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Calfee
Lee EDUC
SPED 2016
SPED 331 and 531 Behavior Management
Managing Specific Behaviors
1. Calmly ask the student if it were nice of them to yell/speak loudly like they did.
2. Do a “Re-do”
Help the student understand how to handle the situation in a better way.
Example: Memphis, let’s try asking for those crayons instead of just taking them. Let’s say, “May I
3. Teach the student about counting to 10 when they start to feel anxious or like an outburst is about to
happen.
Example: Memphis gets a certain look on his face when he’s about to have an outburst. Encourage him
4. Identify what the trigger is and remove the student away from it.
Example: Memphis, the student with the outburst, gets upset when Chase looks at him. So therefore,
5. Assist the student in One-to-One time because his outburst could be from not understanding the
assignment. Also inform the student that you will help him, before giving the instructions to the whole
class. This may help with the anxious feeling that comes before an outburst, because the student may
interventions/challenging-students/school-wide-strategies-managing-hyperactivity
Shanna K. Calfee
Lee EDUC
SPED 2016
Encourage Acceptable Outlets for Motor Behavior (U.S. Department of Education, 2004). Give the student a
soft 'stress ball' and encourage the student to squeeze it whenever he or she feels the need for motor movement.
Or if the setting is appropriate, allow the student to chew gum as a replacement motor behavior.
Allow Discretionary Motor Breaks (U.S. Department of Education, 2004). When given brief 'movement'
breaks, highly active students often show improvements in their behaviors. Permit the student to leave his or her
seat and quietly walk around the classroom whenever the student feels particularly fidgety. Or, if you judge that
motor breaks within the classroom would be too distracting, consider giving the student a discretionary pass that
allows him or her to leave the classroom briefly to get a drink of water or walk up and down the hall.
Schedule Group 'Stretch Breaks' (Brock, 1998). You can increase the focus of your entire class and
appropriately channel the motor behaviors of fidgety students by scheduling brief 'stretch breaks.' At their
simplest, stretch breaks consist of having students stand next to their desks, stretch their arms, take a deep
breath, and exhale slowly before resuming their seats. Or you can be creative, having students take part in
different movements during each break (e.g., "OK class. It's time for a stretch break. Stand by your desk, arms
over your head. Then take 3 steps back and 3 steps forward…"). NOTE: When using stretch breaks, be sure that
you select movements that all of your students are physically able to accomplish without difficulty.
Select a 'Supportive Peer' (DuPaul & Stoner, 2002). Handpick a classmate who has a good relationship with
the student but is not easily drawn off-task and appoint that student as a 'helper peer'. Meet privately with the
student and the helper peer. Tell the peer that whenever he or she notices that the student's verbal or motor
behavior has risen to the level of distracting others, the peer should give the student a brief, quiet, non-
judgmental signal (e.g., a light tap on the shoulder) to control the behavior. Role-play several scenarios so that
Shanna K. Calfee
Lee EDUC
SPED 2016
the peer knows when he or she can ignore the student's low-level motor behaviors and when the peer should use
Adopt a 'Silent Signal' (U.S. Department of Education, 2004). You can redirect overactive students in a low-
key manner by using a silent signal. Meet privately with the student and identify for the student those motor or
verbal behaviors that appear to be most distracting. With the student's help, select a silent signal that you can
use to alert the student that his or her behavior has crossed the threshold and now is distracting others. Role-play
several scenarios with the student in which you use the silent signal and the student then controls the problem
behavior. When you are able to successfully use the 'silent signal' during instruction, be sure to praise the
Proactively explain your expectations about tattling. You might begin by exploring students’ prior
Help students know when to report incidents to you. Brainstorm common events that students report to you
(someone writes the wrong answer on her paper, students call each other names, someone pushes a classmate
down, etc.). Put these incidents on index cards and then sort them with students using a chart with three
Be ready with respectful responses to tattlers. Presume that a child’s motivation for tattling is positive.
Respond with a simple affirmation. If a child has reported a serious problem, be clear that you appreciate and
through tattling, consider giving them a unique responsibility in the classroom, showcasing their talents at
Morning Meetings, or writing them the occasional note letting them know you’ve seen their positive efforts or
accomplishments.
Teach conflict resolution. If you expect students to address problems independently, you must teach them
how.
1. Environmental Issue: the easiest way to look at this issue is to determine if there is something in the
environment affecting the student. Potentially, moving the student’s seat to the front of the classroom,
near the teacher, or away from a window/door could improve their engagement in the class. A teacher
could also find a yoga ball for the student to sit on or a space for the student to stand in the back of the
class if falling asleep in class is an issue. If the student is becoming less motivated as the class goes on,
the teacher can incorporate brain breaks or stations to get the students moving around the room.
