As school professionals, we must understand ourselves, including our strengths, limitations, and learning styles in order to best assist students. We must also be aware of how our behaviors impact students. It is important to set a positive tone in the classroom by having clear rules and expectations, providing structure and consistency, and acknowledging students. We should avoid power struggles by giving students choices, thanking them, and using "I messages". Providing a supportive academic environment and allowing "think time" can help students learn and reduce conflicts.

1. Whose Behavior is it Anyway?
A way for adults to analyze their
behaviors and understand how
their behaviors impact the
students’ behaviors
By
Lori M. Tirado, Ph.D.

2. Fundamental beliefs
• We as individuals learn from each other and teach other on a
daily basis despite our age, gender and diversity. Working
with students either as a teacher, teacher assistant, behavioral
assistant and/or clinician comes from a desire to enrich a
child’s life as well as our own. Teaching students can be
rewarding and exciting, as well as frustrating and challenging.
 Kind words can be short and easy to speak, but their echoes are endless. ~ Mother

Teresa
He who dares to teach must never cease to learn. - Anonymous

3. What are our roles as a School
Professional (SP)?
• As a school professional (SP) working with students we assist them:
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in acquiring new skills and insights in their learning experience.
in providing a productive environment in which students can flourish.
in working and finding the connection between the teacher and the learner,
both parties will play the part in teacher and learner.
• As an individual working to assist children, what information is pertinent for an
effective learning environment?
– First and foremost we need to understand ourselves and what our strengths and
limitations are.
 Winston Churchill Quotes: Teaching
The pessimist sees difficulty in every opportunity. The optimist sees
opportunity in every difficulty.
 "It is not so much what is poured into the student, but what is planted that
really counts." - Unknown

4. What do we know about
ourselves?
• Basically how self-aware are we?
• What is that we need to know about ourselves?
What is self-awareness and how does understanding this make us better
school professionals?
 Aware of oneself, including one's traits, feelings, thoughts and
behaviors.
 Being aware of who we are as individuals means knowing we have a
core/belief system that is consistent though will and can fluctuate
depending on daily events and stressors which impact our lives.

5. Core Belief
 How can we work collaboratvely and effectively with our students?
Personal
Professional
Core Belief

6. What do we know about
ourselves? (Cont.)
• What kind of individual are we?
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Do we know what sets us off?
What are our triggers and limitations?
What is our “Achilles heel?”
Is our mood effected easily?
Is there a way we can be professional and still be human and still be
able to interact professionally and appropriately with our students?

7. Roles
• Exercises that you can do to help you understand yourself.
• “My roles in life”- Identifying all the roles you play in life.
• “What do I ?”- Questions on desires, wishes and wants.
• Characteristic survey- Ranking of personal characteristics.
• Interacting with people- Getting along and interacting with people.

8. Learning Style
• Do you know what kind of a learner are you?
• Do you know what style of learner your students are?

9. Learning Style
• Three types of learning styles:
– Visual• Remember written directions well.
• Need to see material to learn it.
• May be artistic.
• May have difficulties focusing on lectures if there are few
visuals.

10. Learning Style
– Audio
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Very good at remembering what they hear.
May have difficulties remembering things that they have read.
Also may have difficulties reading and/or writing.
Can find it hard to read facial and body language.

11. Learning Style
– Kinesthetic/Tactile Modalities
• Need hands-on/active learning (touch and movement).
• Don’t require instructions to assemble something.
• Can have difficulties if have to remain seated for a long
period of time.
• May be athletic.

12. Strategies for Teacher to Use
– Visual
• Provide clear outlines with headings (for lectures
and possibly readings).
• Present information in a visual format (as one
option), when possible.
– Audio
• Provide clear audio information when possible and
make the audio part of lectures as captivating as
possible.
– Kinesthetic/Tactile Modalities
• Use demonstrations in class.
• Provide opportunities for hands-on/active learning.

