Problem behaviours and intervention
0 likes307 views
This document discusses problem behaviors in students and different approaches to intervention. It identifies minor behaviors like calling out and major behaviors like aggression. It also presents three theoretical frameworks for intervention: behavioral, cognitive, and non-interventionist. The behavioral approach uses rules, feedback, and consequences. The cognitive approach focuses on the reasons for misbehavior and using praise and natural/logical consequences. The non-interventionist approach emphasizes self-control, responsibility, and the teacher as a guide.
Problem behaviours and intervention
- 1. Problem Behaviours Minor: Calling out, distracting or disrupting Frequency and amount of disruption determines how bad the behaviour is Major: aggression, violence, bullying – not as common According to students they are a cry for help, but are usually met with hostility Becomes a cycle of provocation Disagreement about what to do – teachers need to end the cycle and act professionally Types of Interventions – Three theoretical frameworks 1. Interventonalist (Behaviourist)– children’s learning and behaviour is learned, so it can be unlearnt. Usually teachers are in control and firm, but supportive. They develop a plan to respond to behaviour that is calm, rational and helps them to avoid emotional responses that may be inconsistent. Establish rules Give Supportive Feedback – “Catch them when they’re good” Correct – strict enforcement of rules and consequences 2. Interactionalist (Cognitivist)– children’s behaviour is a mix of predisposed genetic and learned traits. They believe that misbehaviour is student trying to achieve a goal. Students typically have 4 reasons for acting the way they do.
- 2. 1. Want attention When teacher responds behaviour is re-enforced. A form of behaviourist conditioning 2. Want power Student will put up a challenge, seeking to win. If they win, thy might learn that this can make them feel good. Normally the teacher will put up a fight because if one student challenges them, more are likely to do so. If the teacher wins, the student will normally seek a rematch 3. Want revenge Will normally feel offended and react badly, encouraging a desire for revenge 4. Feel inadequate If the teacher does praise and encourage the student might give up Responses: Praise and encouragement Catch the student doing something good so positive behaviour is re- enforced. Give them positive attention through encouragement. Ensure they don’t give up by showing them you believe they are capable (industry vs. inferiority stage). Use “I” messages
- 3. Don’t make it about the student, so that they don’t feel a loss of power or offended, making them seek power or revenge Base Responses on… Natural consequences – outcomes that occur without inference If the student forgets his pen and cannot write, he will have no notes and must borrow some. Not rescuing and creating dependency, which harms self-sufficiency. Logical consequences – outcomes are designed to influence behaviour Students take 5 minutes of my class time talking, so I take 5 minutes of their recess for teaching with the hope that they talk less in class and more at recess 3. Non-interventionist (Humanist) – children should learn and behave naturally and can control their own behaviour and make choices. Students need to take responsibility for their own actions. Teachers as Leaders Guide students and should model the proper behaviour Encourage students to think about and evaluate their behaviour in relation to their goals and make choices Rights and Responsibilities – self control Every one has the right to feel safe, be treated with dignity and respect, to teach and learn Responsibilities are more specific obligations Teachers should use the least intrusive way to respond to misbehaviour Considerations The model used depends on the personality and the development of the student. Mature students would probably be able to function with a non-interventionist model. This would presume a good deal of development and a well balance curriculum and student teacher relationship. It is most likely that there would be examples of all three models in a class and that the teacher would have to make a decision about what they are seeing the best response.