1+Behavior+Problems

=Behavior Problems within the Classroom:=

The term behavior problem is very broad. Edmund Emmer and Carolyn Evertson, authors of //Classroom Management for Middle and High School Teachers//, divide the term into four categories of behaviors. This table gives examples of each category and also the affect that they have on other students and learning. spreading problem || * Wandering around room at will
 * || Examples: || Affect on the Classroom: ||
 * Non-problem || * Brief inattention
 * Talk between activities
 * Short pause between assignments || * Brief duration
 * Doesn't interfere with learning or instruction
 * Reacting would detract from positive classroom climate ||
 * Minor problem || * Students call out
 * Leave seats
 * Do unrelated work in class
 * Pass notes
 * Excessive talking during independent work || * Runs counter to class procedures
 * Not responding could be seen as inconsistent
 * Behavior that lasts for an extended period of time could have adverse affect on learning ||
 * Major problem || * Chronically off-task
 * Incomplete assignments
 * Cheating
 * Vandalism
 * Refusal to do work || * Limited to one or two students
 * Disrupts an activity
 * Interferes with learning ||
 * Escalating or
 * Continuously making irrelevant comments
 * Violating class guidelines
 * Chronic avoidance of work
 * Fighting and other aggressive behavior
 * Bullying
 * Disrespect or hostility toward the teacher || * Distracting to others
 * Threat to class order
 * Creates poor classroom environment
 * Interferes with class time ||

Different problems require different strategies, but there is no right answer for dealing with each problem. Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology at Illinois State University, recommends discouraging problem behaviors before they happen. Of course, behavior problems will still arise in the classroom. Here are some general guidelines and some strategies for dealing with problem behaviors:

Step 1: Whatever the situation, always remember to stay calm. Linda Nilson, author of //Teaching at Its Best//, recommends counting to ten, breathing deeply, visualizing a peaceful scene, or any other technique that will keep you from losing your temper. It is very important to maintain control over your emotions at this point.

Your course of action from here depends on the actual behavior of the student. For instance, you would handle a situation where a student was passing notes differently than a student who refuses to do work. The table below contains the three levels of intervention as described by Emmer and Evertson.

(Continuous disruptions) || Design individual contract || Student's behavior has become chronic or severe || Creates a mutual understanding and appropriate solutions ||
 * || Types: || Examples: || Effect: ||
 * Minor Interventions || Nonverbal cues || Eye contact || Isn't disruptive to class ||
 * || Get activity moving || Transition quickly || Keeps students on task ||
 * || Use proximity || Move closer to student || Doesn't interfere with instruction ||
 * || Redirect the behavior || Address whole class, not inappropriate behavior || Doesn't give attention to inappropriate behavior ||
 * || Provide needed instruction || Check student work for understanding || Can be done individually ||
 * || Issue a brief desist || Tell student to stop behavior || Verbally identifies behavior ||
 * || Give student a choice || Tell student to behave appropriately or face a consequence || Emphasizes student responsibility for own behavior ||
 * || Use I message || Describe problem and effects on student, teacher, and class, and feeling || Implies that student is able to control own behavior ||
 * Moderate Interventions || Withhold a privilege || Student loses privilege (being allowed to work together, etc.) and has to earn it back || Can be a strong deterrent to inappropriate behavior ||
 * || Remove student || Isolate student away from other students || Takes away privilege of participating in activity; Could be seen as a reward ||
 * || Use a penalty || Students could run extra laps or complete extra math problems, for example || Administered quickly but defined as "punishment" ||
 * || Assign detention || "Punishment" for time-related misbehavior (tardiness, etc.) || Relationship between problem and consequence ||
 * || Referral to office || Strategy for students who don't respond to other approaches || Does not take much teacher time; Usefulness depends on others ||
 * Extensive Interventions
 * || Conference with parent || Call, email, or schedule a meeting with parents || Require extra time; Receive additional support from parents ||
 * || Demerit system || Used with entire class; Students receive checks for inappropriate behaviors || Help teachers maintain consistency; Gives attention to the misbehavior ||
 * || Think time strategy || Students are sent to another teacher's class to gain focus and rethink behavior || Student has chance to acknowledge misbehavior; Requires planning ||
 * || Peer mediation || Conflicts are moderated by a student; Facilitates understanding of the problem || Requires training for the students; Less threatening ||