BEHAVIOUR MANAGEMENT

BY:MS. RUQAIYYA
Fazaia Degree College, Faisal
SECONDARY SECTION
 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.
 Here comes!!!!!!!
My Dear Student
I’m bored!
I’m angry!
I’m tired!

I want to
get out of I want to
this room! annoy you!

I don’t like I’m frustrated!

doing this!

I can’t do I’m lonely!

this work! I’m rebelling!
 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
 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
 THINK TIME

Think for a while for the most

challenging behavior you
have faced in your
classroom!!!!
YOUR RESPONSE!!!!
 Development of Challenging/
Antisocial Behavior
(Patterson, DeBaryshe & Ramsey, 1989)
Early Middle Late Childhood
Childhood Childhood & Adolescence
Rejection
by
Poor normal
peer Commitment
parental Child
group to deviant Delinquency
discipline Conduct
peer group
& Problems
monitoring
Academic
failure

BAD NEWS: LONG-TERM RISK INCREASES WITH EACH STAGE

GOOD NEWS: WE CAN TAKE KIDS OFF THIS DEVELOPMENTAL PATHWAY
 ABC of Behavior

• What happens before (Antecedent) the

behavior occurs?
• What is the Behavior?
• What happens after (Consequence) the
behavior occurs?
ABC
 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
 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?
Reinforcing Consequence

Rewarding or
Desired

A BC Consequence

If the consequence is rewarding/desired,

Behavior will improve in the Future
Punishing Consequence

AB C Punishing or
Undesired
Consequence

If the consequence is Punishing or Undesired,

Behavior will degrade more in the Future
 Positive Reinforcement
Get something good (desired) Increase
Behavior
Negative Reinforcement
Avoid something good (desired)

Penalty
Lose something good (undesired) Decrease
Behavior
Sanction
Punishment
Get something bad (undesired)
 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.
 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.
 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
 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
 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.
 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 .

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

 Focus Appropriate Behavior
• Calmly, quietly, & quickly approach & redirect
students who are off-task

• Praise those who deserve fairly

• If no progress, approach student privately

 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

 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.
 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
 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
 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
 Responding to Misbehavior

• 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

• 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
 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
 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
 Praise
• Effective praise is
spontaneous and genuine.
• It should be specific and
reveal your knowledge of
what the student has actually
done
 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
 !! !!
e s
t ak
i s
M

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

 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.
 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.
 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?