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Rethinking Discipline: Getting the Behavior You Want and Need to Teach Effectively. UNIT 6. Bianca Silveira & Nicole Dupuis. Definitions. Bullying - the repetitive instrumental aggression that results in an imbalance of power between perpetrator and victim.

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rethinking discipline getting the behavior you want and need to teach effectively
Rethinking Discipline: Getting the Behavior You Want and Need to Teach Effectively

UNIT 6

Bianca Silveira & Nicole Dupuis

definitions
Definitions
  • Bullying- the repetitive instrumental aggression that results in an imbalance of power between perpetrator and victim.
  • OTRs- Opportunities to Respond; helps increase number of active child responses, which in turn can result in increases in correct responses and engagement of all the students in the classroom
  • GBG- Good Behavior Game; improves the teachers ability to define tasks, set rules, and discipline students. GBG reduces disruptive, aggressive off-task and shy behaviors in elementary-age children and promotes good behavior
  • IDEA- Individuals with Disabilities Education Act; requires educators to develop and implement behavior intervention plans
  • BIPs- behavior intervention plans
  • IDEIA- Individuals with Disabilities Education Improvement Act; reauthorize the IDEA
article 27 the under appreciated role of humiliation in the middle school

Article 27: The Under-Appreciated Role of Humiliation in the Middle School

Interviewed 10 middle schools teachers and 10 students about humiliation in Middle Schools

Types of Humiliation:

Bullying

Teachers Behavior-Nine of the 10 students could recount times when a teacher had used sarcasm or humiliation to embarrass a student in front of the class, some direct some witnessed .

Remedial Reading and Mathematics-Tool of humiliation is a remedial class created for students who fail to achieve in reading and in math.

Effects of Humiliation:

Drug and Alcohol Use

Attendance Problems & Dropping Out

Pregnancy

Suicide

Reducing Humiliation:

Assess the School Climate

Observe and Analyze Curricular and Instructional Interactions

Make an Anti-Bullying Curriculum Part of the School Culture

slide4
Article 28: Tackling a Problematic Behavior Management Issue; Teacher’s Intervention in Childhood Bullying Problems

Teachers find behavioral difficulties in children sometimes more stressful than instructional modifications:

  • Leads to teacher burn out
  • Some teachers explain that they were not adequately trained to manage students with behavior problems
  • This can compromise a teacher’s ability to take responsibility for students behavior and learning in the classroom

Ways to Address Bullying

      • Engaging in assessment of bullying behavior
      • Guidance Approaches: drama, videos, and reading books
      • Classroom Management techniques: climate control, effective classroom instruction
      • Cooperative Learning Activities: improving attitudes and relationships among children
      • Parent-Teacher Collaborations
      • Assertiveness, Self-Esteem, and Social Skills Training for Victims
      • Constructive Conversations with victims and bullies
article 29 the power of our words
Article 29: The Power of Our Words

What teachers say to their students and how they say it is one of the most powerful teaching tools, it shapes how students think, act and learn.

How Language Shapes Learners

  • Affecting students sense of identity
  • Helping students understand how they work and play
  • Influencing our relationships with students

Five Guiding Principles for Positive Language

  • Be Direct
  • Convey faith in students abilities and intentions
  • Focus on actions not abstractions

Name concrete behaviors

  • Keep it brief
  • Know when to be silent
article 30 marketing civility
Article 30: Marketing Civility

What students from a high school in Connecticut feel about the issue of bullying.

Stats

  • More than 75 percent of the students claim they “have witnessed students intimidating other students”.
  • One-Third of the students reported that they have “been bullied or made to feel afraid while in school

Recommendations

  • Informal staff
  • Utilize students
  • Improve supervision
  • Share actual norms
  • Clarify discipline reports
  • Monitor and evaluate
article 31 class wide interventions
Article 31: Class wide Interventions

Teachers spend some much time with a few misbehaving students that they are less available for academic instruction with all students

How to get rid of this problem:

  • Using close supervision and monitoring
  • Establishing and teaching classroom rules
  • Increasing OTRs
  • Increasing contingent praise
  • Providing feedback and error correction and monitoring progress
  • Implementing GBG

Where to begin?

    • Up-front planning and on-going problem solving
    • Implement the above practices effectively
    • Making classroom rules unique to the classroom climate
    • Communicate with other teachers
article 32 developing effective behavior intervention plans
Article 32: Developing Effective Behavior Intervention Plans

Individuals with Disabilities Education Act 1997 required educators to develop and implement behavior intervention plans (BIPs) . This was reauthorized in 2004 as the Individuals with Disabilities Education Improvement Act.

To Enhance Effectiveness of BIPs:

  • Function Behavior Assessment (FBA)
  • Asses Antecedents Variables and Setting Events
  • Establish the Validity of Reinforcers
  • Describe and Specify Target Behaviors and Intervention Strategies
  • Consistently Collect Data
  • Implement Plan Accurately and Consistently
  • Address Student Skill Deficits
  • Program for Generalization and Maintenance
  • Focus on Demonstrated Behavior Change , Not “Just Talk”
  • Provide Sufficient Time, Staffing, Resources and Supports
questions for discussion
Questions for Discussion

What are some ways to educate students on the severity of bullying?

How can teachers prevent bullying from ever occurring?