13. Strategies for Students to Use
– Visual
• Use visual aids when taking notes/studying (e.g. diagrams).
• Look at a person to help you focus on what they are saying.
• Work in a relatively quiet location.
• Use color coding.
• Visualize facts/word spellings when trying to memorize.
• Take clear and detailed notes during lectures.
• Review and write out key points from lectures and readings.
• Skim a reading prior to starting so that you have a general
understanding before you begin.

14. Strategies for Students to
Use
• Audio
• Record lectures or yourself reading your notes (even just the
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most important points).
Listen to the tapes as one method of studying.
• Study with a partner so you can talk about main ideas of
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lectures, key points from readings, etc.
Recite aloud what you are trying to learn so that you hear
yourself.
Create flashcards for studying and read them aloud.
Before reading, skim the information and tell yourself what
you think the reading will be about.
Read aloud.

15. Strategies for Students to
Use
• Kinesthetic/Tactile Modalities
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Take notes for lectures using diagrams when possible.
Try moving while you read.
Take advantage of assignments that allow you to do hands-on work.
Use flashcards that you can move on a table or other surface.
Read aloud.
Write information out (on paper, board, etc.) when studying.
Use color coding.
Listen to course information on tape while you move (or recite to
yourself).
Take frequent breaks when working and move/stretch.
Try studying in a position other than a chair in front of a desk.
Find a way in which fidgeting allows you to focus on learning.

16. What is your Learning Style?
• Exercise:
Are you
Audio,
Visual,
Tactile/Kinesthetic?

17. Setting the Tone in the
Classroom
• SP’s are responsible for setting the tone in the classroom.
• How do we set the tone in the classroom?

18. Setting the Tone in the
Classroom
– Take the lead
• Academic and Behavior Goals- do we know our student’s
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goals? Do our students know their goals?
Rules and expectations are posted where students can see
them- then they are aware of what they need to do and what
is expected of them.
Rules for one should apply to all.
Rules for today should apply everyday.
A SP’s mood should never influence your decisions; students
will call you out on this and they will use it to their advantage.

19. Setting the Tone in the
Classroom
– Structure
• Order of class schedules - “consistency” ensures
that there is structure. When there is structure
students will perform more productively.
• Being flexible with the unexpected.

20. Setting the Tone in the
Classroom
– Enthusiasm
• Your energy will be reflected onto the students
• Asking open-ended questions-start the day with reflection
• What is going well for you as a professional and as an
individual and what is not going well?
• Pay attention to your body language
• Tone of voice
• Rate of speech- are you too fast or too slow?
• At the end of your day check in with yourself and your team
members.
• Focus on what went well and where you need to improve

21. Setting the Tone in the
Classroom
– Acknowledgment
• Greet your students and let them know that you
are there and present for them.

22. Summary for setting the tone
in the classroom
– Be a proactive SP, not a reactive SP
• Be at your classroom door before and after the class - this
will set the tone to take the lead and greet your children. You
will see and feel the state of your children.
• Confiscate inappropriate items - hold items that may cause
interference with the students’ learning.
• Room Configuration - how you set up your room is important.
A messy room can lead to a chaotic school day.

23. Summary for setting the tone
in the classroom
Be a proactive SP, not a reactive SP
• Have a warm-up. Have a morning ritual that begins their
day, this sets the tone for the day. This will get them ready
and prepared for their day.
• Classroom expectations- rules should be posted in front and
ready to be enforced.
• Procedures for entering and leaving the class - A re their
guidelines for how a student enters and leaves the
classroom?

24. Avoiding Power Struggles
• State the positive first . - If we as SP’s can state positive comments, this
will help maintain and build rapport with our students. This might just help
with any emotional baggage they are carrying in with them that day.
• Give them a choice- Nothing prevents a power struggle like giving
some of the power back to the student and letting them make a choice. We
need to provide appropriate choices and choices that we are willing to abide
by.
• Thank them- Students are rarely thanked for anything. After talking to
them, thank them for explaining a situation. Make it clear that you
appreciate their positive behavior.

