USING PROBLEMSOLVING TO RESOLVEBEHAVIOR PROBLEMS

INQUIRINGTEACHERS

“If I had an hour to solve a problem I'd spend 55minutes thinking about the problem and 5minutes thinking about solutions.” ― Albert Einstein

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Table of Contents• Who are we?• Gantt Card• Fishbone• Matrix Diagram• Survey• Chapter review & Solutions• References

Who are we?

Ecem Cengiz Duygu Bağcı Pınar Sarman

Ebru Kavi Ayça Şerbetci

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GANTT CARD

EXPECTED OBSERVED

Solving Disruptive Behavior

Why do somestudents showdisruptivebehavior?

RELATIONSHIP WITHPEERS

EMOTIONALSTATUS AS ARESULT OFFAMILYENVIRONMENT

TEACHER-STUDENTRELATIONSHIP

ACADEMICACHIEVEMENT

Bullying

Teasing

Isolating

Problems in the family

Lack of feeling loved in thefamily

Teacher’s beingdiscriminative

Strict rules, punishments

Fear of beingunsuccesful

Fear of falling behind

MATRIX DIAGRAM

Relationshipwith Peers

Emotional statusresulting fromfamily

AcademicAchievement

Relationshipwith Teacher

Ebru Kavi 6 7 5 4

Ayça Şerbetci 6 7 4 5

Ecem Cengiz 7 6 4 5

Pınar Sarman 7 5 4 6

Duygu Bağcı 7 6 5 4

------Total------ 33 31 22 24

--Percentages- 30% 28,18% 20% 21,82%

Solving Disruptive Behavior

MATRIX DIAGRAM

Solving Disruptive Behavior

SURVEY

• Have you ever had a student who showsdisruptive behavior because of his/herrelationship with peers?

A) YESB) NO

Question 1

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Have you ever had a student who shows disruptivebehavior because of his/her relationship with peers?

• What do you think can be the underlying factorthat pushes the student to show distruptivebehaviour?

A) BULLYINGB) TEASINGC) ISOLATING

QUESTION 2

WHAT DO YOU THINK CAN BE THE UNDERLYINGFACTOR THAT PUSHES THE STUDENT TO SHOWDISTRUPTIVE BEHAVIOUR?

• What kind of disruptive behaviors do children

show most as a result of these situations?

A) Not participatingB) Harming othersC) Disobedience

QUESTION 3

WHAT KIND OF DISTRUPTIVE BEHAVIOURS DOCHILDREN SHOW MOST AS A RESULT OF THESESITUATIONS?

• What do you do in these kind of situations?

A) I talk with the studentB) I talk with the whole classC) I talk with the parentsD) I send the student to school counselor

QUESTION 4

WHAT DO YOU DO IN THESE KIND OF SITUATIONS?

• It is more effective when…

A) Teacher talks with the studentB) Parents talk with the studentC) School counselor talks with the student

QUESTION 5

IT IS MORE EFFECTIVE WHEN…

CHAPTER REVIEW

A list of skills or abilities enhanced byinvolving students in a problem solving

process• Alternative solution thinking

• Consequential thinking

• Causal thinking

Zirpoli,T. Behavior Management:Application for Teachers, 4th Ed., 2005,

p.248

• Interpersonal sensitivity

• Means-ends thinking

• Perspective taking

Zirpoli,T. Behavior Management:Application for Teachers, 4th Ed., 2005,

p.248

Placing Problem Solving in Context

1. What do I want to accomplish inresponding to student behavior thatis disrupting the learningenvironment?

2. Where does problem solving fit into myclassroom management plan?

3. How does problem solving relate to othercorrective behavior management interventions?

Glasser’s seven step model• Step 1: Establish a warm, personal

relationship with the student.

• Step 2: Deal with the present behavior.

- ‘What happened?’

- ‘What did you do?’

• Step 3: Make a value judgement. - ‘Is it helping you?’ - ‘Is it helping the others?’ - ‘Is it against the rules?’

• Step 4: Work out a plan.

- ‘What can you do differently?’ - ‘What do you need me to do?’ - ‘What do you need others to do?’

