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THE KEY TO EVERYTHING: PRACTICE, PRACTICE, PRACTICE! 

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THE KEY TO EVERYTHING: PRACTICE, PRACTICE, PRACTICE! 

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OBJECTIVE THREE: RESPONDING TO MAJOR DISRUPTIONS AND DEFIANT STUDENT BEHAVIOR

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OBJECTIVE THREE: RESPONDING TO MAJOR DISRUPTIONS AND DEFIANT STUDENT BEHAVIOR

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PREPARE YOURSELF AND YOUR STUDENTS FOR SITUATIONS THAT MAY BE DIFFICULT AND TEACH SPECIFIC PROCEDURES THAT WILL REDUCE THE CHANCES THAT STUDENTS WILL EXPERIENCE STRONG EMOTIONS AND PARTAKE IN DISRUPTIVE BEHAVIORS. TEACH STUDENTS STRATEGIES FOR DEALING WITH CERTAIN SITUATIONS AS WELL AS SELF-TALK THEY CAN USE WHEN THEY FIND THEMSELVES STRUGGLING. BUILD A POSITIVE RELATIONSHIP BANK ACCOUNT WITH KNOWN POWER STRUGGLERS AND ENSURE THAT WHEN YOU MAKE REQUESTS, THEY ARE CLEAR, POLITE, AND FIRM. LASTLY, IT'S IMPORTANT TO MODEL SELF CONTROL AND REMAIN CALM WHEN RESPONDING TO DEFIANT STUDENT BEHAVIOR.

RESPONDING EFFECTIVELY TO DEFIANT STUDENT BEHAVIOR: DECIDE WHETHER IT IS NECESSARY TO BECOME ENGAGED IN THE SITUATION; TALK PRIVATELY WITH THE STUDENT WHILE THE REST OF THE CLASS IS FOCUSED ON AN ACADEMIC TASK; MAKE SURE YOUR NONVERBAL BEHAVIOR IS SUPPORTIVE AND NONTHREATENING; SHOW SINCERE EMPATHY; STATE YOUR EXPECTATION IN A POSITIVE MANNER AND OFFER ASSISTANCE; PROVIDE OPTIONS BY PREDICTING A POSITIVE CHOICE AND ITS CONSEQUENCES; SEND AND I-MESSAGE; GIVE THE STUDENT AN ERRAND TO RUN OR A BRIEF BREAK; GIVE THE STUDENT SPACE AND TIME TO MAKE THEIR CHOICE BUT MAKE IT CLEAR THAT THEY MUST MAKE A CHOICE; IMPLEMENT DEESCELATION METHOD AND DEVELOP A MENU OF STRATEGIES FROM WHICH STUDENTS CAN SELECT WHEN CONFRONTED WITH A FRUSTRATING SITUATION; CONDUCT AN FBA AS INDICATED

ONE OF THE MOST CONTROVERSIAL INTERVENTIONS IS TIME-OUT; WHILE MANY INDIVIDUALS NOW RECOMMEND CALLING IT RESOLUTION OR PROBLEM-SOLVING TIME, IT'S IMPORTANT TO KEEP IN MIND THAT THERE IS USUALLY A CONTINUUM TO BE FOLLOWED DURING THIS INTERVENTION. REINFORCEMENT HAS ALSO BEEN FOUND TO BE EFFECTIVE IN ENCOURAGING STUDENTS TO ACT RESPONSIBLY. IF THE BEHAVIOR CONTINUES TO BE HIGHLY DISRUPTIVE DESPITE ALL INTERVENTIONS, IT'S ADVISABLE TO CALL SOMEONE FOR ASSISTANCE USING YOUR SCHOOL'S PROCEDURE.

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OBJECTIVE TWO: EFFECTIVELY RESPONDING TO MINOR DISRUPTIVE BEHAVIORS IN THE CLASSROOM

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OBJECTIVE TWO: EFFECTIVELY RESPONDING TO MINOR DISRUPTIVE BEHAVIORS IN THE CLASSROOM

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RESPONDING TO DIFFICULTY GETTING THE ATTENTION OF THE ENTIRE CLASS: SELECT A SIGNAL THE STUDENTS AGREE ON THAT WILL ASSIST THEM IN QUICKLY PROVIDING YOU WITH THEIR ATTENTION AND CREATE A SPACE IN THE CLASSROOM WHERE YOU STAND WHEN REQUESTING THEIR ATTENTION; USE METHODS THAT ARE SOOTHING BUT ALSO UNUSUAL; ESTABLISH A GOAL WITH STUDENTS FOR THE AMOUNT OF TIME YOU WAIT DURING A PERIOD OF TIME FOR THEIR ATTENTION AND CELEBRATE WHEN STUDENTS MEET THIS GOAL; PROVIDE TIME INDICATORS FOR STUDENTS; WAIT FOR STUDENTS TO COMPLY WITH A REQUEST BEFORE MOVING ON; PRACTICE, PRACTICE, PRACTICE!

