The Fix Stay calmand encourage them to discuss why they felt they needed to tell a lie
- 102. The Fix Try notto overreact or get angry with the student
- 103. The Fix Focus onthe student’s reasons and feelings that led to the lie
- 104. The Fix Express yourintent to help the student so the act will not be repeated anymore
- 105. The Fix Encourage the studentsto be honest with their feelings
- 106. The Fix Use acalm problem- solving approach to help students address a problem that caused them to lie in the first place
- 107.
- 108. The Fix If youknow the culprit, have a private conversation with the student about what happened
- 109. The Fix Help thestudent figure out options other than stealing
- 110. The Fix Respond forcefully dependingon the value of the property and frequency of stealing
- 111. The Fix It iswise to discuss an incident with the principal before conducting a search of backpacks, lockers, or a student’s clothing
- 112.
- 113. The Fix Respond appropriately throughinstruction rather than disciplinary such as: “We don’t use words like that in school”
- 114. The Fix Stress thatusing language to hurt others will not be permitted and that there are other acceptable ways to express anger
- 115.
- 116. The Fix Avoid overreacting, arguing,or getting into a power struggle
- 117. The Fix A low-keyrespectful response is more suitable
- 118. The Fix When arude behavior is exhibited, inform the student that the behavior is inappropriate
- 119. The Fix If symptomspersist, talk to the student privately and deliver the consequences
- 120. The Fix If symptomspersist enough, consult the principal or counselors about additional responses
- 121.
- 122. The Fix Deal thedefiance by defusing it by keeping it in private and handing it individually with the student
- 123. The Fix Avoid apower struggle and remain objective
- 124. The Fix Listen tothe student’s point of view but don’t engage in an argument
- 125. The Fix State the consequenceclearly and implement it
- 127. 1 Stay in control withyourself
- 128. 2 Direct the restof the class to work on something while you speak to the student in a private area away from the rest
- 129. 3 Stand a fewfeet away from the defiant student
- 130. 4 Acknowledge the student’s feelingby saying: “I can see that you’re really angry.”
- 131. 5 Avoid a power strugglein the conversation
- 132. 6 As a meansto defuse the situation, offer the student a choice of actions for what the student needs to do next (Weinstein & Mignano, 2007)
- 133. 9 Failure to do Workin Class or Homework
- 134. The Fix Examine howyou hold students accountable in your class
- 135. The Fix Plan tomaintain accurate records of the school work and respond early when you recognize students who regularly are not completing their class work
- 136. The Fix Examine thenature of the assignment or homework
- 137. When selecting seatwork and homework,break it into parts if possible
- 138. Be sure toreview, collect, and grade all assignments
- 139.
- 140.
- 141. Goal: You needto implement a three-step response plan for a problem student. Role: Your role is a classroom teacher Audience: Your audience are the guidance counselor, grade level leader and the principal Situation: You will need to convince the audience of your three step response plan for a student who is constantly clowning and defiant in class. Product: A three-step response plan Standards: • Three – step response plan (hard copy) • Slide presentation with the three-step response plan for defense
- 142.
- 143. Reference: Burden, Paul R.(2010) Classroom Management: Creating a Successful K-12 Learning Community (4th Ed.) .John Wiley & Sins, Inc. , 111 River Street, Hoboken NJ 07030-5774. United States of America