The Individual Psychology of Misbehavior

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The Individual Psychology of Misbehavior

• Alfred Adler
• Rudolph Driekurs
• Jane Nelson
• Us

2
Psychosocial Engine
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Four Components of Effective Management

• Kyle and Rogien
• Effective teaching
• Preventative mgmt.
• Corrective mgmt.
• Supportive

4
Childrens Misbehavior

• Comes from fundamental belonging needs
• Is goal directed (teleological) and purposeful
• Shows decreasing social interest

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A teachers response

• Should consider the goal
• Identify the goal by focusing on how the behavior
  makes you feel
• Should be thoughtful
• Should not allow the child to achieve their goal
  (control of your behavior)

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Remember always

• Use few words
• Be in control of your own emotional behavior

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Increasing Intensity of Social Destructiveness

• Normal (in the behavioral groove)
• Distraction
• Control/power
• Anger/Violence
• Disabled

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Chapter 10

• Keys and Links for Corrective Strategies

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Teacher Attitude

• Have high behavioral expectations for all of your
  students
• Encourage your students!
• Never discipline in a demeaning way.

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Modeling Self Management

• Act respectful and professional when a student is
  trying to provoke you.
• Deal appropriately with your own negative
  emotions. find your happy place-)
• Use beta language
• See the positive characteristics in ALL
  studentsyes even the tough ones!

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Student Factors

• Active involvement in the discipline problems.
• Discipline is done WITH students not TO
  students!
• Use prevention strategies to avoid problems.
• Students have 7 needs dignity, enjoyment, power,
  security, hope, competence, and acceptance.

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Perspectives on Power

• Sharing power with students doesnt diminish
  your power. Dont be a power-hungry control
  freak!
• Teachers and students should be allies not
  enemies.
• Power in the classroom is emPOWERing!

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Levels of Misbehavior

• A level Distracting misbehavior Example
  pencil tapping, weird noises!
• B level Controlling misbehavior Example
  This is stupid! You cant make me!
• C level Angry violent misbehaviors Example
  destroying things, hurting others

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Corrective Strategies

• A level Example Active body language,
  Attention focusing strategies
• B level Example Brief choices, Button-pusher
  escapes
• C level Example Chill out time, Consequences

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A Options for Distracting Behaviors

• Brittany,Lynn,Margaret, Ashley, Caitlin

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DISTRACTING BEHAVIORS

• Distracting behaviors are behaviors that
  sidetrack you and divert attention of students
  from learning..
• pencil tapping, wandering the room, making weird
  noises, throwing things, talking to other students

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WHY?

• Students exhibit distracting behaviors
• - for personal attention
• - because their learning styles are not
  being met
• - they are not engaged in the material
• - they dont feel like a part of the community
• IT IS NECESSARY TO TEACH KIDS RESPECT

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Strategies

• Active Body Language
• Attention focusing strategies
• Need to wean students away from getting
  attention needs met through misbehavior to
  getting them met through responsible behavior

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Active Body Language

• Utilize in a non-aggressive manner
• The Look
• Making eye contact and maintaining for a few
  seconds communicates need to stop the behavior.
• Firm but not angry

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Proximity

• When student is choosing a distracting behavior
  walk over and begin teaching right next to
  him/her.
• Get into the habit of moving around the room
• It is a deterrent and corrective strategy

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Body Carriage

• When dealing with a discipline situation you want
  your body to be erect and I mean business
  demeanor
• Aggressive body language tends to be cause
  aggressive in the situation

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Appropriate Touch

• Light pat on back may communicate stop
• Ex. Hand on shoulder

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Signals and Gestures

• Sign language- taught to class to mean stop or
  quiet, etc.
• Can also be used to highlight responsible
  behavior.
• Ex. Thumbs up

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Teaching Pause

• A pause in your teaching for a few seconds can be
  a very effective way to have active body language
  communicate with your whole class.

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Teaching Pause (cont.)

• 1. Simply stop teaching and stand in I mean
  business stance, scan room getting eye contact
  with as many students as possible.
• 2. Same, but sit down if student is so engaged in
  misbehavior that they dont notice you have
  stopped. Once they have made eye contact, gotten
  message, stand back up and continue

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Attention Focusing Strategies

• - use as few words as possible
• Signals
• Auditory visual
• Examples- give me 5 lights off clapping
  patterns chimes..
• (note- remember wait time!)

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Refocus Notes

• -Dont stop teaching, write what you want student
  to stop doing in note, walk over put it on
  their desk
• Target stop Do
• Voice change
• Name Dropping
• Grandmas Rule
• Distract their Distractor
• Coupon approach
• I -Statements

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Options for Controlling Behavior

• Chapter 12
• Jenilee Palasik, Jennifer Paulding, Erin
  Stechiak, Christie Ericson, Jennifer Pekarsky

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Management Plan

• Setting up a management plan in order to deal
  with students behavior is the key to
  successfully handle behavior issues
• 3 methods
• Button Pusher Escape
• Brief Choices
• Business-Like Consequences

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Button Pushers

• Acknowledge students power
• How to deal-
• Influence student to make responsible decision
• You can either work on this now with the rest of
  us or you can work on it during Choice Time its
  your choice.

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Brief Choice Language

• This type of language states appropriate
  behavior then present consequence using the word
  or.
• I need you to finish your writing or youll have
  to stay in for recess.

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Business-Like Consequences

• 5 Rs to Successful Behavior
• Related
• Reasonable
• Respectful
• Reliably Enforced
• Real Participation

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Role of Teacher

• You may feel frustrated, angered, and want to
  lash out but these strategies teach you to
  control your reactions
• Use as few words as possible
• Be graceful and respectful

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You can use humor too

• 1- Student- You dont know anything about
  coaching.
• Teacher- Oh yes I do the instructions came with
  my Reeboks.
• 2- Student- This is a really dumb class.
• Teacher- You need four dumb classes to graduate.

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Putting the C Back in Control

• Approaches
• to Dealing with Angry and Violent Behavior

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Key Teacher Responsibilities

• Model self control and responsible behavior.
• Set up a fair and supportive environment through
  preventive stragies.
• Set up corrective strategies.

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The Six Cs

• Chill out time
• Choice Levels
• Consequences
• Chat time
• Contracts
• Curbing Violence

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Chill Out Time

• Purpose To help students recognize when they
  need to calm down.
• Personal Responsibility

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Key Components to Chill Out Time

• Not a consequence
• Implement from beginning
• Holds students accountable
• Personal Responsibility
• Logical consequences follow

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Choice Levels

• Next step for students resistant to chill out
  time
• Students need to be given to an oppurtunity to
  make their own choices and understand the
  consequences of these choices.

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Continued

• Delivery should be controlled and firm.
• CBones Fav turn and walk away.

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Consequences

• Hold students responsible for their choices.
• Students help to set behavioral goals.
• Restitution Consequences consequence helps to
  repair damaged situation.

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Chat time with Students

• Students help create solutions to their problems.
• Listen to students problemswork out where the
  behavior is stemming from.
• What would work for them.

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Contracts

• Gives students responsibility and control over
  their behavior and consequences.
• Empowering
• Helps students and teachers to follow through
  with plans.

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Curbing Violence

• Teaching students strategies that will help them
  to control and prevent violent behavior.