Handouts Decreasing Inappropriate Behavior

Decreasing Inappropriate Behavior ©The Incredible Years®

Teacher Workshop Four

TO DO

• Identifyastudentwithsomebehaviordifficultiesanddevelopabehaviorplanutilizingproactiveandpositiveapproachesandadisciplineplan.

Writetheplanoutonthe“BehaviorPlanWorksheet”andevaluatehowitworked.Bringtheplantoshareatthenextsession.

• Teachyourstudentshowtoignorebehaviorfromothersthatisbother-someandpraisethemforusingtheir“ignoremuscles.”

• RecordandmonitoranyuseofIgnoring—whatoccurred,andhowthestudentreacted.

• Practiceredirectingchildrenafterthechildhascalmeddown.

• Callyourbuddyandshareyoursuccesswithyourdisciplinestrategy.

TO READ ChaptersSevenandFifteenfromIncredible Teachersbook.

Suggested Activities for the Month


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Individual Behavior Plan Thefirsttasktodecreasinginappropriatebehavioristopinpointanddescribeforyourselftheundesirablebehaviorsasspecificallyaspossible.Thenpick2or3ofthemosttrouble-somebehaviorsandspecifythefrequencywithwhichtheyoccurandthemostlikelytimesofday.Itcanbehelpfultotrackthebehaviorsforseveraldaysinordertogetanaccuratepicture.Thenspecifytheappropriatebehaviorsyouwishtoseereplacetheinappropri-atebehaviors,defineincentivesthatarelikelytomotivatetheparticularchild,anddefineconsequencesforthemisbehavior.

Child’sName:___________________________________ Date:_______________________

BehaviorProblem(s)-BeSpecific

DesiredBehaviorRequired-SpecifytheBehaviorsExpected

EffectiveMotivators-Specify

DisciplineHierarchySteps

SoughtInputandSharedIdeaswithParent:

DateforRe-evaluation:________________________________


Blackboard Notes

About Decreasing Children’s Inappropriate Behaviors

• Preparationisthekey—carefullyplanadisciplinehierarchyofresponsestomisbehaviors.

• Consequencesdonothavetobeseveretobeeffective

• Followthe“lawofleastdisruptiveintervention”—usesteps1-4ignoring,redirectingandwarningsorremindersbeforemoreintrusiveconsequences.

• Ideallyconsequences(step5)shouldbetailoredtotheparticularcircumstances—somethingthatwillbeeffectivewiththatpar-ticularchildbecauseitdeprivesthatchildofsomethingheorsheparticularlylikes(lossofprivilege)orsomethingthatisinherentlyconnectedtothemisbehavior(logicalandnaturalconsequences).

• Consequencesshouldneverbephysicallyorpsychologicallyharmfultothechild,norshouldtheyeverhumiliateorembarrassachild.

• Wheneverpossible,presentconsequencesasachoicethechildhasmade.

• Befriendlybutfirm—controlyournegativeemotions.


Some Consequences• stayinafterschoolorcomeearly(Ifchildneedstocatchabus,thiscould beaproblem.)

• restrictedtoaparticularareaofroomoractivity(nofreeplay)

• lossof2minutesofrecess,computertimeorsomeotheractivity (e.g.,fieldtrip)

• activityremoved

• lossoftimewithotherstudents

• repairdamagedobject

• replaceobject

• cleanuparea—workchore

• requiredinteractions—withteachers,principal,parentsandteacher, callparents

BUT REMEMBER THE “LAW OF LEAST DISRUPTIVE INTERVENTION”—ALWAYS FIRST TRY COACHING AND PRAISE FOR

APPROPRIATE BEHAVIOR, REDIRECTING, AND/OR IGNORING.


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Brainstorm/Buzz—Natural & Logical ConsequencesShareandrecordthreenaturalorlogicalconsequencesandrecordanexampleofhowyouusedthem.

1.

2.

3


Buzz—Goals for Classroom DisciplineThinkaboutwhatyouwanttoaccomplishwithyourdisciplineandwhatyouwanttoavoid.

