How to Earn Respect From Your Students and Receive Outstanding Evaluations From Your Principal By Ma

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How to Earn Respect From Your Students and
Receive Outstanding Evaluations From Your
Principal By Managing Conflict Appropriately

• Lawrence E. Tyson, Ph.D.
• The University of Alabama at Birmingham
• Counselor Education Program
• Ltyson_at_uab.edu

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Legitimate Questions for Classroom Teachers

• How can I convince misbehaving students to stop
  what theyre doing?
• How can I inspire well behaved students to
  continue to cooperate?

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• How can I motivate passive students to respond?
• Ultimately, how can I successfully manage the
  students in my classroom while at the same time
  create an environment which promotes student
  enthusiasm, creative learning, and helps me
  become a competent educator?

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Basic Concepts of Why Children Behave as They Do

• Students choose their behavior
• The ultimate goal of student behavior is to
  fulfill the need to belong
• Students misbehave to achieve one of four
  immediate goals

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Students Choose Their Behavior

• The proof that students choose their behavior is
  that they behave differently in different
  situations - AND WITH DIFFERENT TEACHERS

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The Ultimate Goal of Student Behavior is Fulfill
the Need to Belong

• What this really means is to feel significant
  and important

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• To experience a strong sense of belonging in
  school, students must satisfy the three Cs
• 1. They need to feel capable of completing
  tasks in a manner that meets the standards of
  the school,

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• 2. They need to believe they can connect
  successfully with teachers and classmates

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• 3. They need to know they contribute in a
  significant way to the group

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Students Misbehave to Achieve One of Four
Immediate Goals

• 1. Attention - some students choose their
  misbehavior to get extra attention. They want to
  be the center stage all the time.

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• 2. Power - Some students misbehave in a quest for
  power. At the very least, they want to show
  others that you cant push me around.

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• 3. Revenge - Some students want to lash out to
  get even for real or imagined hurts. The target
  of the revenge may be the teacher, other
  students, or both

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• 4. Avoidance of Failure - Some students want to
  avoid failure. They believe they cannot live up
  to their own, their teachers, or their parents
  expectations. To compensate, they choose
  withdrawal behaviors that make them appear
  inadequate or disabled

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Keys

• 1. If were able to identify the goal of the
  misbehavior, we can interact capably, not only
  once but also over time.
• 2. In our interactions with misbehaving
  students, we need to keep in mind that we can
  only influence their behavior. We cannot change
  their behavior, for only they have the power of
  choice.

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• 3. Influencing change becomes possible when we
  recognize that misbehavior is usually directed
  toward one of the four goals.
• 4. The goals become our major clues in solving
  the misbehavior mystery

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How to Take Action

• Pinpoint and describe the students behavior
• Identify the goal of the misbehavior
• Choose intervention technique(s) for the moment
  of the misbehavior
• Select encouragement techniques to build self
  esteem
• Involve parents as partners

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Pinpoint and Describe the Students Behavior

• What are the behaviors that are causing the most
  concern?
• Behaviors need to be stated as objectively as
  possible. Avoid subjective terms/phrases such as
  constantly, always, most of the time

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Identify the Goal of the Misbehavior

• 1. Attention
• 2. Power
• 3. Revenge
• 4. Avoidance of failure

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Choose intervention technique(s) for the moment
of the misbehavior

• 1. Needs to be SWIFT, but not impulsive
• 2. Needs to be done in a NON COMBATIVE ATTITUDE
• 3. A sure intervention needs to be appropriate
  for the Goal (attention, power, revenge,
  avoidance of failure) of the misbehavior
• 4. Needs to be consistent, however not
  necessarily the same every time the child
  misbehaves

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Select Encouragement Techniques to Build Self
Esteem

• 1. Intervention is only a stopgap measure that
  ends misbehavior in progress. But it doesnt
  prevent future misbehavior. It must be
  accompanied by encouragement techniques that
  build self esteem, which strengthens the
  motivation to cooperate and learn

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• 2. Select encouragement techniques that help the
  student achieve the Three Cs (capable,
  connect, contribute)

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Involve Parents as Partners

• 1. Consult with your school counselor
• 2. Notify parents that a behavior action plan
  has been developed and ask for their comments
• 3. Invite parents to join in developing the
  behavior action plan

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Characteristics of Attention Seeking Behavior

• Student displays all kinds of behaviors that
  distract teacher and classmates
• Student exhibits one pea at a time behavior,
  operates on a slow, slower, slowest speed

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Teacher Response to Behavior

• Feelings Irritation, annoyance
• Action Impulse Verbal

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Student Response to Intervention

• Complain
• Stops misbehavior temporarily

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Origins of Behavior

• Parents and teachers tend to pay more attention
  to misbehavior than to appropriate behavior
• Children arent taught how to ask for attention
  properly

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Principles of Prevention

• Give lots of attention for appropriate behavior
• Teach student to ask directly for extra attention
  when needed

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Characteristics of Power Behavior

• Temper tantrums, verbal tantrums
• Student is disruptive and confrontational

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Teacher Response to Behavior

• Anger
• Frustration
• Fear

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Student Response to Intervention

• Confrontational
• Misbehavior continues until stopped on students
  terms

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Origins of Behavior

• Changes in society (home) that stress
  dominant/submissive roles, rather than equality

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Principles of Prevention

• Avoid and defuse direct confrontations
• Grant student legitimate power

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Characteristics of Revenge Behavior

• Physical and psychological attacks
• Student is hurtful to teacher, classmates, or both

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Student Response to Intervention

• Student is sullen and withdrawn
• Refuses overtures of friendship

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Teacher Response to Behavior

• Feelings of dislike
• hurt
• anger
• frustration
• fear

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Student Response to Intervention

• Hurtful
• Misbehavior continues and intensifies until
  stopped on students terms

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Origins of Behavior

• A reflection of increasing violence in society.
  Media role models that solve conflicts/situations
  by force

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Principles of Prevention

• Build a caring relationship with student
• Teach student how to express hurt and hostility
  appropriately
• Teach student how to talk to us when upset

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Characteristics of Avoidance of Failure Behavior

• Frustration
• Tantrum
• Student loses control when the pressure to
  succeed becomes too intense

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Student Response to Intervention

• Student procrastinates
• Fails to complete projects
• Develops temporary incapacity
• Assumes behaviors that resemble a learning
  disability

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Teacher Response to Behavior

• Professional concern
• Prescriptive
• Resigned to failure

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Student Response to Intervention

• Dependent
• Continues to do nothing

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Origins of Behavior

• Rule of the red pencil
• Unreasonable expectations from parents and
  teachers
• Students belief that only perfection is
  acceptable
• Star mentality
• Emphasis on competition in classroom

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Principles of Prevention

• Encourage student to change self perception from
  I cant to I can
• Help end students social isolation by drawing
  the student into congenial relationships with us
  and other students