RESPONDING TO TOO MANY STUDENTS WANTING ATTENTION AT ONE TIME OR ONE STUDENT IS CONSTANTLY SEEKING ASSISTANCE/ATTENTION: REVIEW WHETHER THE LESSON WAS TAUGHT EFFECTIVELY AND PROVIDE ADDITIONAL INSTRUCTION IF IT WAS NOT; HAVE STUDENTS PAIR UP OR ASK STUDENTS WHO BELIEVE THEY HAVE MASTERED THE TOPIC TO WRITE THEIR NAME ON THE BOARD SO STUDENTS CAN GO TO THEM FOR ASSISTANCE; PROVIDE DIFFERENTIATION; USE RESPONSE CARDS; INFORM STUDENTS THAT MANY STUDENTS NEED HELP AND EVEN THOUGH YOU ENJOY ASSISTING THEM, YOU CAN ONLY PROVIDE A LIMITED TIME OF INDIVIDUAL ATTENTION

RESPONDING TO A STUDENT WHO WILL NOT BECOME ENGAGED IN AN INSTRUCTIONAL ACTIVITY: CONSIDER WHETHER THERE ARE CERTAIN TIMES, WHEN WORKING WITH CERTAIN STUDENTS, OR UNDER CERTAIN CONDITIONS THAT THE STUDENT DOES ENGAGE POSITIVELY AND INCORPORATE THESE INTO YOUR LESSON; ALLOW FOR CHOICES, PERIODIC BREAKS, AND GOAL SETTING; RELATE MATERIAL TO THE INTERESTS OF THE STUDENT; MAKE SURE THE STUDENT BELIEVES THEY CAN SUCCESSFULLY COMPLETE THE WORK AND PROVIDE ASSISTANCE IF NOT; TAKE AWAY THE COMPETITION FACTOR IN THE CLASSROOM AND HAVE SIGNIFICANT ADULTS IN THE STUDENT'S LIFE CONGRATULATE HIM OR HER ON SUCCESSFUL WORK COMPLETION

RESPONDING TO FREQUENT TALK-OUTS: DISCUSS THE IMPORTANCE OF NOT CALLING OUT WHEN A QUESTION IS ASKED; DEVELOP AND TEACH A PROCEDURE FOR ENGAGING IN DISCUSSIONS AND PRACTICE THIS PROCEDURE; PRACTICE, PRACTICE, PRACITE; PRAISE STUDENTS WHO FOLLOW THE PROCEDURE AND IGNORE TALK-OUTS; SET A GOAL TO REDUCE TALK-OUTS AND CELEBRATE WHEN IT IS MET; DON'T LET INSTRUCTIONAL ACTIVITIES THAT INVOLVE ONLY ONE STUDENT SPEAKING AT A TIME LAST TOO LONG

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OBJECTIVE ONE: SYSTEM FOR RESPONDING TO BEHAVIOR THAT DISRUPTS THE LEARNING ENVIRONMENT

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OBJECTIVE ONE: SYSTEM FOR RESPONDING TO BEHAVIOR THAT DISRUPTS THE LEARNING ENVIRONMENT

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1. Increase the frequency with which students respond calmly and reasonably to respectful, reasonable teacher requests.
2. Reduce the inequity in disciplinary interventions.
3. Take into consideration classroom and cultural factors that influence behavior.
4. Focus on a personal, instructive approach rather than a punitive, deficit-based approach.

PREVENTATIVE INTERVENTIONS: ARRANGE SEATING PATTERNS FOR VISIBILITY AND PROXIMITY OF ALL STUDENTS; HAVE CLEAR EXPECTATIONS; DEVELOP, PRACTICE, AND REINFORCE CLASSROOM PROCEDURES; NOTICE AND RESPOND TO POTENTIAL PROBLEMS; MOVE AROUND THE ROOM

INITIAL INTERVENTIONS: IGNORE MINOR MISBEHAVIORS; MAKE NONVERBAL CONTACT; USE PROXIMITY; PRAISE POSITIVELY ENGAGED STUDENTS; INVOLVE STUDENT BY USING HIS OR HER NAME IN A STORY OR QUESTION AND CALL ON THE STUDENT; INCREASE INTEREST; GIVE STUDENT A SHORT INTERACTIVE ACTIVITY, SHORT TASK, OR SMALL NOTE; PROVIDE ASSISTANCE

FOLLOW UP INTERVENTIONS: DON'T CAUSE A GREATER DISTURBANCE; REMAIN CALM AND AVOID AN ANGRY RESPONSE; SPEAK COURTEOUSLY AND BE AWARE OF NONVERBAL MESSAGES; STATE EXPECTATIONS CLEARLY AND REMIND STUDENTS OF THE CLASSROOM RULE OR PROCEDURE THEY'RE NOT DEMONSTRATING; PROVIDE A STATEMENT ABOUT THE POSITIVE BEHAVIOR THE STUDENT DISPLAYS; USE I-MESSAGES; PROVIDE STUDENTS WITH CHOICES; REMIND THEM OF THE POSITIVE CONSEQUENCES ASSOCIATED WITH PROSOCIAL BEHAVIOR; FOCUS THE OTHER STUDENTS' ATTENTION ON AN ACADEMIC TASK AND TALK PRIVATELY WITH THE DISRUPTIVE STUDENT