Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems? SLOGAN: When children mishave, they tell us that they need help learning a better way.

1. USING PROBLEM SOLVING TO RESOLVE
BEHAVIOR PROBLEMS
SNOW WHITE

2. OUR TEAM
Aysel Sevim
Merve Dündar
Elif Demirtaş
Neslihan Akkaya
Sena Simay Tün
Elif Şahin

3. OUR TEAM
Aysel
Neslihan
Sena
Merve Elif D.
Elif Ş.
HAYAL
KÖKSAL

4. GROUP MOTTO
“When children misbehave, they
tell us that they need help
learning a better way”.

5. MEETING DAYS
10 20 23 2527 30
OCTOBER NOVEMBER

6. Our Photos

7. CONTENT
1. Gantt Card
2. Review of Chapter 9
3. Definition of the
problem
4. Why did we choose
this chapter?
5. Literature review
6. Brainstorming
7. Interview with Nilgün
Peker
9. Matrix Diagram
10. Interview with
Students
11. Data Analysis
12. Interpretation
13. Suggestions
14. References
15. Thanks

8. GANTT CARD
EXPECTED OBSERVED

9. REVIEW OF CHAPTER 9

10. A problem solving approach
encourage us to know our students
and to take their perspective into account.
http://www.dallasisd.org/domain/10749
http://artuks.com/2012/11/teacher-and-student-clip-art/

11. A list of skills enhanced through problem solving
1. Alternative solution thinking
2. Consequential thinking
3. Causal thinking
4. Interpersonal sensitivity
5. Means-ends thinking
6. Perspective taking

12. Placing Problem Solving in Context
1. What do I want to accomplish in responding to
student behavior that is disrupting the learning
environment?
2. Where does problem solving fit into my classroom
management plan?
3. How does problem solving relate to other corrective
behavior management interventions?

13. A MODEL FOR SOLVING PROBLEMS WITH
INDIVIDUAL STUDENTS
Step 1
• Establish a warm, personal relationship with the student.
Step 2
• Deal with the present behavior.
• Helping students take responsibility for their role in the
problem
- What happened?
- What did you do?

14. Step 3
Make a value judgement.
• Helping students consider their own behavior and
understanding their own and others’ rights and
responsibilities
-Is it against a rule/ does it violate a compelling state
interest?

15. Step 4
Develop a workable plan for making the change
-What do you think you can do so that you can study
without bordering other students?
-What do you need me/other students to do?

16. Step 5
Make a commitment to the plan.
• Enhancing students accountability/responsibility.
-What are you going to do when you become frustrated
with your work?
-Do you believe this is a good plan and will you give it a
try?

17. Step 6
Discuss how the plan is working.
• An opportunity to reinforce the student’s effort and to
discuss any problems that may arise.
-How did your plan work?

18. Step 7
What to do if a plan does not work.
• Do not be critical
• Focus on asking the student to
consider why the plan did not
work and helping him/her develop
another plan.

19. VIDEO

20. METHODS FOR SOLVING PROBLEMS
BETWEEN STUDENTS
• Teacher-Facilitated Peer Conflict Resolution
• Think-feel-act model, instructed by Cory Dunn
- Allowing students to take turns stating their account of
what happened, how they felt, and what they believe
needs to be done.

21. METHODS FOR GROUP PROBLEM SOLVING
• Class meeting
• It allows both teacher and student to resolve problems
openly and before they become major issues that
negatively affect learning.
• It not only support the use of individual problem
solving conferences but can also provide students with
opportunities for improving their social and problem
solving skills.

22. Definition of the Problem
• Some students have negative
attitude toward teacher or
classmates. They behave
against determined rules in
classroom. It affects classroom
management negatively.

23. Why did we choose this chapter?
One of the most important parts of the classroom
management is to find solution for behavior
problems. Also, it has connection with the purpose
of “IMECE CIRCLE”.

24. LITERATURE REVIEW

25. Redl & Wattenberg
• Group dynamics & key students
• Four types of interactions
• 1.Promoting self-control
• 2.Providing situational or task assistance
• 3.Reality check
• 4.The pleasure and pain principle

26. (Dreikurs &Loren, 1968)
• The reasons for misbehavior (to get
attention, gain power, exact revenge, or
gain sympathy)
• Instead of punishment consequences related to
behavior
• Communication and respect responsibility

27. (Gordon, 2013)
Flow of respect
Figure 8-1.
Teacher
Solution
Acceptable to Both
StudentTwo way communication

28. Thomas Gordon’s Six-Step Problem Solving
Process
6.Assessing the success of the solution
5.Determining how to implement the decision
4.Making the decision
3.Evaluating the Solutions
2.Generating Possible Solutions
1.Defining the problem

29. Basic Behavioral Techniques with
ADHD students
Removing Inappropriate Behavior
Teachers generally think that ‘I have got to
punish this behavior to stop it.’

