Unit 4: Managing Student Behavior
Activity 1: Strategies for Managing Student Behavior
https://drive.google.com/file/d/1GaXHsl5fNJFWuLG9uYRixqEnl1T6Afvj/view?usp=sharing
Yishan, Jami & James
Strategies for Managing Student Behavior
Examples of Disruptive Student Behavior in the Physical Classroom
General Student Behaviour Problems
Below is case study 5
Problem: Mrs. Levitt had a great deal of trouble with a first grader named Kevin. Kevin was a very angry child from a broken home. His mother was totally unsupportive. At least five times a day, Kevin would lose his temper if he didn't get his way. On these occasions, he would yell and scream at anyone who frustrated him. His temper kept the class on edge throughout the entire day.
Response: Mrs. Levitt had done her best to handle Kevin. In accordance with her discipline plan, she kept Kevin after school and had called Kevin's mother at home, but was unable to reach her because the mother worked. Mrs. Levitt also sent Kevin to the principal. When Kevin behaved, Mrs. Levitt let him have some special privilege that he liked.
We chose to look at Case Study 5. In this case study, we observed the following disruptive behaviors as being present from a student: quick to anger several times a day and yells and screams in the classroom at both teachers and other students. The student is from a broken home and the parents are not supportive. Due to these behaviour issues, the entire class is on edge and the classroom environment is not a positive one. Anger can lead to hostile, aggressive, or even violent behavior.
I believe we need to do the following in the discussion forum, then add our solutions below.
Implementing SEL strategies for the in the Physical Classroom Case Study
We believe that the following SEL strategies would best help deal with the behavior issues presented in Case Study 5.
Issue: The student is quick to anger and gets angry several times each day.
SEL Strategy:
Issue: The student yells and screams at fellow students and the teacher inside the classroom.
SEL Strategy:
-Take the student out of the classroom
Examples of Disruptive Student Behavior in the online classroom
Below is Case Study 1
Problem: Mr. Lewis repeatedly had problems when leading a class discussion with his eighth graders. No matter how involved in the topic the students were, there were usually several students who did not turn on their camera, were off task in the chat or visibly distracted on the camera. Additionally, many students would not participate at all.
We chose to look at Case Study 1. In this case study, we observed the following disruptive behaviors as being present from students: not turning on cameras, off task by using the chat when meant to be engaged in other tasks, visibly distracted on camera and lack of participation
Implementing SEL strategies for the in the Online Case Study
We believe that the following SEL strategies would best help deal with the behavior issues presented in Case Study 1.
Issue: Students not turning on cameras.
SEL Strategy: (source)
Survey students. Ask students individually or in a Google form what deters them from using a camera and what would make them comfortable. Once you identify the barriers to camera use, you can collaborate with students to reduce or remove those barriers.
Issue: Students being off task by chatting.
SEL Strategy:
Issue: Students visibly distracted on camera
SEL Strategy:
Review strategies implemented by other groups and reflect on how to apply them to our own classrooms
Yishan
Group 1 -
Case 1
Problem 1: Camera is turned off
I agree with Lily about telling the students reasons why we need everyone's camera on, that can help students to understand and set the expectations ahead. I'd like to keep it in the routines and procedures and make it a habit in class, I believe this would be helpful as well.
Problem 2: Students are not participating on the topic
I agree to Chongchong's idea, assign proper tasks for the group work and let students share in class afterwards, students would stay focus and participate in the group work more when they know they are expected to share their opinions or ideas after the group discussion.
I also like David's idea to set the rewarding system by rewarding students' improvement not achievement or how good they are.
Group 2 -
Case 2
Problem 1: Jeffery, the student is manipulative and could easily get his way out of his troubles
I agree with Ryan that teachers should implement the rules and keep it consistent and firm when students make mistakes, that way the students would realize the teachers all stand together, there wouldn't be a way to manipulate others.
In my school, we put all the rules on the student's handbook and teachers would go over the rules with students the first few weeks repeatedly. We also have meetings about troubled students and review how we implement it to those students and discuss what teachers should do to guide them back to the right track in the staff meeting at least once every two weeks to make sure we receive the same information and everyone's on the same page.
Jami
Group 2 - Community of Practice
Problem 1: Jeffrey was one of the most provocative and disruptive 10th grade students Miss Hall had ever taught. Throughout class, he continuously talked to girls and teased students sitting near him. He made inappropriate and sarcastic remarks in response to almost anything Miss Hall said. When confronted by her, Jeffrey grinned charmingly and responded with exaggerated courtesy, to the delight of the other students.