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• Step 5: Make a commitment. - ‘Are you going to do this again?’

• Step 6: Follow up. - ‘ I will check later and see how the plan has worked.’

• Step 7: No put- downs, but do not accept

excuses. - ‘If the plan did not work, let’s analyse why and develop a new plan.’

ImplementingProblem solving inthe Classroom

Ten steps for teaching a problem-solvingmethod to students

• Provide the students with a handout andwrite the steps on the overhead.

• Discuss each step and provide an

example.

• Role-play several situations in which a studentmisbehaves.

• Lead a discussion following each role-play.

• Have the students practice by taking the

role of both student and teacher.

• Process these interactions.

• Provide the class with an example of a

violation classroom rule and have each studentwrite a problem-solving plan.

• Have students share and assist the

class in evaluating and, if necessary, modifying several plans.

• Explain how the problem-solving processrelates to the classroom management plan andthe difference between verbal and writtenplans.

• Quiz students on the steps in the sequence and

classroom management plan.

Teacher Facilitated Peer ConflictResolution

• Think-Feel-Act Method of Conflict Resolution

• THINK THINK • FEEL FEEL• ACT ACT

Student-Facilitated Peer ConflictResolution

The teacher can; •discuss the procedure with the class. •arrange student meetings.

• help students develop the skills necessary forproductive conflict resolution.

• use conflict manager programs.

Features of effective programs to prevent andrespond to ‘bullying’ according to Kauffman

• A school climate characterized by a warm,positive, supportive school environment inwhich adults set clear and firm limits onunacceptable behavior.

• Nonhostile, nonphysical sanctions appliedimmediately and consistently to violation ofbehavioral expectations.

• Continuous monitoring and surveillance ofstudent activities in and around the school.

• Adult mediation of student interactions and

assumption of authority to stop bullying whenit is observed.

• Discussion of the issue of bullying with bullies,victims, parents and neutral students to clarifyschool values, expectations, procedures andconsequences.

METHODS FOR GROUP PROBLEMSOLVING

• Class Meetings Class meetings allow both teacher

and students to resolve problemsopenly and before they becomemajor issues that negatively affectlearning.

A class meeting to deal with externalization andisolation: •https://www.youtube.com/watch?v=wGOph-6SuJI&app=desktop

Guidelines for Implementing a ClassMeeting

1. Class meetings will be held in a tight circlewith all participants seated in the circle.

2. All problems relating to the class as a

group can be discussed.

1. An agenda will be created prior to everyclass meeting.

2. Discussions are always directed toward

arriving at a solution that is not a punishment.

1. If an individual student’s behavior is listedon the agenda, the item will not be discussedwithout the student’s permission.

1. Students’ responsibilities during class

meetings include:

• raising hands and being called on to speak• listening to the speaker and not talking while

someone else is speaking• staying on the topic until it has been completed

• being involved by sharing ideas that will help thegroup

• using positive, supportive words to discuss theproblem and solutions

1. The teacher will initially serve as

facilitator for the class meetings.

Increasing Students’ Involvement in ClassMeetings

1.After leading approximately tenclass meeetings, present studentswith a handout describing themajor functions a leader serveswhen facilitating a group meeting. 2.Introduce an agenda item orclassroom problem.

1. After running three or four actual classmeetings in which you consistently point outthe function of each intervention, meet withand teach one student the role of discussionleader.

4. Students should function in a role for five or

six meetings so that they can master the skillsassociated with the role and effectively model itfor other students.

• Thank you!

References• Jones, V. F. & Jones, L. S.(2007).

Comprehensive Classroom Management:Creating communities of support and solvingproblems, 8th edition. Boston: Pearson/Allyn& Bacon.

• Zirpoli,T. Behavior Management: Applicationfor Teachers, 4th Ed., 2005, p.248

• https://www.youtube.com/watch?v=wGOph-6SuJI&app=desktop

Special thanks to Dr. Köksal

http://www.hayalkoksal.com/#a-new-ngo-association-for-innovative-collaboration-y-ime-der