tips for educators

1. Responding
to
Inappropriate
Behavior
Dep Ed Taguig –Pateros
Elementary and High School
Faculty of
May 26, 2015
Millie Cruz-Eustaquio

2. Objectives
O To reflect on one’s function in the classroom
O To learn about the different models of
classroom management and it’s implication
O To be gain skills in responding to
inappropriate behavior

3. O Recall an experience you had about an
inappropriate behavior in your class and
write about it.
1. What was the incident about?
2. What did you do?
3. I it will happen again, what do you think
you will do this time?

4. O What did you learn from the experience of
sharing?
O How did it feel to share your experience?
O How did it feel to give your reaction?
O What facilitated your understanding of each
other’s situation?

5. Group Discussion
1. Analyze the problem and each one
will suggest a solution
2. Discuss the merits of the solution
offered and choose the most reasonable.
3. Share with the whole group your
situation and agreed solution. You may role
play or do any creative presentation.

6. O What are the ways of responding to
inappropriate classroom behavior?
O What should guide us in choosing how we
will respond?
O Are you satisfied with your solution? Why?
O What did you learn from this activity?

7. 3 WAYS to RESPOND
O Preventive Classroom Discipline
O Supportive Classroom Discipline
O Corrective Classroom Discipline

8. Preventive Classroom
Discipline
O Needs of learners
O Security and shelter
O Social contact
O Task
Instrumentality
O Symbolic
Identification
O Pleasure
O Growth

9. Suggestions for a Preventive
Classroom Discipline
O Make your curriculum as worthwhile and
enjoyable as possible. Remember that
students crave for fun, belongingness,
freedom, power and dignity.
O Plan learning activities carefully for efficiency
and effectiveness
O Build and nurture learning communities
O Realize that emotion play a vital role in the
learning process

10. Suggestions for a Preventive
Classroom Discipline
O Remain the ultimate authority in your
classroom. Be pleasant and helpful. Ask for
students’ input and help. But you make the
final decision and are responsible for it.
O Teach rules, routine, social skills and
procedures
O Demonstrate and provide practice

11. Suggestions for a Preventive
Classroom Discipline
O Make good rules of conduct with your
students. Keep the rules short, clear and
few. Discuss each rule thoroughly with the
students, and then post the list in a
prominent place in the room
O Decision on infractions should be consistent,
fair and logical

12. Suggestions for a Preventive
Classroom Discipline
O Encourage self-management among
members of the class. Expect positive
behavior to get positive results.
O Reward and value each individual’s
contribution.

13. Suggestions for a Preventive
Classroom Discipline
O Emphasize the Golden Rule
“ Do not do to unto others what you do not
want others to do to you”

14. Preventive Classroom Discipline
O Help creates a self-enhancing learning
environment
O Learners develop more self- direction and
control

15. Supportive Classroom
Discipline
O Assists students to
get back and
develop self-
discipline
O Teachers need to
communicate clearly,
firmly and
consistently

16. Suggestions for a Supportive
Classroom Discipline
O Request “Good Behavior”
O Use hints, suggestions, and I-messages.
Communicate that you recognize their
concern and are willing to help or ease the
discomfort as soon as possible.

17. Suggestions for a Supportive
Classroom Discipline
O Acknowledge good behavior in appropriate
times.
O Compliment students when the show good
effort (nod, smile, and words like “good”,
“thank you”, “keep it up” will do a lot to
reinforce good behavior

18. Suggestions for a Supportive
Classroom Discipline
O Inject humor into lessons that have become
tiring. It eases tension and facilitates a non
threatening environment for taking risk in
participating in the class activity

19. Suggestions for a Supportive
Classroom Discipline
O Restructure difficult work or provide help.
Some students misbehave because they
feel helpless and hopeless.
O Show interest in the learners’ work or
answer.
O Use physical proximity or other nonverbal
signals to make students return to work.