Strategies implemented:
How I would apply these to my classroom
Group 1 - Wholebrain Teaching
Problem 1: Camera is turned off
Strategies implemented:
How I would apply these to my classroom
I really like the idea of having clear expectations and going over them with students regularly so that they form a routine. Also I agree that it is important to explain why the routines are the way they are and be flexible in changing the rules based on the students’ opinions and personalities. I think rewards can be helpful in the short term, but personally I would be hesitant to use them to solve this problem in the long term.
Problem 2: Students being off-task and talking and bickering.
Strategies implemented
How I would apply these to my classroom
Again, I think that it is important to have a clear routine in place. I also like the idea of the award, especially as it can go to any student, not just the usual choices. I think it’d be great to have student input in this award process too. For example, have the students vote on a student of the week and explain their reasons. I also really agree with more positive discipline and less punitive punishments. Punitive punishments may work in the short term, but generally do not help to grow independent, well-rounded students.
Group 2 - Community of Practice
Problem 1: Students talking at all times and disrupting the class.Student is also manipulative.
Strategies implemented
How I would apply these to my classroom
I think meeting with all of the student’s teachers is a really good idea and it is definitely something that I would look to do. I think providing evidence is also essential as one teacher’s assessment of, ‘He’s not that bad in my class’ and another teacher’s ‘He’s a little monster!’ could be based on the same actions. It’s important to quantify exactly what the student is doing. I also would make sure to follow through with any consequences that the student has been warned of and make sure that also teachers on campus know these rules and consequences.
Problem 2: Students are noisy when entering the classroom and take a long time to settle down
Strategies implemented
How I would apply these to my classroom
I really love the idea of using students’ energy to the teacher’s advantage. The students are communicating to you via their actions; they want to move about! They aren’t telling you they won’t want to learn, but they are telling you they want to move. They can learn and move; you just need to design the right activities. I also think it is important to meet with other teachers regularly once strategies are implemented and to follow up and continue with strategies that are working and discard strategies which aren’t.
Yishan, Jami & James
Strategies for Managing Student Behavior
Examples of Disruptive Student Behavior in the Physical Classroom
General Student Behaviour Problems
- Attention seeking
- Physical bullying
- Emotional bullying
- Talking/Making noises when not allowed
- Distracting other students
- Phone usage in class
- Lateness/Leaving early
- Threatening other students
- Disrupting the lesson
Below is case study 5
Problem: Mrs. Levitt had a great deal of trouble with a first grader named Kevin. Kevin was a very angry child from a broken home. His mother was totally unsupportive. At least five times a day, Kevin would lose his temper if he didn't get his way. On these occasions, he would yell and scream at anyone who frustrated him. His temper kept the class on edge throughout the entire day.
Response: Mrs. Levitt had done her best to handle Kevin. In accordance with her discipline plan, she kept Kevin after school and had called Kevin's mother at home, but was unable to reach her because the mother worked. Mrs. Levitt also sent Kevin to the principal. When Kevin behaved, Mrs. Levitt let him have some special privilege that he liked.
We chose to look at Case Study 5. In this case study, we observed the following disruptive behaviors as being present from a student: quick to anger several times a day and yells and screams in the classroom at both teachers and other students. The student is from a broken home and the parents are not supportive. Due to these behaviour issues, the entire class is on edge and the classroom environment is not a positive one. Anger can lead to hostile, aggressive, or even violent behavior.
I believe we need to do the following in the discussion forum, then add our solutions below.
Implementing SEL strategies for the in the Physical Classroom Case Study
We believe that the following SEL strategies would best help deal with the behavior issues presented in Case Study 5.
- Social-emotional learning works from the inside out starting with self-awareness.
- Develop a plan for the student so he can:
- Move through self-management
- Be self-aware; then social awareness
- Self-awareness: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose. (source)
- Move through self-management
Issue: The student is quick to anger and gets angry several times each day.
SEL Strategy:
- Talk to the student and find the source of his anger
- Make the student understand what the angry emotion is
- Let the student know that when they feel stressed or upset, they need to get help from the teacher or elders, to let them know they have support
- Have the student keep an emotions journal.
- Implement a ‘positive time-out’ space in the classroom. Make sure students understand that we can’t control our emotions, but we can control how we act when we feel different emotions.
