Preventing and Responding to Misbehaviour through Low-Key Responses

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Preventing and Responding to Misbehaviour through
Low-Key Responses

• Classroom Management
• EDUC 4454

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• Effective teachers weave the following concepts
  into their classrooms
• winning over
• cohesiveness/bonding
• inclusiveness
• a safe environment
• even when responding to student misbehaviour.

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• Teachers have little or no control over the
  baggage children bring to school with them.
• There are no easy solutions to managing a
  classroom.
• Bennett and Smilanich offer a concept they call
  BUMPS.

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What is the Theory of Bumps?

• Bennett and Smilanich label the students
  escalation (i.e., the move towards power and
  revenge) as a BUMP.
• The student bumps up the anteemotion and the
  teacher chooses an appropriate response in order
  to defuse the situation.

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BUMP 1 Low Key Responses

• Low key responses are critical to the successful
  day-to-day creation of effective learning
  environments.
• More than one low key response may be used at any
  time.
• The key is being proactive and prevent the
  escalation of misbehaviour.

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Low-Key Responses

• Characteristics
• no or minimal verbal responses
• quick and quietthey dont stop the flow of the
  lesson
• they dont invite escalation

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Low-Key Responses

• Proximity
• The teacher moves towards a misbehaving student.
  
• Be aware of how you move and what your body
  language conveys to the students.
• Be aware of personal space. The closer you get
  to the student, the more assertive the stance
  becomes.
• You want to avoid escalating the behaviour.

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• Touch
• A quick light touch on the forearm or shoulder
  by the teacher done in such a way the it is not
  noticed by others.
• Be sure to check the school policy as it relates
  to the use of touch in the classroom and around
  the school.

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• The Look
• Communicates to the student that their behaviour
  is inappropriate.
• Preventative Scan
• Communicates to the students that the teacher is
  aware of what is happening in the classroom and
  allows the teacher to address potential
  disruptions.

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• Using the Students Name
• Reminds students that the teacher is aware of
  what is going on in the classroom.
• Be aware of your tone of voice.
• Used to greet or select a student, it is an
  effective way of winning students over.

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• The Gesture
• Usually a hand or facial response that
  communicates the expected behaviour.
• Can be effectively used with other
• low-key response.
• Be aware of cultural differences.

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• The Pause
• Communicates to the students that the teacher is
  aware of what is going on in the classroom.
• Gives some time to think before responding.
• Is generally used with other low-key response.

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• Ignoring
• Communicating that the students misbehaviour
  will not get the desired effect the student
  wantsusually the teachers attention.
• Ignore the student if it does not stop the
  teacher from continuing or others from learning.

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• Always remember to focus on the behaviour NOT
  the student.
• This communicates to the student the he/she is
  accepted in the classroom but the behaviour is
  not.

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Transitions

• Transitions occur anytime student movement is
  required.
• Transitions are the breeding ground for
  misbehaviour.
• Include WHEN the students will do it
• WHAT the students will do
• HOW the students will do it
• Practice, practice , practice in September.

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Rules

• Set guidelines for expected behaviour in the
  classroom.
• The teachers ability to act on these rules will
  determine whether or not the rules make a
  difference.
• Consistency is important.