Effective Behavior Management and Supports for Students In Crisis

Stephanie MiklesBehavior Specialist for Harford County Public

Schoolsstephanie.mikles@hcps.org

Objectives

By the end of this session, you will be able to…

Describe the characteristics of proactive behavior management.

Identify causes of disruptive behavior. Identify strategies to decrease disruptive

behavior.Identify strategies to prevent and respond

to disruptive behaviors and prevent crisis.

The most widespread management procedure used in classrooms is…

NAGNAG

NAG

What are some causes of inappropriate behavior??

What are some causes of inappropriate behavior??

Behavior is Complex

Culture

Needs and

Desires

Disability

Habit

Family

Peers

External problems and factors we can not control….

…is to prevent it from happening

in the first place!

The best way to address undesirable behavior…

Why behavior problems occur…

Bored or frustrated

with academic materials.

Students see no relevance for work.

Work is too challenging.

Why behavior problems occur…

Students may not understand

behavioral expectations.

Teachers send inconsistent expectations.

Three Steps to Teaching Routines

1. Explain- state, explain, model and demonstrate the procedure.

2. Rehearse- practice the procedure.

3. Reinforce- reteach, rehearse, practice, and reinforce so that it becomes a habit.

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Basics of Behavior Behavior is learned. Every social interaction you have with a child teaches him/her something.

Children engage in behavior to "get" what they find reinforcing or to "avoid" what they find aversive.

Relationships matter!

Think about an educator or other person that made a difference in

your life...

What qualities did he/she possess?Think, Pair, Share

Your Relationship With the Student is Your Most

Valuable Resource

It is OK to dislike the behavior, but not the student. 

Students need to know that you believe in their ability to be successful. 

They need to feel that you are “on their side”.

You can be the reason some student gets up and comes to school when his/her life is tough.

You can be the reason some student ‘keeps on keeping on.

Even on your worst day on the job, you are still some student’s best hope.

But the student is so angry, distant, rejecting…….

We can establish rapport by;• Talking to students about topics that interest them• Sharing our interests.• Giving emotional support.• Letting students perform activities in which they excel.• Greeting students by name.• Recognizing special events in students‘ lives.• Displaying kindness.• Spending informal time with students.• Complementing students

Preventing Escalating BehaviorRecognize the behavioral signs for escalation

Avoid escalating responsesMaintain calmness, respect, and detachment

Use suggested response strategies.

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Anxiety

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Increase in Behavior1. Eyes dart2. Language non- conversational3. Busy hands4. In and out of group5. Off-task / On-task

Decrease in Behavior1. Stares into space2. Language subdued3. Hands contained4. Withdraws from group5. Off-task, “Frozen”

Strategies: o Use calm voice o Reduce demand o Distraction/Redirection

Avoid: o Physical contact o Sounding stressed, raising voice o Using the word “no”

Responses to Alleviate Anxiety

Provide Cues to Students

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NonverbalEye contactPhysical gestures (raising your hand in silence)

Tapping or snapping your fingers

Coughing or clearing your throat

Facial expressions (smile)Body postures (tilting your head)

Proximity Control

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Standing near a student who is experiencing difficulty

Moving around the room helps students stay on task because of your “proximity” to them.

The students know you’re aware of what’s going on – and “with it.”

“Effective teachers know that either you work the crowd or the crowd works you.” Fred Jones, Tools for Teaching

Tools That Take Away Stress!

Fidgets are objects we touch or “play with” when we experience good or bad stress. • We all fidget when we are trying to concentrate, pass time or we

have nervous energy.• Manipulating, these objects and moving helps us manage stress

and regulate, or balance out, our sensory systems and energy.• Try to replace inappropriate or socially unacceptable fidgeting.

Examples of Fidgets Hands; stress ball, putty, clay, pencil grip, zipper, beanbag, gloves, bracelet, hand-held game, drawing/notepads. Mouth; gum, chewing tubes, and suckers, mints. Foot; foot rests/massagers and resistance bands

Questioning and arguingNoncompliance and defianceWhining and cryingLimit testingThreats and intimidationVerbal abuseBothering othersDestruction of property

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Signs of Escalating Behavior

QuestioningInformation seeking or challenging?

Answer reasonable questions, set limits, if excessive redirect back to topic, avoid power struggles

Refusal

“No, you can’t make me, you are not in charge”

Set limits, give clear and limited choices, avoid jargon, unenforceable consequences

Increased Escalation

BACKTALK“It takes one fool to backtalk. It takes two

fools to make a conversation out of it.”

www.fredjones.com

Backtalk = Power Struggle

Take two deep breaths.

Relax.Do not speak.Do not take it

personally.

BE CONSISTENT“NO” means “NO”

“There are no degrees of consistency. You are

either consistent or you are inconsistent.”

DO DON”T- Remain calm- Isolate situation- Enforce limits- Be aware of non-verbal and

para verbals- Be consistent- LISTEN

- Threaten - Don’t over react- Don’t get into power

struggle- Don’t make false

promises- Don’t use jargon

Keys to Setting LimitsKeep it simple offer choices Use positive statementsKeep it reasonable, fair and appropriate

and enforceableMake sure you can do it

Acting Out - CRISIS

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1. Serious destruction of property2. Assault3. Self-abuse

4. Severe tantrums5. Hyperventilation6. Screaming7. Running8. Violence

Look at ______! Be SILLY! Taco Drop all your change Knock over something Talk to yourself Swat flies Coughing attack

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Creative Behavior ManagementDo something out of context

Behavior Signals: o Soft crying oSitting oWithdrawalo DenialoSleepingoAble to talkoApologetic

Strategies: o Reinforce effort to

calm self o Talk about incident o Show schedule

Avoid o Physical contact o Excess talking

Calming Stage

Facilitative Strategies

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to help the person solve the problem and regain controlActive listening - Reflect the message:You seem to be upsetYou want to leave.You don’t like …Your ____ seems to be hurting you.

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Facilitate relaxation

Acknowledge the person is upsetInstruction in relaxationModel relaxation position and movement

CountingMove to quiet placeDecrease volume and slow movements

What is working?What isn’t working?What resources do we have?

What are the child’s needs?

Brainstorming New Ideas

The first myth of "quick and easy" discipline is that it actually exists. (Quick and easy discipline isn't.)

Any positive behavior you have instilled in a "difficult" student will disappear over the holiday break.

Your worst behaved student will have a perfect attendance record.

Murphy’s Laws of Behavior Management

On the day when a “specialist” finally arrives to your classroom to observe an offending student, he'll be angelic, on-task, and answering every question correctly.

When your most troublesome student is finally moved to a more appropriate setting, the behavior of the student who replaces him will be 10 times worse

You Rock!

Thank you for coming. Have a fabulous

summer!