Problem Behavior
What is Problem Behavior?
- Actions considered inappropriate or disruptive
- Can be harmful to the individual or others
- Interferes with functioning in the classroom environment
Which management strategies would this be: "1, 2, 3, all eyes on me"
Refocus Group Attention
Adrian and Melissa talk and begin to move toward the back of the room as you conduct a class discussion. Several other students whisper or daydream.
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Non-Verbal Cues: Use eye contact or a gentle gesture to signal that they need to pay attention without interrupting the flow of the lesson.
Redirecting the Behavior: Remind them of the expected behavior to bring their attention back to the discussion.
Are there any strategies that you distinctly prefer? Discuss your reasons for liking these particular approaches.
Your Opinion
What would be considered a Non-Problem Behavior?
-Small talks or incidental talks
-Doesn’t mean they are being disruptive
-Best thing to do is ignore to continue with a positive classroom environment
In what situations would withholding a privilege, such as listening to music, be an effective strategy?
When a student isn't following classroom rules or meeting behavioral expectations. It serves as a consequence that encourages them to improve their behavior, especially if the privilege is something they value. This would be most likely effective when teaching middle schoolers and high schoolers.
Santiago avoids things constantly. He isn’t disruptive, but he also doesn’t seem to be engaged. He doesn’t refuse to get to work, but also doesn’t get started. Santiago doesn’t argue with you when you ask them to open his book, but he also doesn’t manage to do so by the time you walk by his desk again.
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Nonverbal and Verbal Cues: Use gentle reminders and nonverbal cues like pointing to his book or giving a thumbs-up when he starts working.
Redirecting the Behavior: Give clear, simple instructions and remind him of the expected behavior. For example, "Santiago, please open your book to page 10."
Talk with Santiago and Create a Contract: Have a one-on-one conversation with Santiago to understand any underlying issues. Create a behavior contract outlining the expectations and consequences, and have him sign it.
Are there any strategies that you distinctly reject or dislike? Discuss your reasons for disliking particular approaches
Your Opinion
Give an example or the definition of a minor problem
-students leaving their seats without permission
-things that don’t seriously disrupt learning when it doesn’t happen frequently, but can continue and spread if unattended
How should a teacher apply a penalty, like assigning extra work, in a way that is fair and constructive?
Apply it to all students equally to ensure fairness. Make sure the extra work is relevant to the subject and that the extra work is an opportunity to improve understanding or catch up on missed learning, rather than purely as a punishment
When someone bumped into Jasmine at the drinking fountain, she turned around and spit water at the other child. Later she ordered a boy who was standing near her desk to get away, and she then shoved the boy. On the way back from the cafeteria, Jasmine got into a name-calling contest with another student.
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Withhold a Privilege: If the behavior continues, you can withhold privileges like recess or a favorite activity to reinforce the consequences of her actions.
Disconnect/Reconnect Students: Provide a calming corner where Jasmine can go to cool down and reflect on her behavior before rejoining the group.
Daily Behavior Report and Parent Conference: Keep a daily behavior report and communicate with her parents about her behavior. Schedule a parent conference if necessary to develop a consistent plan for improvement.
Talk with Jasmine and Create a Contract: Have a private conversation with Desi to understand why she is acting out. Create a behavior contract that outlines the expectations and consequences, and have her sign it.