Problem Behaviours Minor: Calling out, distracting or disrupting Frequency and amount of disruption

determines how bad the behaviour is Major: aggression, violence, bullying – not as

common According to students they are a cry for help,

but are usually met with hostility Becomes a cycle of provocation Disagreement about what to do – teachers

need to end the cycle and act professionally

Types of Interventions – Three theoretical frameworks

1. Interventonalist (Behaviourist)– children’s learning and behaviour is learned, so it can be unlearnt.

Usually teachers are in control and firm, but supportive. They develop a plan to respond to behaviour that is calm, rational and helps them to avoid emotional responses that may be inconsistent.

Establish rules Give Supportive Feedback – “Catch them when

they’re good” Correct – strict enforcement of rules and

consequences 2. Interactionalist (Cognitivist)– children’s

behaviour is a mix of predisposed genetic and learned traits.

They believe that misbehaviour is student trying to achieve a goal. Students typically have 4 reasons for acting the way they do.

1. Want attention When teacher responds behaviour is re-enforced. A form of behaviourist conditioning

2. Want power Student will put up a challenge, seeking to win. If they win, thy might learn that this can make them feel good. Normally the teacher will put up a fight because if one student challenges them, more are likely to do so. If the teacher wins, the student will normally seek a rematch

3. Want revenge

Will normally feel offended and react badly, encouraging a desire for revenge 4. Feel inadequate If the teacher does praise and encourage the student might give up

Responses: Praise and encouragement

Catch the student doing something good so positive behaviour is re-enforced. Give them positive attention through encouragement.

Ensure they don’t give up by showing them you believe they are capable (industry vs. inferiority stage).

Use “I” messages

Don’t make it about the student, so that they don’t feel a loss of power or offended, making them seek power or revenge

Base Responses on… Natural consequences – outcomes that occur without inference If the student forgets his pen and cannot write, he will have no notes and must borrow some. Not rescuing and creating dependency, which harms self-sufficiency. Logical consequences – outcomes are designed to influence behaviour Students take 5 minutes of my class time talking, so I take 5 minutes of their recess for teaching with the hope that they talk less in class and more at recess

3. Non-interventionist (Humanist) –

children should learn and behave naturally and can control their own behaviour and make choices. Students need to take responsibility for their own actions.

Teachers as Leaders

Guide students and should model the proper behaviour

Encourage students to think about and evaluate their behaviour in relation to their goals and make choices

Rights and Responsibilities – self control

Every one has the right to feel safe, be treated with dignity and respect, to teach and learn

Responsibilities are more specific obligations

Teachers should use the least intrusive way to respond to misbehaviour

Considerations The model used depends on the personality and the development of the student. Mature students would probably be able to function with a non-interventionist model. This would presume a good deal of development and a well balance curriculum and student teacher relationship. It is most likely that there would be examples of all three models in a class and that the teacher would have to make a decision about what they are seeing the best response.