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The Individual Psychology of Misbehavior

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Identify the goal by focusing on how the behavior makes you feel. Should be thoughtful ... Should not allow the child to achieve their goal ... Body Carriage ... – PowerPoint PPT presentation

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Title: The Individual Psychology of Misbehavior


1
The Individual Psychology of Misbehavior
  • Alfred Adler
  • Rudolph Driekurs
  • Jane Nelson
  • Us

2
Psychosocial Engine
3
Four Components of Effective Management
  • Kyle and Rogien
  • Effective teaching
  • Preventative mgmt.
  • Corrective mgmt.
  • Supportive

4
Childrens Misbehavior
  • Comes from fundamental belonging needs
  • Is goal directed (teleological) and purposeful
  • Shows decreasing social interest

5
A teachers response
  • Should consider the goal
  • Identify the goal by focusing on how the behavior
    makes you feel
  • Should be thoughtful
  • Should not allow the child to achieve their goal
    (control of your behavior)

6
Remember always
  • Use few words
  • Be in control of your own emotional behavior

7
Increasing Intensity of Social Destructiveness
  • Normal (in the behavioral groove)
  • Distraction
  • Control/power
  • Anger/Violence
  • Disabled

8
Chapter 10
  • Keys and Links for Corrective Strategies

9
Teacher Attitude
  • Have high behavioral expectations for all of your
    students
  • Encourage your students!
  • Never discipline in a demeaning way.

10
Modeling Self Management
  • Act respectful and professional when a student is
    trying to provoke you.
  • Deal appropriately with your own negative
    emotions. find your happy place-)
  • Use beta language
  • See the positive characteristics in ALL
    studentsyes even the tough ones!

11
Student Factors
  • Active involvement in the discipline problems.
  • Discipline is done WITH students not TO
    students!
  • Use prevention strategies to avoid problems.
  • Students have 7 needs dignity, enjoyment, power,
    security, hope, competence, and acceptance.

12
Perspectives on Power
  • Sharing power with students doesnt diminish
    your power. Dont be a power-hungry control
    freak!
  • Teachers and students should be allies not
    enemies.
  • Power in the classroom is emPOWERing!

13
Levels of Misbehavior
  • A level Distracting misbehavior Example
    pencil tapping, weird noises!
  • B level Controlling misbehavior Example
    This is stupid! You cant make me!
  • C level Angry violent misbehaviors Example
    destroying things, hurting others

14
Corrective Strategies
  • A level Example Active body language,
    Attention focusing strategies
  • B level Example Brief choices, Button-pusher
    escapes
  • C level Example Chill out time, Consequences

15
A Options for Distracting Behaviors
  • Brittany,Lynn,Margaret, Ashley, Caitlin

16
DISTRACTING BEHAVIORS
  • Distracting behaviors are behaviors that
    sidetrack you and divert attention of students
    from learning..
  • pencil tapping, wandering the room, making weird
    noises, throwing things, talking to other students

17
WHY?
  • Students exhibit distracting behaviors
  • - for personal attention
  • - because their learning styles are not
    being met
  • - they are not engaged in the material
  • - they dont feel like a part of the community
  • IT IS NECESSARY TO TEACH KIDS RESPECT

18
Strategies
  • Active Body Language
  • Attention focusing strategies
  • Need to wean students away from getting
    attention needs met through misbehavior to
    getting them met through responsible behavior

19
Active Body Language
  • Utilize in a non-aggressive manner
  • The Look
  • Making eye contact and maintaining for a few
    seconds communicates need to stop the behavior.
  • Firm but not angry

20
Proximity
  • When student is choosing a distracting behavior
    walk over and begin teaching right next to
    him/her.
  • Get into the habit of moving around the room
  • It is a deterrent and corrective strategy

21
Body Carriage
  • When dealing with a discipline situation you want
    your body to be erect and I mean business
    demeanor
  • Aggressive body language tends to be cause
    aggressive in the situation

22
Appropriate Touch
  • Light pat on back may communicate stop
  • Ex. Hand on shoulder

23
Signals and Gestures
  • Sign language- taught to class to mean stop or
    quiet, etc.
  • Can also be used to highlight responsible
    behavior.
  • Ex. Thumbs up

24
Teaching Pause
  • A pause in your teaching for a few seconds can be
    a very effective way to have active body language
    communicate with your whole class.