2. Avoidance due to Inability: Some students lack motivation to complete work or engage in the lesson
because they feel unable to do so. The teacher could meet one on one with the student to make sure
he/she understands classroom procedures and units. This would give the teacher time to discuss the issue
with the student in a non-confrontational setting. The teacher should affirm the student’s ability and the
importance of effort in the classroom. On a daily basis, however, the student may benefit from
Shanna K. Calfee
Lee EDUC
SPED 2016
consistent prompting and checking for understanding. Most importantly, the teacher should establish a
3. Lack of Power: Students may lack motivation because they feel like they lack power in the classroom
or unconnected to the class. Teachers can engage students in the classroom by assigning responsibilities
to different students or having a classroom helper. This may help the student connect or relate to the
class as a whole. The issue may also stem from being bored with the class (gifted students) so they could
reward good behaviors. This can include extra computer time, listening to music, or playing an
educational game. The teacher could also give out small pieces of candy for relevant comments made in
class or a student answering a question correct. This may help if a lack of motivation is prevalent in a
whole class or in several students. This technique however, should not be continuously reinforced and
5. Engagement: Some students lack motivation stemming from not seeing the importance in the
classroom. Teachers can go over with the class as a whole to discuss WHY they need to learn this or
HOW it applies to their life, (i.e. we need to learn Spanish because of job opportunities open to those
who are bi-lingual. Or we need to learn history because it affects today’s society). Additionally,
teachers can incorporate real world application into group projects or discussion allowing students to
learn
Shanna K. Calfee
Lee EDUC
SPED 2016
(this is primarily referring to the child who always answers every single question or talks with neighbors during
inappropriate times…)
1. Include in Classroom Contract/Rules - “The most effective way to handle talking is to enforce a
consequence. If hand-raising isn’t a classroom rule, I recommend including it. If it’s already part of your
classroom management plan, then it should be enforced like any other rule.”
(from http://www.smartclassroommanagement.com/2009/11/25/how-to-handle-talkative-students/)
2. Create consistent signals of communication - “I have two signals that work best for me. The first is the
quiet signal. Raising my hand in the air is a sign to students that they need to stop what they are doing
(including talking) and focus on me. I also keep a small dinner bell in my pocket. When it gets too loud in the
(http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald021.shtml#sthash.6EyLyzlN.dpuf)
3. Create a Behavioral Objective (Chapter 1 Foxx book) to increase the desirable behavior – perhaps raising
hand to be acknowledged for permission to speak – meet the goal by using and ultimately fading reinforcers
5. Affirm Strengths - Find other ways to affirm the interrupting student perhaps feeding their need for the
attention they are demanding by their excessive talkative behaviors. Perhaps they will feel more secure and less
inclined to disruption.
6. Model the behavior – one to one if necessary, or with the entire class. Be prepared to issue gentle
7. Role-play – allow the student(s) to be the teacher, whilst you routinely interrupt their “instruction” time.
This may take some comic exaggeration, but it can be a good way to recall how it feels to be interrupted. (You
know the joke: Knock Knock. Who’s There? Interrupting Cow. Interrupting Cow whMOOOOO!)
“How Rude!” Five Ways to Deal with Rude and Disrespectful Students
1. Allow the student an opportunity to “save face.” Make sure the student has an out, a way to back
down without necessarily looking weak. Perhaps take the student into the hall so that you can deal with
the situation in a more private manner. Whenever possible, do not engage with the student in front of his
or her peers.
2. Model what a respectful attitude looks like. You may not think those kids are ever listening to you,
but they pick up on things such as you disrespecting your colleagues or superiors. Make sure you always
are a proper role model. Use your pleases and thank yous, and phrases that you feel demonstrate respect.
Shanna K. Calfee
Lee EDUC
SPED 2016
3. Maintain an aura of calm. As hard as it may be, do not take the student’s rudeness or disrespect
personal. If you do, you are likely to lash out and escalate the situation. If a student makes a rude
remark, correct it immediately but without scolding and lecturing. Perhaps use Richard Lavoie’s Broken
4. Provide positive reinforcement to those demonstrate a respectful attitude. Students can act as
models, and those who act out will notice the rewards that the models are receiving and in turn adapt
5. Turn a negative leader into a positive leader. Often times those students who are making the rude
comments and behaving in an improper manner are striving for control of the classroom. Well give them
a little control. Give them jobs to do that gives them a sense of control. It will help to build a more
positive relationship between the two of you, and in the future he or she may act as an ally when you
1. Create team work exercises that require students to work together and collaborate on task. This is a
valuable resource when it comes to peer pressure. Students are more likely to answer questions in
2. Differentiate instruction- giving kids options to answer questions allows for different thought
processes and gives students freedom to participate in ways that they know instead of just asking for
straight answers.
Shanna K. Calfee
Lee EDUC
SPED 2016
3. No Hands- No hands is a computer program that randomly selects student name. By using this tool, you
are requiring student to stay engaged and participate because, they are not able to withdrawal themselves
and hope you don’t call on them. It also takes away from the student’s ability to blame the teacher for
4. Physical activity- it is proven that physical activity increases blood flow and concentration. By
incorporating physical activity in your class you can decrease the likely hood that a student falls asleep
or disengages.
5. Using Warm ups- this is a great way to start you class out on a positive note. By using warm up’s, you
can give students easy questions that you may have already covered in class to ensure that they start the
day out on a positive note and gives the student a sense of pride.
The teacher simply repeats the command continuously without arguing until the student ceases with the
behavior.
In this instance, the teacher does not give the student time to argue back. If a misbehavior is taking
place, call on the student, wait until they make eye contact, deliver the consequence in a serious and
http://www.smartclassroommanagement.com/2014/05/03/how-to-avoid-arguing-with-students/
set up from the beginning, so students know and understand the expectations set by the teacher. Students
http://www.smartclassroommanagement.com/2010/01/23/why-you-should-never-argue-with-students-
and-how-to-avoid-it/
The student may be unaware of their argumentative responses. Therefore, it is important to help them
realize that they do not did to argue, but have the opportunity to discuss any misunderstandings in a
respectful manner. The teacher needs to model the technique in their own manner, as well.
http://www.educationworld.com/a_curr/shore/shore015.shtml
Allow the student to write out what their argument is, which will provide a time for them to think
through what they are saying. The student can place the paper on the teacher’s desk once they have
completed the task. The teacher can explain to the student they will follow up with them within the next
day or so.
http://www.educationworld.com/a_curr/shore/shore015.shtml