The “Infection” & Paradigm Paralysis

1. The “Infection”& Paradigm Paralysis • Reactive teacher behavior - out of step with the literature • Emerging education standards expect teachers to be evidence-based in their practices [EBP] and proactive in approach to management • Reactive behavior rarely is instructional [Skinner’s quote – doesn’t teach expected behaviors] • Reinforces the inappropriate behavior [most punishers actually act as reinforcers] – behaviorally unsound • Even if punishers had enough potency, the negative side effects of using punishers would still prevail • Student controls the teacher’s behavior and emotions • Negative downward spiral: student continues to misbehave; teacher raises her voice… • Literature shows that it is very difficult for most teachers to change their behaviors [i.e. fight this infection]

2. The “Infection”& Paradigm Paralysis • Maag’s definition of paradigm paralysis: Continuing to display ineffective management practices because of 1] ignoring data and 2] being conditioned to prevailing punishment practices for managing people. I call it ‘operating out of one’s personal history folder’ instead of using our “professional folder.”

3. Ubiquitous findings – samples • “ frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs” [Shaunessy & McHatton, 2009] • Even those teachers that use sound behavioral principles, they almost always are misapplied [Baker, 2005; Maag, 1999] • “My colleague uses a system of punishment that I find completely unsuccessful. She calls it the “beehive.” When she feels that a student has done something wrong to deserve to put their bee in the beehive, they attach their bee to the beehive with velcro backing. Later in the day, that student loses time from recess. When asked about why they lost recess, 99% of the time the student does not remember or know why. And, the beehive always gets filled up with no changes in behavior.”

4. What do children say? • Student: “We had a terrible day in 4th period; everyone was talking and not paying attention. The teacher really yelled at us, but we didn’t care. We just kept on.” • Therapist: “What was going on?” • Student: “The teacher does not respect us, so we don’t respect him. Sometimes we do things on purpose just to annoy him.” • Therapist: How can you tell he does not respect you? • Student: “He puts us down, constantly always yells at us, acts like he does not like kids; why is he even teaching in the first place? Can’t he tell that yelling doesn’t work”?

6. Fight the infection • Respond to the literature with proactive management • Respond to the literature with social skills training • Respond to the literature by creating a positive learning environment • BOSS: Behavioral opportunities for social skills • Teachers trained to react only to positive behaviors and ignore unwanted behaviors • Teachers ask for CPBs throughout the day • Students are asked to make their “CPB mark on the autograph board

7. Presentation found at:bossteacher.weebly.comPeter Ross, Ph.D.