What you want to accomplish What you want to avoid


HandoutBEHAVIOR RECORD

Behaviors I want to see less of:

(e.g., yelling)

Positive opposite behavior I want to see more of:(e.g., polite voice)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Praise “Positive Opposites”


Brainstorm/Buzz—Rewriting Negative ThoughtsRewritethefollowingnegativeself-talkwithpositivecopingthoughts.

Negative Self-Talk Positive Coping Thoughts

• Ican’tstandthis—it’stoohard!

• Idon’tknowwhattodo.

• Ignoringwillneverwork.

• I am losing control and will explodesoon.

• Iamgoingtohither—it’stheonlywaytogethertostop.

• It’s awful to let himdisrespectme. It’snot good to look weak in front ofmystudents.

• Ihatebeingdisrespected.

• I’materribleteacher.

• Shewillneverchange.

• It’sjustnotfair,thischildshouldnotbeinmyclassroom.

• Ican’tlethimchallengemyauthority.

• This is ridiculous, I have too manystudents.

• HehurtmesoIshouldhurthim.

• Idon’tlikehimwhenhe’slikethis.

• Hisparentsdon’tcare,sowhyshouldI?


Brainstorm/Buzz—Rewriting Negative ThoughtsContinued,frompreviouspage.

Negative Self-Talk Positive Coping Thoughts

• TheprincipalwillcomplainifIdon’tgetthisstopped.

• Shewillneverstophitting.It’sherfault.

• Alittlemoreforceonmypartwillstopher.

• That brat knows how much this bugsme—he’sdoingitonpurpose.

• I’manineptteacher—shouldneverhavedonethisjob.

• Ican’tlethergetawaywiththat.

• It’salltheprincipal’sfaultforgivingmeaclasswiththismanyproblems.

• It’sallhisparents’faultfornotteachingtheirchildrenhowtobehave.

Goal: Iwillcommittostoppingandchallengingmynegativeself-talkandworkingonpracticingusingcopingandpositiveself-talkaswellasgivingmyselftimetocalmdown.


Brainstorm/Buzz—Ways to Stay Calm When IgnoringWhenyoufirststartignoringmisbehavior,thebehaviorwillgetworsebeforeitgetsbetter.Itisimportanttobepreparedtowaitoutthisnegativeperiod.Ifyougiveintotheoppositionalbehavior,thisbehaviorwillbereinforcedandthestudentwilllearnthatbyprotestingloudly,heorshecangethis/herownway.

Itisimportanttostaycalmwhileignoring.Trytothinkaheadandbrainstormwaystoremaincalmwhenignoringmisbehavior.

Goal: Iwillcommittotellmyselfthefollowing________________________ ______________________________________________________________________________________________________________________________________whenmychildprotests.

Ways to Stay Calm While Ignoring

deep breaths

relaxation techniques

positive thoughts

walk away

turn on some music

Remember, all young children argue and protest to get what they want. This is not personal but a reflection of their strive to be independent and to test the rules.


Brainstorm/Buzz—Behaviors to IgnoreBehaviorssuchaspouting,sulking,screaming,swearing,andarguingaregoodcandidatesforignoringandforhelpingotherstudentsignore.Thesebehaviorsareannoying,buttheyneverreallyseemtohurtanyone,andthebehaviorswilldisappeariftheyaresystematicallyignored.Theignoringtechniqueshouldnotbeused,however,withbehaviorsthatcouldleadtophysicalinjury,propertydamage,orintolerabledisruptionofanongoingactivity.

Sometimesteachersfindithardtocontroltheirangerwhendealingwithmisbehavior,andfindittemptingtocriticizethechild.Thisemotionalinvolvementcanmakeitdifficulttoignoreyourstudent’sargumentsortopraisecompliancewhenitfinallydoesoccur.However,ignoringisoneofthemosteffectivestrategiesyoucanuse,expeciallyifyoucanteachotherstudentstoignoreitaswell.

Goal: Iwillcommittoignoring _____________________________________

behaviorwheneveritoccurs.Iwillpraise_______________________________

behavior,thepositiveoppositeofthebehaviorIamignoring.