25
Teaching Pause (cont.)
  • 1. Simply stop teaching and stand in I mean
    business stance, scan room getting eye contact
    with as many students as possible.
  • 2. Same, but sit down if student is so engaged in
    misbehavior that they dont notice you have
    stopped. Once they have made eye contact, gotten
    message, stand back up and continue

26
Attention Focusing Strategies
  • - use as few words as possible
  • Signals
  • Auditory visual
  • Examples- give me 5 lights off clapping
    patterns chimes..
  • (note- remember wait time!)

27
Refocus Notes
  • -Dont stop teaching, write what you want student
    to stop doing in note, walk over put it on
    their desk
  • Target stop Do
  • Voice change
  • Name Dropping
  • Grandmas Rule
  • Distract their Distractor
  • Coupon approach
  • I -Statements

28
Options for Controlling Behavior
  • Chapter 12
  • Jenilee Palasik, Jennifer Paulding, Erin
    Stechiak, Christie Ericson, Jennifer Pekarsky

29
Management Plan
  • Setting up a management plan in order to deal
    with students behavior is the key to
    successfully handle behavior issues
  • 3 methods
  • Button Pusher Escape
  • Brief Choices
  • Business-Like Consequences

30
Button Pushers
  • Acknowledge students power
  • How to deal-
  • Influence student to make responsible decision
  • You can either work on this now with the rest of
    us or you can work on it during Choice Time its
    your choice.

31
Brief Choice Language
  • This type of language states appropriate
    behavior then present consequence using the word
    or.
  • I need you to finish your writing or youll have
    to stay in for recess.

32
Business-Like Consequences
  • 5 Rs to Successful Behavior
  • Related
  • Reasonable
  • Respectful
  • Reliably Enforced
  • Real Participation

33
Role of Teacher
  • You may feel frustrated, angered, and want to
    lash out but these strategies teach you to
    control your reactions
  • Use as few words as possible
  • Be graceful and respectful

34
You can use humor too
  • 1- Student- You dont know anything about
    coaching.
  • Teacher- Oh yes I do the instructions came with
    my Reeboks.
  • 2- Student- This is a really dumb class.
  • Teacher- You need four dumb classes to graduate.

35
Putting the C Back in Control
  • Approaches
  • to Dealing with Angry and Violent Behavior

36
Key Teacher Responsibilities
  • Model self control and responsible behavior.
  • Set up a fair and supportive environment through
    preventive stragies.
  • Set up corrective strategies.

37
The Six Cs
  • Chill out time
  • Choice Levels
  • Consequences
  • Chat time
  • Contracts
  • Curbing Violence

38
Chill Out Time
  • Purpose To help students recognize when they
    need to calm down.
  • Personal Responsibility

39
Key Components to Chill Out Time
  • Not a consequence
  • Implement from beginning
  • Holds students accountable
  • Personal Responsibility
  • Logical consequences follow

40
Choice Levels
  • Next step for students resistant to chill out
    time
  • Students need to be given to an oppurtunity to
    make their own choices and understand the
    consequences of these choices.

41
Continued
  • Delivery should be controlled and firm.
  • CBones Fav turn and walk away.

42
Consequences
  • Hold students responsible for their choices.
  • Students help to set behavioral goals.
  • Restitution Consequences consequence helps to
    repair damaged situation.

43
Chat time with Students
  • Students help create solutions to their problems.
  • Listen to students problemswork out where the
    behavior is stemming from.
  • What would work for them.

44
Contracts
  • Gives students responsibility and control over
    their behavior and consequences.
  • Empowering
  • Helps students and teachers to follow through
    with plans.

45
Curbing Violence
  • Teaching students strategies that will help them
    to control and prevent violent behavior.
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