25. Avoiding Power Struggles
• Apologize to a student - It teaches them and models for them
how to work on relationships.
• Verbal Praise/reinforcement- “You get more bees with
honey”. While positive praises and reinforcements will go a long
way, negative ones tend to attract negative behaviors.
• Telling Vs. Asking.- Asking will sometimes arrive at a no answer;
one that we can not accept in the moment. Asking will set the tone
if done in an appropriate way. “Jimmie I need you to come sit up
front with me so you can work on your goals.” Thank you for sitting
closer.”

26. Avoiding Power Struggles
• Ask “what” questions, rather than “why” questions - A why
question will place someone on the defensive end.
• Be a broken record. They want to see if we will break or waiver.
Be consistent. Repeat what you are asking for in a calm and
respectful manner! ( Remember just a couple of times- we are
attempting to be proactive).

27. Power Struggles
• What are our limitations?
• Understanding our limitations will assist us in understanding the
Power Struggles we engage in. Everyone engages in power
struggles at some point in their career. How can we limit them
and how can we learn from them?

28. Power Struggles
• What is a power struggle? By definition a power struggle
involves two people, each of whom is equally committed to
winning.
• What is it that we want to win?
• Respect
• Authority
• A sense of control
• That one is being heard and listened to.

29. Power Struggles
• Is there a way that both the student and the individual can both be
validated and respected?
• It is also important to note that you need to pick your battles. If
everything becomes a battle there will not be room for growth and
both the classroom staff and the students will begin to shut down.

30. Power Struggles
• Scenario:
– Jimmie decides that today’s history assignment is too
hard, he does not want to do his history assignment
and wants to sleep in class. The teacher gives an
instruction to the student to begin his work and his
response is to disobey the request. The
teaching/behavioral assistant supports the teacher by
attempting to motivate Jimmie to initiate some history
work. Jimmie throws his books on the floor curses at
his teacher. How does the classroom staff respond?
How many different ways can this scenario play out?

31. Power Struggles
• What are the tactics used to disengage from a power struggle?
– First, the SP needs to remain as calm as possible. Difficult?
Yes! But it is important for this to occur.
– If the SP becomes upset it may make the situation worse.
– Disengaging from the situation will allow the SP to remain calm
and in control of the situation/scenario.

32. Power Struggles
• Tools to use when dealing with a potential power struggle.
– Breath and relax (take a minute even two) before addressing the
situation with the student. (It also helps us to gather our
thoughts).
– Address the student briefly and positively. Long interventions
are not heard and accusatory remarks only inflate the situation.
Lengthy discussion provides the student with the negativeattention seeking behavior they are desiring. Try not to ask
open–ended questions (Do you know that you always disrupt my
history class)?

33. Power Struggles
• Use active listening - Active listening is a way of
listening and responding to another person that
improves mutual understanding. If you are actively
listening then you are not arguing, you are not
setting up barriers and you are respecting and
responding to the students’ feelings.

34. Power Struggles
• I message- An “I message” is a statement that tells the
listener what you 1) see 2) think and/or feel or 3) want in an
objective manner that does not place blame or put the
student down. A “you message” is a statement that assigns
blame or puts the student down. When Using "I messages",
you often only need to say what you see or what you want.
Example: You Message : Can’t you just stop sleeping
and follow my directions? I message: I see that you are
frustrated and want to sleep lets see what we can do to help
this assignment feel less frustrating!

35. Power Struggles
• The result will be a no lose-conflict resolution strategy which will make all
parties feel validated, heard and respected.
• Students want to bait us to engage us in a confrontation and avoid the
challenging activity.

36. Positive Distracting Techniques
– Being able to interrupt a student who is escalated in a
positive and respectful manner can sometimes be
helpful in refocusing the student.
• Re-directive tactic to divert the student’s attention away from
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the conflict. (i.e redirect to a more positive topic or situation).
Humor to distract and save face.
Remove the student from the area so he or she may begin to
cool down. You can remind them about other positive
options that they may utilize and may have used before to
assist them in de-escalating.