30. When a teacher uses physical punishment several
things happen:
• The child stops the behavior in a short time but returns
to it later.
• The child initially learns to exhibit behavior ‘only’ in the
presence of the punishing agent.
• The agent often models the very behavior he or she
wishes to remove.

31. • As a result, we should prefer to use positive forms of
interventions instead of using physical punishment.

32. Effective Punishment Techniques
• 1) Ignoring :When a behavior is less serious, the first
procedure to use is ignoring. When a teacher decides
to ignore a behavior, it must be consistently ignored for
as long as it continues. Many children will test teachers
to see if they will pay attention to inappropriate
behavior.

33. https://ikizbuyutmek.wordpress.com

34. Plan to ignore some behaviors
Step 1:Be prepared
Step 2:Be consistent
Step 3:Reward yourself

35. • 2)Time out for misbehavior:
• Time out is very much like the ‘go sit in the corner’
• When the child is in time out, child is ignored until
timer rings.
• Time out intervention is the most boring than other
interventions.

36. Developing a time-out plan
Select target behaviors
Select a place for time-out
Determine the length of time outs
Measure the time
Withdraw attention while the child is in time-out.
Establish the connection after time-out.

37. • 3)Withdrawing a privilege:
• This intervention teaches the child ‘what to do instead
of what not to do’.
• It is effective in reducing or eliminating inappropriate
behaviors.
• This is like a ‘traffic ticket’ if you exceed the speed, you
lose a specific amount of money.

38. Plan to use withdrawing a privilege
Conference with the student
Establish the amount of the fine
Establish means to communicate the fine
Ensure reinforcement reserve
Evaluate effectiveness

39. Imece & Solving Behavior Problems
• PUKÖ (Planla, Uygula, Kontrol et, Örnek alıp genişlet) is
an order to solve problems.
• This method can be used to stop behavior problems of
students.

40. Imece & Solving Behavior Problems
• Time management skills, importance of communication
and importance of respect, tolerance, and love.
• The principles of the project “Lider Martılar”, by Hayal
Köksal, can be accepted as principles to handle
students’ behavior problems.

41. BRAINSTORMING
Planning Classroom Management
Disruptive Behavior Punishment
Intervention Problem solving
Empathy Ignoring
Conference Sensitivity
Support Solution
Taking Perspective Threat
Peer Responsibility Group Relationship

42. Interview with Nilgün Peker(video)

43. FISHBONE DIAGRAM

44. Matrix Diagram
ENVİRONMENT TEACHER STUDENT
AYSEL 7 6 5
ELİF D. 3 7 4
ELİF 5 6 3
MERVE 4 5 7
NESLİHAN 4 5 6
SENA 3 6 2
TOTAL 26 (29%) 35 (40%) 27 (31%)

45. • Interview with students(video)

46. DATA ANALYSIS

47. SURVEY
55 Students 20 Teachers 20 Teacher Candidates
Mustafa Pars Ortaokulu & Baypi Eğitim Kurumlaru

48. Question 1 for Students
1.Are there any classmates that distract you from
listening to the lesson?
NEVER SOMETIMES ALWAYS
Percentage 4% 63% 33%
0%
10%
20%
30%
40%
50%
60%
70%

49. Question 2 for Students
• Do you behave in a way that disrupt the lesson?
NEVER SOMETIMES ALWAYS
Percentage 54% 42% 4%
0%
10%
20%
30%
40%
50%
60%

50. • Do your interest in the lesson or your level of
achievement affect your behavior in the class?
NEVER SOMETIMES ALWAYS
Percentage 20% 31% 49%
0%
10%
20%
30%
40%
50%
60%
Question 3 for Students

51. • Do your teachers attitude toward misbehaving students
help for solving the problem?
NEVER SOMETIMES ALWAYS
Percentage 20% 47% 33%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Question 4 for Students

52. • Does your teacher’s attitude towards you affect your
behaviors in the class?
NEVER SOMETIMES ALWAYS
Percentage 11% 24% 65%
0%
10%
20%
30%
40%
50%
60%
70%
Question 5 for Students

53. 6.How do your teachers react to the
misbehaviors of students? Does it work?
–Yelling
–Throwing out of classroom
–Giving bad grades
• Works out temporarily