20. Classroom Management
Models
Model Perspecti
ve
Major Premise Course of
Action
Dreikers,
R. (1968)
Psychiatrist Misbehavior is due
to students desire
for recognition – 4
Mistaken Goals
1.Attention getting
2.Power Seeking
3.Revenge Seeking
4.Displaying
inadequacy
Create
classroom
environment
in which
learners’ find
the ff:
-taking
responsibility
leads to
freedom

21. Classroom Management Models
Model Perspective Major
Premise
Course of
Action
Ginnott, H.
(1971)
Psychologist Discipline
results from
teacher’s
sane
messages
that address
the situation
not the
student’s
character
Teacher as
model and
guide aims
for students
to develop
self
discipline,
responsibility
and concern
for others

22. Classroom Management Models
Model Perspecti
ve
Major
Premise
Course of
Action
Glasser,
W. (1965)
Psychiatrist Provide
environment and
curriculum that
meet learners
basic needs for
belonging,
power, fun and
freedom
Provide ample
appreciation for
learners. Use
cooperative
learning
strategies,
conduct
classroom
meeting and
shared
discussion

23. Classroom Management Models
Model Perspective Major
Premise
Course of
Action
, R. (1987) Psychologist Talking,
Goofing off,
moving
around the
classroom
without
permission is
misbehavior
Help students
support their
self-control as
a way of
decreasing
misbehavior

24. Classroom Management Models
Model Perspective Major
Premise
Course of
Action
, J Psychologist Good
classroom
behavior
depends on
planning.
Foster
alertness,
accountability
, and
progress. Use
variety of
resource
materials.

25. Corrective Classroom
Discipline
O The approach is
based on Behavior
Modification
O Involve systematic
use of reinforcement
to strengthen
desired behavior

26. Basic Communications Skills
to help students
1. Attending and Acknowledging
orienting your body toward the student
establishing eye contact
nodding
leaning forward
smiling or frowning
expressing empathy

27. Basic Communications Skills to
help students
2. Active Listening
Reflect back what you think you heard
Paraphrase what you heard

28. Steps for a Corrective Classroom
Discipline
1. Stop the misbehavior.
It is best to put an end to the misbehavior,
rather than ignore and hope it will go away.
1. Invoke a consequence appropriate to the
misbehavior
2. Follow through consistently

29. Steps for a Corrective Classroom
Discipline
4. Redirect misbehavior in positive directions.
Talk with them when you can about
their behavior.
Ask how you can help them get the
most out of school yet not interfere with
others.

30. Steps for a Corrective Classroom
Discipline
5. Be ready to invoke insubordination rule.
Students who refuse to comply with a
reasonable consequence should go to in-
school suspension until they are willing to
fulfill the consequence.

31. Relationship-
Listening
Confronting-
Contracting
Intervention-
Staffing
1. Create Self-
enhancing
learning
environment
1. Confront the child
with inappropriate
behavior. Use I-message
1. Shape
behavior by
applying the
principle of
reinforcement
2. Assess
children’s
needs, interests
and wants
2. Ask what questions to
clarify his behavior and
his responsibility for it.
(What did you do? What
happened? What will you
do to change?)
2. Help children
learn appropriate
behavior by
imitation and
modeling

32. Relationship-
Listening
Confronting-
Contracting
Intervention-
Staffing
3. Review/
reteach/model rules,
responsibilities,
rights, social skills
3. Teach about
rights and
responsibilities,
cooperation, self-
management
and problem-
solving
3. Give time for
individual and
group session for
listening and
clarifying
perceptions

33. 4. Accept, Respect
and Trust every
individual person in
the class. Listen
actively and learn
to empathize with
each learner
4. Plan a program
for improvement
and decide a
behavior contract
with the child alone
or with his parents.
4. Get assistance
and cooperation of
parents, other
teachers, child’s
peers, family,
school personnel,
NGO and GO’s

34. References