Responding to Misbehavior

Performance Learning PLUS is a monthly e-newsletter by Performance Learning Systems (PLS), a comprehensive educational services company that has provided a full spectrum of programs, products, and consulting services for educators and business professionals since 1971.

Is student misbehavior interfering with your ability to teach and your other students' ability to learn? Read this issue to discover practical strategies for RESPONDING TO MISBEHAVIOR quickly and effectively.

Tips

No matter how hard you work to prevent problems in your classroom, sooner or later, a student will do something that you find inappropriate and unacceptable. And then what do you do? Below, find a variety of principles and strategies for dealing with misbehavior effectively.

First, here are four principles to keep in mind:

PRINCIPLE #1: KEEP THE INSTRUCTION GOING WITH A MINIMUM OF DISRUPTION.

Our main job is to teach, and we can't do that if students' behavior is distracting or disruptive. But sometimes, teachers' disciplinary interventions are so loud, intrusive, and longwinded that they waste more time than the initial problem. In order to avoid this situation, learn to anticipate potential problems and head them off; if it is necessary to intervene, be as unobtrusive as possible so that teaching and learning are not interrupted.

PRINCIPLE #2: CONSIDER THE CONTEXT TO DETERMINE IF IT IS A MISBEHAVIOR.

Whether or not a particular action constitutes misbehavior depends on the context in which it occurs. There are obvious exceptions — punching another student and stealing property are obviously unacceptable no matter where or when they occur. But other behaviors are not so clear cut. For example, in some classes, wearing a hat and sitting on a desk are perfectly acceptable; in others, they're not.

When defining misbehavior, ask yourself these questions:

• Is this behavior disrupting the ongoing instructional activity?
• Is it hurtful to other students?
• Does it violate established rules?

If the answer to these questions is no, it may be unnecessary to intervene.

PRINCIPLE #3: PRESERVE STUDENTS' DIGNITY.

Students will go to extreme lengths to save face in front of their peers, especially in the upper grades. For this reason, try to avoid public power struggles that may cause students to be embarrassed or humiliated. Here are a few tips:

• Speak with misbehaving students calmly and quietly, even privately, if possible.
• Take care to separate students' character from their behavior. (For example, instead of "You're lazy," say, "You haven't done the last two homework assignments.")
• Give students an opportunity to assume some responsibility for correcting their own behavior. (For example, ask, "What do you think we can do about this situation?")

PRINCIPLE #4: MATCH THE DISCIPLINE STRATEGY TO THE MISBEHAVIOR.

An effective disciplinarian wouldn't give a lengthy detention for whispering, just as he or she wouldn't merely express mild disappointment if a student rips up a peer's notebook. In order to make sure that your discipline strategy suits the misbehavior, use a hierarchy of consequences — a set of responses that build in terms of seriousness and severity. Referring to your hierarchy, choose a consequence that is appropriate for the severity of the misbehavior.

Keep in mind the HIERARCHY OF CONSEQUENCES as you build your repertoire of strategies for responding to misbehavior. Below are some effective strategies, listed in order of appropriateness for MINOR to MAJOR misbehaviors:

STRATEGY #1: IGNORE IT.

At times, it may be appropriate to ignore the misbehavior if intervention is going to obstruct the lesson flow. For example, during a discussion, a student may be so eager to comment that the student forgets to raise his or her hand; or someone becomes momentarily distracted and inattentive; or two students quietly exchange a comment while you are giving directions to the whole class. In cases like these, an intervention can be more disruptive than the students' behavior.

Be cautious when using this strategy. Ignoring minor misbehavior may indicate to students that you are unaware of what is going on. Just keep in mind the main goal, which is to deal with misbehavior in the least disruptive way possible.

STRATEGY #2: USE PROXIMITY.

Minor misbehavior can often be "nipped in the bud" before it becomes a problem. One proactive measure is to circulate the room, using proximity to get students back on task.

STRATEGY #3: GIVE "THE LOOK."

Often, giving "the look" while moving closer to the student is all that is needed for minor misbehavior. Many teachers also make use of facial expressions, eye contact, or hand signals.

STRATEGY #4: USE VERBAL INTERVENTIONS.

Sometimes, verbal interventions are necessary, such as directing a student to the task at hand. (For example, you can say, "Marc, we are working on our poem rough drafts now.")

Or if the misbehavior occurs while a group discussion or recitation is going on, calling on a student to answer a question may draw him or her back in. (For example, "Can you tell us what a simile is?")

For older students, it is sometimes more effective to use a nondirective verbal intervention, such as saying the student's name. This prompts the appropriate behavior while leaving the misbehaving student the responsibility of figuring out what to do.

STRATEGY #5: USE "I" MESSAGES

Using "I" messages is another way to verbally prompt appropriate behavior without giving a direct command. "I" messages contain three components:

First, describe the unacceptable behavior in a nonblaming, nonjudgmental way: "When people talk while I'm giving directions…"

Next, describe the tangible effect this behavior has on you, the teacher: "… I have to repeat the directions and that wastes time…"

Finally, state your feelings about the tangible effect: "… and I get frustrated."

"I" messages foster and preserve a positive relationship between people. They instill a sense of self-responsibility and autonomy. Because "I" messages don't put students on the defensive, students may be more willing to change their behavior.

STRATEGY #6: ENFORCE A CONSEQUENCE

When nonverbal cues or verbal reminders are not enough, teachers may find it necessary to enforce a consequence. Many effective classroom managers discuss consequences when rules and procedures are taught so students understand from the start the consequences of violating a rule.

The selection of consequence will vary according to grade level. Generally teachers' consequences fall into the following categories:

• Loss of privileges.
• Exclusion from the group.
• Written reflections on the problem.
• Detentions.
• Private conferences.
• Visits to the principal's office.
• Contacting families.

Whenever possible, consequences should logically relate to the misbehavior. Consider the example of a student who calls out during class discussion when the rule requires the student to raise his or her hand. Instead of giving that student an F for the day, a more suitable consequence would be to not allow him or her to participate in the discussion. Or, suggest that the student self-monitor by having a cue-card posted on his or her desk reading, "I won't call out."

There are times when we have to acknowledge that an individual's problem is so deeply rooted that the above strategies just don't work. In that case, seek assistance through a guidance counselor, school mediator, or administrator. In most cases, though, using these strategies will help you deal effectively with misbehavior and help to maintain a productive learning environment. Setting high expectations for classroom behavior and performance leads to increased student achievement gains — for every student.

Source: The above concepts are based on the PLS distance learning course Effective Classroom Management™. The CD-ROM for this course is Copyright 2000 Interactive Training Media, Inc. All rights reserved.

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