Student Behaviors I Will Ignore

e.g., whining

tantrums


Brainstorm/Buzz—Using Selective IgnoringSometimes, childrenwill showpositiveandnegativebehaviorsduring the sameactivity.Forexample,a studentmight followdirections (positivebehavior)whilewhiningorrollingtheireyes(negativeattitude).Selectiveignoringisthetechniquewhereateacherpraisesorrewardsthepartofthebehaviorthatispositivewhileignoringthenegativebehavior.Forexample,ateachermightpraisethestudentforfollowingdirections,andpaynoattentiontothewhiningornegativeattitude.Thisway,thechildlearnsthatshewillreceivepositiveattentionforsomebehaviors,butwillnotreceiveattentionforotherbehavior(e.g.,arguing).

Thinkaboutsomesituationswherethiskindofselectiveignoringcouldbeeffective.

Goal: Iwillcommittopraising______________________________________behaviorwhileignoring______________________________________________behavior.

When Would Selective Ignoring be Effective?

e.g., when child is following directions but giving me “attitude” at the same time, I will praise his compliance and ignore his attitude.


Sample Circle Time Lesson Script: Ignore

Teacher:Well,Wallyhasaproblemhewantstosharewithyouto-day.Wally,canyouletusknowwhathappened?

Puppet:Well,Iwassittingatcircleatmyschoolanditwassonoisy.OneofmyfriendskepttalkingtomeandIcouldn’theartheteacher.Iaskedhimtostopbuthekepttalking.

Teacher:Wally,thatsoundshard.Howwereyoufeelingwhenthathap-pened?

Puppet:Iwasreallyfrustrated.

Teacher:Youknow,Wally,Idohaveanideaforyouforthisproblem.WhensomeoneisdistractingmeIdosomethingcalledignore.Canyouallsaythatwordforme?

Puppet:Ignore?

Teacher:Yes,Wallyignoringiswhenyoupretendthatyoucan’thearorseesomeone.Youcaneventurnyourbodyawayandfocusontheteacher.Tryit.PretendIamtheboyincircletime,andyouareignoringme.PretendKendraoverthereisyourteacher.Youcanlookatherwhileyouignoreme.Ready?

Wally turns his body away and looks straight at Kendra.

Teacher:Wow!IseeWallyturninghiswholebodyaway.Hiseyesarefo-cusedrightonhisteacherandheisn’tlisteningtoanythingIsay!Wallyhasbigignoremuscles!Whothinkstheycantrythistoo?

Nextcallachildtocomeupandactoutthesamescenario.

Teacher:Okay,Kendra,Wallyisgoingtotalktoyouduringcircletime.Youaregoingtoignorehim..Youaregoingtokeepyoureyesonmeandturnyourbodyaway.Class,doyouseehowKendraissostrong(feelhermus-cles!)Sheisignoring.Sheturnsherbodyaway.Shekeepshereyesontheaction.Idon’teventhinksheheardWally!Nowwhoelsewantsaturn?

Practicesomemoreorbreakyourteachersintosmallgroupssotheycantrythelesson

Important note:AlwayshaveWallyactoutthedistractingbehavior(donotputachildinthisrole).Itisimportantthatthechildrenonlyactoutpositivebehavior.


Teacher-to-Parent Communication Form

Incredible Children!

Compliment Time

At school the children are learning about how to give compliments to their friends. This is important to learn because it will help your child make good friends.

MODELING: You can help support your child’s learning by modeling giving compliments yourself. For example, you might say, “I am going to give you a compliment about what a good job you did listening to my request and putting away your coat.”

PRAISE: You can also teach your child how to compliment by praising your child when he or she says kind things. For example, “Seth you just gave your friend a compliment when you told him you liked how he built his castle. And your friend looks really pleased by that.”

You might even have a daily compliment time at meal time or bedtime when family members take turns giving compliments to each other.

Record on the Parent-to-Teacher Communication Form what you observe

in your child, and please send the form back to school. Your child will get

special stickers for giving a compliment at home!