54. 7.How would you react to the
misbehaviors of students if you were the
teacher?
1. Warning
2. Yelling
3. Threatening with bad grades
4. Principle’s office
5. Refer to disciplinary

55. Question 1 for teachers & teacher candidates
• I interrupt the lesson and try to solve the behavioral
problems of misbehaving students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 70% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
NEVER
SOMETI
MES
ALWAY
S
Percentage 16% 63% 21%
0%
10%
20%
30%
40%
50%
60%
70%

56. Question 2 for teachers & teacher candidates
• I inform the parents of the misbehaving students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 70% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 42% 58%
0%
10%
20%
30%
40%
50%
60%
70%

57. Question 3 for teachers & teacher candidates
• Seating arrangement is one of the important factors
that determine the behaviors of students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 65% 35%
0%
10%
20%
30%
40%
50%
60%
70%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 32% 68%
0%
10%
20%
30%
40%
50%
60%
70%
80%

58. Question 4 for teachers & teacher candidates
• Attitude of the teacher affects the behaviors of
students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 35% 65%
0%
10%
20%
30%
40%
50%
60%
70%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 21% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%

59. Question 5 for teachers & teacher candidates
• Behavior problems of students can be made better.
NEVER
SOMETI
MES
ALWAY
S
Percentage 29% 53% 18%
0%
10%
20%
30%
40%
50%
60%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 21% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%

60. Question 6 for teachers & teacher candidates
• Ignoring misbehaving students is a good way to handle
the problem.
NEVER
SOMETI
MES
ALWAY
S
Percentage 35% 65% 0%
0%
10%
20%
30%
40%
50%
60%
70%
NEVER
SOMETI
MES
ALWAY
S
Percentage 37% 58% 5%
0%
10%
20%
30%
40%
50%
60%
70%

61. Question 7 for teachers & teacher candidates
• Students’ behavior problems can get better with
cooperation between teacher and parents
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 70% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 38% 63%
0%
10%
20%
30%
40%
50%
60%
70%

62. Question 8 for teachers & teacher candidates
• What are the underlying reasons for students to
misbehave?
– Families of students
– Students’ need for attraction

63. Question 9 for teachers & teacher candidates
• What can be done to solve behavior problems of
students?
– Finding the reason ( especially teacher candidates)
– Connection with parents
– School counselor

64. Question 9 for teachers & teacher candidates
• Does your attitude toward students depend on their
characteristics? How do you treat students with special
needs? (students with ADHD,autism etc.)
– Consider individual differences

65. INTERPRETATIONS
• Most of the students think that they do not misbehave
even though they think there are disrupting students in
the class
• Students behaviors depend on the teacher especially in
public schools
• Teachers thinks that the attitude of the teacher affect
students’ behaviors but can not solve the problems.

66. • Teacher candidates believe that most of the time
behavior problems of students can be changed in a
better way whereas teachers mostly think
never/sometimes.
• Teachers can not solve behavior
problems permanently

67. SUGGESTIONS
• “Problem solving will be the most effective when it is
an integral part of a classroom management plan”.
• You should be ‘a good model’ for your students
because this allows students to view-and really
understand- their actions from a different perspective.
• It is important to your effectiveness as a teacher to be
able to get your students’ attention any time you need
it.

68. • Some students have major skill deficits or personality
disorders that prevent them from responding to
problem solving such as ADHD.Teachers can incorparate
basic intervention methods.
• It is important that teachers examine
students’environment that may cause undesirable
behavior.

69. • Parents can also be informed about behavioral problem
and they should know what can be done to prevent this
behavioral problem.
• A specific team can be formed which examines
students’interest,environment and needs and this team
can prepare students’ behavior change plan.

70. References
• Imece Circles by Hayal Köksal
• Gordon, T. & Burch, N. (2003) Teacher effectiveness
training: The program proven to help teachers bring
out the best in students of all ages. New York: Three
Rivers Press
• Vernon F, j. (2013) Comprehensive classroom
management: Creating communities of support ans
solving problems. Boston: Pearson.

71. • N.W. Cognitive behavioral therapy. Retrieved from
www.nhs.uk
• Johnson, R. R. (2012) Teacher’s guide to adhd. New
york: Guilford Press
• Flick, G. L. (2010) Managing adhd in the k-8 classroom.
California: Corwin.
• Pelham, W. E., Fabiano, G.A. (2008) Exceptionality.
Journal of Clinical Child & Adolescent Psychology, 37(1),
184–214
• Hardin, C. J. (2012) Effective classroom management:
Model and strategies for today’s classroom. Boston:
Pearson.

72. Special Thanks to Hayal
Köksal