Responding to Violations of Rules and Procedures

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Responding to Violations of Rules and Procedures

• ACED 4710/7900 Classroom Management
• Chapter 8

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What do you think?
Some educators feel that discipline means the
power of the teacher to control the behavior of
their students. Others believe discipline can
offer an opportunity to teach students a set of
values about how people can live together in a
democratic society. Do your students perceive
discipline as the process of helping them develop
values and self-control over their drives and
feelings?
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Table of Contents

• Introduction.
• Punishment or Logical, Instructional
  Consequences?
• Tips for Handling Minor Disruptions.
• Responding to Disruptive Behavior.
• Methods Solving Major Continuing Student
  Behavior Problems.
• Conclusion

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Introduction

• Regardless of how effectively we implement
  management techniques, we can be sure that there
  will be instances of rule/procedure violations in
  our classrooms.
• Teachers need skills in redirecting
  de-escalating students who are behaving
  inappropriately.

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Introduction (Continued)

• Given the generally negative impact of
  punishment, the use of educational dignifying
  responses to student behavior problems are
  usually associated with much more positive
  student behavior and safer school environments.
• Teachers who develop these skills find they can
  work successfully and safely with a wide range of
  students.

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Punishment or Logical, Instructional Consequences?

• Punishment
• Punishment does not teach the student alternative
  methods of behavior.
• Frequent punishment inhibits learning.
• In classrooms where punishment is used
  frequently, misbehavior increases.
• Using activities such as writing sentences as
  punishment may create a negative attitude
  regarding these activities.

• Instructional Consequences
• Treating behavior problems similar to academic
  problems, allows teachers to use their expertise
  in assisting students to develop alternative
  strategies.
• When considering how to respond, teachers need to
  consider the relationship between their classroom
  management methods and their instructional goals.

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Tips for Handling Minor Disruptions.

• Arrange seating so that you can see and move to
  be near all students.
• Scan the class frequently in order to notice and
  respond to potential problems.
• Dont create more disruption with attempts to
  discipline than the students are causing.
• When misbehavior occurs, the first step is to
  make contact quietly with the student.

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Tips (continued)

• When one or two students are being extremely
  disruptive, it is best to focus the other
  students attention on their task and then talk
  privately with the disruptive students.
• Ask if the student needs some assistance,
  acknowledge this, and provide the assistance.
• Ignore the behavior/dont make a major out of a
  minor.
• Call on the student or involve him by using his
  name.
• Increase interest by using humor.

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Responding to Disruptive Behavior.

• Develop professional, effective responses to
  unproductive student behavior. Use step one, if
  misbehavior continues, proceed to step 2, etc.
• Nonverbal cue Shake your head put your index
  finger on your lips
• Verbal cue Go to student and tell him/her that
  he/she is making a choice to .., which will
  result in ..
• Move the student away from learning area to
  finish assignment.
• Use some means to remove student from learning
  environment, i.e. the principals office, hallway.

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Methods Solving Major or Continuing Student
Behavior Problems.

• If a student continues to experience academic
  failure or disrupt the classroom despite the use
  of professionally responsible responses, the
  teacher should
• Examine the classroom to determine if there may
  be factors causing the misbehavior.
• Contact parents and inform them of the problem
  and of the attempts being made to improve the
  students behavior.
• Implement some form of behavioral intervention to
  help the student improve.
• Refer the student to the office for consequences
  associated with the school wide student
  management program.

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Conclusion

• Effective teachers develop and teach clear
  methods for responding to unproductive student
  behavior.
• Effective teachers emphasize to students that
  they are responsible for their own behavior and
  for learning alternative ways for handling their
  frustration.

• As we are asked to work with greater numbers of
  students who come to school with negative
  emotional states and poor problem-solving skills,
  we will need to become more skilled at
  implementing behavior modification plans.