Compliment Time

Child’s Name:

Record on this form what you observe in your child, and please send the form back to school. Your child will get special stickers for giving a compliment at home!

Child: Gives a compliment (says nice things) to an adult or friend.

Family: Give examples of three compliments you give to your child!

1.

2.

3.

Parent-to-Teacher Communication Form

Incredible Children!


The Incredible Years® Teacher Classroom Management Self-Reflection InventoryDecreasing Inappropriate Behavior – Proactive Discipline

Date:________________ Teacher Name: ____________________

Teachers learn extensively from self-reflection regarding their classroom management and the teaching strategies they are using that are working or not working. From these reflections teachers determine personal goals for making changes in their approaches to bring about the most positive learning climate they can. Use this Inventory to think about your strengths and limitations and determine your goals.

Setting Limits

1. Rules in my classroom are stated positively and clearly and are posted on the wall. I review and practice them as needed.

1 2 3 4 5

2. I use nonverbal cues and signals to communicate rules as well as words (e.g., pictures of rules such as raise quiet hands, quiet voice, five on the floor, ears open).

1 2 3 4 5

3. I have taught children the “show me five” signal and use it. 1 2 3 4 5

4. I state requests or give directions to students respectively using brief descriptions of positive behaviors desired (e.g., “please keep your hands to your own body”).

1 2 3 4 5

5. I use “when-then” or “first-then” commands.1 2 3 4 5

6. I give children choices and redirections when possible.1 2 3 4 5

7. I avoid negative commands, corrections, demands, and yelling at students. Instead, I use “do” and “start” positive commands.

1 2 3 4 5

8. I get children’s attention before giving instructions (e.g., eye contact).

1 2 3 4 5

9. I redirect disengaged children by calling out their name with a question, standing next to them, making up interesting games, and nonverbal signals.

1 2 3 4 5

10. I give frequent attention, praise and coaching to students who are engaged and compliant following my directions.

1 2 3 4 5

1 –Never 3 – Occasionally 5 - Consistently


11. I help children learn how to self-regulate through specific techniques (e.g., deep breathing, positive self-talk, positive imagery, anger or relaxation thermometer, Tiny Turtle puppet).

1 2 3 4 5

12. I use “positive forecasting” statements to predict a child’s success in earning his prize.

1 2 3 4 5

13. I work hard to redirect students to other activities when they are frustrated.

1 2 3 4 5

Differential Attention and Ignoring and Redirecting

1. I give more attention, coaching and praise to positive behaviors than to inappropriate student behaviors.

1 2 3 4 5

2. I have identified negative behaviors in students I want to decrease and the “positive opposite” of each negative behavior that I will praise, reward and coach.

1 2 3 4 5

3. I have identified those behaviors I can ignore while keeping the children safe.

1 2 3 4 5

4. I have worked hard teaching children in circle time to ignore their peers when they are laughed at, poked or made fun of.

1 2 3 4 5

5. My ignoring is strategically planned and is done by avoiding eye contact, verbal comments, and physical touch and by keeping a neutral affect.

1 2 3 4 5

6. I use proximal praise strategically (e.g., praise nearby child for behavior I want to encourage) while ignoring the child who is inappropriate.

1 2 3 4 5

7. I use positive self-talk as an approach to staying calm when students misbehave. (write example)

1 2 3 4 5

8. I start with using the least intrusive discipline strategy when students misbehave. I review my hierarchy of discipline.

1 2 3 4 5

9. When a student is behaving appropriately again and calmed down after losing control, I immediately return my attention and encouragement to the student.

1 2 3 4 5

10. I have developed behavior plans that include identifying those inappropriate behaviors to ignore and the positive opposite behaviors to praise and reward.

1 2 3 4 5


Future Goals Regarding Ignoring and Redirecting Strategies

15. I use the Teacher-to-Parent Communication Home Activities letters to encourage parent meeting and teaching children how to compliment.

1 2 3 4 5

14. I have shared the classroom discipline hierarchy with the parents of my students.

1 2 3 4 5

Handouts Decreasing Inappropriate Behavior

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Transcript of Handouts Decreasing Inappropriate Behavior