Management Bumps Responding to Challenging Behaviour Adapted from Classroom Management Bennett amp Smilanich 1994 Goals of misbehaviour Attention seeking Powerdefiance Revenge physical or emotional ID: 231287
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Slide1
Classroom Management BumpsResponding to Challenging Behaviour
Adapted from
Classroom Management
, Bennett &
Smilanich
(1994)Slide2Slide3
Goals of misbehaviour.Attention seekingPower/defianceRevenge (physical or emotional)Assumed disability (low self confidence/self esteem)Slide4
What effects our decision to respond?
Past behaviour of the student
Severity of misbehaviour
Frequency of misbehaviour
Time between misbehaviours
Importance of lesson
School discipline policy
Student’s life at home
Student’s respect for the teacher
Reaction by alliesSlide5
Pre-empt where possible.Win students overGreet at the doorShow interestBe polite
Be alertSlide6
Bump 1 Low key responsesProximityStudent’s nameGesture
“Look”
Pause
Ignore
Use signals (for attention)
Deal with problem, not the studentSlide7
Bump 2 Squaring offFive stepsPause/stop
Turn towards student
Intensify eye contact
Minimal verbal request to stop
Finish with a thank youSlide8
Bumps 3 and 4Choices and the implied choiceSlide9
Bump 3Stop, square off, make eye contactProvide the student with an appropriate choiceAsk for an answerListen to the answerFinish with a thank you.Slide10
Bump 4If the student persists follow through with the other side of the choice.“You’ve made your decision. Please …Slide11
Attributes of Effective ChoicesChoice is related to misbehaviourThe choice is not seen as a punishmentThe consequence is given as immediately as possibleThe choice is not an ultimatumUse a positive or neutral tone
Don’t bluff, follow through on the choiceSlide12
Bump 5Defusing the power struggleSlide13
Bump 5 Defusing the power struggleStop, square off, make eye contact (2-3s)Take one or more deep breaths
Deal with any allies
Shift the locus of control
Pause and allow the student to save face
Closure by saying thank you.Slide14
Responses to power situationsIgnore itShort circuit itDescribe the situation and inform the student you are not interested Put ball back in student’s courtProvide a choice
Student leaves the classSlide15
Bump 6 Informal AgreementGreet student and set atmosphereDefine problemGenerate alternativesAgree on alternatives to try and when to begin
Review what has been agreed upon
End conference positivelySlide16
Bump 6Informal AgreementShifts the responsibility to the studentMinimises the time spent dealing with misbehaviour during class timeAllows student and teacher to work together
Opportunity to establish a more positive relationshipSlide17
Bumps 7, 8, & 9Formal contractsIn-school suspensionsOut-of school suspensions
A collective response by staff and parents to assist the student to take action about whether or not to be part of that school’s learning environment