37. Positive Distracting Techniques
• The use of paraphrasing will model and teach the student
more appropriate coping skills and demonstrate respect
toward the student. (i.e. “ You are telling me that you…,”
“Ok, so it sounds like your concerns are…….”).
• At this stage you may use open ended questions. (What
about the history assignment that made you so mad? Try to
utilize the who, what, where, when and how statements.
Avoid the why statements, they may sound accusatory.”
(Why did you throw the book?)

38. De-escalating the crisis and/or
situation
 Assisting the student to gain self-control.
• Use of non-verbal communication. Non verbal behaviors that can
be used are: eye contact, body language, personal space, height
differences, gender differences and cultural differences.
– Eye contact- establishing eye contact communicates interest
and caring.
– Body language-how your body is presenting itself and what is it
communicating.
– Personal space-close but not too close; give some space and
do not be intrusive.
– Height, gender and culture- an awareness of the effect of these
issues is important to the student.

39. De-escalating the crisis and/or
situation
• Assist in lowering the levels of emotions in the room.
“Jimmie if you come sit back down I can help you with the
assignment” as opposed to “Jimmie if you don’t sit down I will
not help you”.
• Wait on disciplining the student.
• Consider why the student chose to use a “confrontational
manner” to communicate their concern and/or issue.

40. Academic Environment
• What can we do as SP to help provide a more conducive
environment for our students? Remember our students take their
cues from us.
– The arrangement of the classroom- how is the seating, is there
distinction between quiet and active areas?
– Do the students and teachers have their own space?
– Are the students appropriately seated?

41. Academic Environment
– Can earphones be used for some students?
– Be aware of the child’s needs: sometimes sounds, textures or
colors are important to a student’s environment.
– Provide structure.
– Assist students with the transition between class assignments.
– Teach and model structure and working through the unexpected.

42. “Think Time” VS. “Wait Time”
• Robert J. Stahl discusses how “information processing
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involves multiple cognitive tasks that take time. Students
must have uninterrupted periods of time to process
information; reflect on what has been said, observed, or
done; and consider what their personal responses will
be.” Mary Budd Rowe (1972)
When students are given 3 or more seconds of
undisturbed "wait-time," there are certain positive
outcomes: (Casteel and Stahl, 1973; Rowe
1972; Stahl 1990; Tobin 1987).
The length and correctness of their responses increase.

43. “Think Time” VS. “Wait Time”
• The number of their "I don't know" and no answer responses
decreases.
• The number of volunteered, appropriate answers by larger numbers
of students greatly increases.
• The scores of students’ academic achievement tests tend to
increase.

44. “Think Time” VS. “Wait Time”
• When teachers wait patiently in silence for 3 or more seconds at appropriate
places, positive changes in their own teacher behaviors also occur:
(Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987).
– Their questioning strategies tend to be more varied and flexible.
– They decrease the quantity and increase the quality and variety of their
questions.
– They ask additional questions that require more complex information
processing and higher-level thinking on the part of students.

45. “Think Time” vs. “Wait Time”
• More recently Stahl (1985, 1990) expanded on the idea of “Wait
Time,” he constructed “Think Time”. He defined this as “a distinct
period of uninterrupted silence by the teacher and all students so
that they both can complete appropriate information processing
tasks, feelings, oral responses, and actions.” Stahl (1990) prefers
this because:

46. “Think Time” VS. “Wait Time”
– It names the primary academic purpose and activity of this
period of silence--to allow students and the teacher to complete
on-task thinking.
– There are numerous places where periods of silence are as
important as those "wait-time periods" reported in the research
literature.
– There is at least one exception, labeled "impact pause-time,"
that allows for periods of less than 3 seconds of uninterrupted
silence.
• Stahl (1990) discusses how this time frame is “to provide the period of time
that will most effectively assist nearly every student to complete the
cognitive tasks needed in the particular situation.”

47. Analyze our Behaviors
• Throughout the day and definitely at the end of the day we need to
review these key points: Do it as an individual and as a group.
– How did I do today?
– What did my students learn and bring home with them today?
– What worked and what did not work overall?
– Where were my strengths and weaknesses today?
– What can I improve on for a more effective and conducive
environment for my students to learn in?