PROTECTING

o The classroom
behavior the lesson (process)

o The students and teacher

misused of power peer relationship

RESTORING ORDER
o restoring the behavior that need in the classroom

PROTECTING AND RESTORING ORDER

PRINCIPLE DEALING WITH INAPPROPRIATE BEHAVIOR

WAYS OF HANDLING MISBEHAVIOR

Principle dealing with inappropriate behavior.

Disciplinary strategies must be consistent with the goal of creating a safe caring classroom
Keep the instructional program going with a minimum of disruptions. Whether or not a particular action constitutes misbehavior depends on the context in which it occur Making sure the severity of the disciplinary strategy matches the misbehavior that want to eliminate

The need of to be culturally responsive

Disciplinary strategies must be consistent with the goal of creating a safe caring classroom
WHAT?
o consistency between action and relationship

HOW?
o o Considering the effect of action towards relationship Consider students dignity.

Fred, Donnie, Sandy and Christina suggestion on how to confront with misbehavior students.
dont bring up past sins Instead of attacking, talk about what students have done

Keep the instructional program going with a minimum of disruptions.

WHAT?
o protecting the classroom (teaching and learning process)

HOW?
o cannot allow inappropriate behavior to interrupt the teaching learning process o realize that disciplinary strategies that can be disruptive

EXAMPLE:
o Doyle (1986) comment that intervention are \inherently
risky

Whether or not a particular action constitutes misbehavior depends on the context in which it occur
WHAT?
o the seriousness of misbehavior is depend on the context(situation)

HOW?
o teacher state their goal(objective) for the lesson and what activities will be done. o then teacher decide the behavior that allow

Tips in deciding the behavior by asking

o is this behavior disrupting or benefiting the ongoing instruction activity? o Is it hurtful to other students? o Does it violet school established rules?

Making sure the severity of the disciplinary strategy matches the misbehavior that want to eliminate
WHAT?
o Matching the action(punishment) with the seriousness of the behavior
More serious misbehavior Minor misbehavior Category of misbehavior Never tolerated misbehavior

HOW?
o Define type(seriousness) of the behavior o Act accordingly

The need of to be culturally responsive

culturally responsive
o reflecting on the kind of behavior teachers judge to be
problematic and considering how these might be related to race and ethnicity.

for example:
o African American students often socialized by talk loudly at home but in school loudness is behavior that get them trouble at school.

HOW??
o Teacher acknowledge their biased and value o and think about how it effect interaction with students.

MINOR MORE SERIOUS CHRONIC

WAYS OF HANDLING MISBEHAVIOR

LEVEL/TYPE OF MISBEHAVIOR

THORNY

Dealing with minor misbehavior

Non verbal intervention

Deliberately ignoring

verbal intervention

Nonverbal intervention
Nonverbal means that there will be no voice heard but at the same teacher has to show with-it-ness. how?? (for example)
the way of teachers look is an example of unobtrusive nonverbal intervention. making eye contact using hand signals Moving closer to misbehavior students

advantages
deal with misbehavior without disrupting other students Enable to protect and continue teachers lesson with minimum disruption.

Verbal intervention
what?
o Contrast with nonverbal intervention

how its happens???

o nondirective verbal intervention
Example: by calling students name or asking them to answer the questions.

o use of humor o I-message

describe the misbehavior tangible effect on behavior Teachers feeling.

o direct verbal intervention.

Deliberately ignoring
use if the misbehavior is extremely brief and unobtrusive. For example:
students eager to give comment so, they forget to rise hand
Students misunderstood that teacher unaware of what's going on Suspect that you are not with-it

disadvantages

The problem increase

Turn into full-fledged blindness

Strategies to deal with more serious misbehavior

1. Plan penalties ahead of time 2. Choose penalties that are logically related to misbehavior 3. Impose penalties calmly and quietly 4. Reestablish a positive relationship with the student as quickly as possible

5. Develop a range of alternative consequences

1.Mandatory private conferences 7.Contactin g parents 2.Loss of privileges

6.Written reflection on the problem

Types of penalty

3.Isolation from the group

5. Detention

4.Exclusion from class

Strategies to deal with chronic misbehavior

1. Problem solver process

Step 1: define the problem Step 2: brainstorm possible solutions. Step 3: evaluate solutions Step 4: decide on solution to try Step 5: determine how to implement the decision Step 6: the solution are evaluated

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Strategies to deal with chronic misbehavior

2. Behavior modification approaches

Self-monitoring (e.g.: work independently) Seft-evaluation (e.g.: evaluation sheet)

Seft-instruction (silent direction)

Contingency contracting (e.g.: agreement letter)

Strategies to dealing with chronic misbehavior 3. An ecosystemic approaches.

Recognize your current interpretation of the problem Formulate and alternative, positive interpretation (reframe the situation) Act in ways that are consistent with the new interpretation.

THORNY PROBLEMS

DEFIANCE

FAILURE TO DO HOMEWORK

CHEATING

DEFIANCE

What is defiance??? - Refuse to obey-

How to deal with it???

- Avoid the situation in the first place. - For example : The teacher approach students and quietly, but firmly, let them know that they have choices either getting to work or facing one of the consequences for their inappropriate behavior.

FAILURE TO DO HOMEWORK

i. ii.

Consider valuable of assignments and communicate that value to students. Reflect on how much homework youre assigning.

i.

Meet individually : - Contacting parents.

CHEATING

Cheating is the ultimate disrespectful behavior (Sandy).

It is better to prevent than to deal with it after the fact. Students are more to report cheating when they perceive the teacher as emphasizing performance over mastery(Anderman, Griesinger, and Westerfield, 1998). i. Make sure that the work you assign and the tests you give are fair and worthwhile and that you use the information they provide to help students master the material (Savage, 1999). Help students avoid the temptation to cheat by not basing students grades on one or two high- stakes tasks (Savage, 1999). Take a number of simple precautions.

ii. iii.

 Inappropriate behavior threatens order by interrupting the flow of classroom activity. This chapter discussed ways of responding to a variety of problems :
Chronic (more serious misbehaviors) Minor (nondisruptive infractions)

- Including strategies for dealing with these problems. Teachers have to recognize that there are kids you cant help by yourself. Then its important to seek out the special services that are available and try to get assistance(Donnie).