Running head: CREATING METAPHORS

Creating Metaphors in Behavior Management

Jillian Gallant
University of New England

CREATING METAPHORS

Creating Metaphors in Behavior Management

Working as a teaching assistant, I dont often have the opportunity to create and
implement lessons but am always working with children who have Individualized Education
Plans and various needs. For this reason, I first thought of one of the many metaphors I use daily
in behavior plans.
The metaphor I chose to exemplify here is the Remote Control. This is a program
specially designed by Lori Copeland Ph.D. for students diagnosed with ADHD, but that I have
used with children of varied ability and diagnosis. This program suggests that the students
compare themselves to a VCR or DVD player. There are several buttons on a paper remote
control that is placed at the students seat or kept nearby the student. The buttons include
Channel Changer which cues the student to switch their channel to match the topic at hand in
moments of distraction, Pause that would hint at stopping to think or make a plan, Fast
Forward which insinuates thinking ahead before acting, Rewind that allows another
opportunity to make a better choice and move beyond failure, Slow motion that allows the
student to become a problem solver, Zapper allows students to identify and eliminate negative
thoughts, and Way to Go! which inspires the student to use positive self-talk.
This example is more teacher-directed, especially in the beginning phases. Occasionally
and eventually, though, the student has the self-awareness to internalize the concept and utilize it
independently. While this example isnt necessarily curriculum based, I connected the material

to Dean et al. when they said Used appropriately, metaphors make it easy for students to connect
what they dont know to what they already do know. (p. 126). The students

CREATING METAPHORS

that benefit from this program need assistance in self-control and self-talk. This metaphor allows
them to connect this material to something they are most likely more familiar with.
Typically, I witness the students respond positively to this metaphor and it allows for
growth at least temporarily. Often, these students are very dynamic and make gains quickly,
calling for frequent plan changes. Sometimes this is a great base line plan that works for the
student over the course of a school year or more. However, other times it is simply a stepping
stone that leads to a better fit program. Each case is unique and requires thinking on my feet to
provide the best services for the student.
A metaphor is a powerful tool when trying to provide students with an anchor for new
learning, especially when that new learning might be an abstract or difficult-to-understand idea.
(Dean et al., p. 126). I have seen this concept aid students on IEPs in beginning and developing
their self-regulation skills because this metaphor connects something difficult to something
familiar and simple. It ties down an abstract concept and allows children to feel comfortable and
a sense of ownership towards their behavior.

CREATING METAPHORS

4
References

Copeland, L. (2010). Hunter and His Amazing Remote Control. Chapin, SC: YouthLight, Inc.
Dean, C., Hubbell, E.R., Pitler, H., & Stone, B.J. (2012). Classroom Instruction that Works:
Research Based Strategies for Increasing Student Achievement. (2nd ed.).
Alexandria,

VA: ASCD.