- Ignore the student’s behaviour when they get angry and respond with positive praise during other times as the student might be craving attention.
Issue: The student yells and screams at fellow students and the teacher inside the classroom.
SEL Strategy:
-Take the student out of the classroom
- Help the student find out and understand where his or her anger is coming from
- Find a protected time to teach the student the strategies to manage his or her anger
- Resource for strategies
- Implement a ‘positive time-out’ space in the classroom. Make sure students understand that we can’t control our emotions, but we can control how we act when we feel different emotions.
Examples of Disruptive Student Behavior in the online classroom
Below is Case Study 1
Problem: Mr. Lewis repeatedly had problems when leading a class discussion with his eighth graders. No matter how involved in the topic the students were, there were usually several students who did not turn on their camera, were off task in the chat or visibly distracted on the camera. Additionally, many students would not participate at all.
- Attention seeking
- Tuning on/off mic/camera
- Emotional bullying via direct messaging other students
- Distracting other students
- Use of other apps/games while in the virtual classroom
- Lateness/Leaving early
- Disrupting the lesson
We chose to look at Case Study 1. In this case study, we observed the following disruptive behaviors as being present from students: not turning on cameras, off task by using the chat when meant to be engaged in other tasks, visibly distracted on camera and lack of participation
Implementing SEL strategies for the in the Online Case Study
We believe that the following SEL strategies would best help deal with the behavior issues presented in Case Study 1.
Issue: Students not turning on cameras.
SEL Strategy: (source)
- 1Build relationships.
Survey students. Ask students individually or in a Google form what deters them from using a camera and what would make them comfortable. Once you identify the barriers to camera use, you can collaborate with students to reduce or remove those barriers.
- Be empathetic.
- Camera buddies.
Issue: Students being off task by chatting.
SEL Strategy:
- Use icebreakers.
- Play games.
- Assigned chat times
- Attract students attention and praise those students who are focused in tasks
Issue: Students visibly distracted on camera
SEL Strategy:
- Send a private message in the chat. Use the chat feature to welcome the student, check in with them, and encourage them to turn on their camera. And set the expectation clearly.
- Visually vote or share understanding. Have students vote with their thumbs up or down on a topic, or poll the class with a Fist-to-Five, a simple signaling system that can engage reluctant students and build consensus within a group.
- Admit students into class one by one. Arrive to class five minutes early and enable the waiting room. As students arrive, admit and greet them individually, and check in with them about camera use. You might be able to check in with only a few students before needing to “admit all,” but those who arrive early and have their cameras on will gain comfort from being in a small group to start. Plus, as the other students enter, they will register that some cameras are already on.
Review strategies implemented by other groups and reflect on how to apply them to our own classrooms
Yishan
Group 1 -
Case 1
Problem 1: Camera is turned off
I agree with Lily about telling the students reasons why we need everyone's camera on, that can help students to understand and set the expectations ahead. I'd like to keep it in the routines and procedures and make it a habit in class, I believe this would be helpful as well.
Problem 2: Students are not participating on the topic
I agree to Chongchong's idea, assign proper tasks for the group work and let students share in class afterwards, students would stay focus and participate in the group work more when they know they are expected to share their opinions or ideas after the group discussion.
I also like David's idea to set the rewarding system by rewarding students' improvement not achievement or how good they are.
Group 2 -
Case 2
Problem 1: Jeffery, the student is manipulative and could easily get his way out of his troubles
I agree with Ryan that teachers should implement the rules and keep it consistent and firm when students make mistakes, that way the students would realize the teachers all stand together, there wouldn't be a way to manipulate others.
In my school, we put all the rules on the student's handbook and teachers would go over the rules with students the first few weeks repeatedly. We also have meetings about troubled students and review how we implement it to those students and discuss what teachers should do to guide them back to the right track in the staff meeting at least once every two weeks to make sure we receive the same information and everyone's on the same page.
Jami
Group 2 - Community of Practice
Problem 1: Jeffrey was one of the most provocative and disruptive 10th grade students Miss Hall had ever taught. Throughout class, he continuously talked to girls and teased students sitting near him. He made inappropriate and sarcastic remarks in response to almost anything Miss Hall said. When confronted by her, Jeffrey grinned charmingly and responded with exaggerated courtesy, to the delight of the other students.
Strategies implemented:
- PLC begins with asking the student’s previous teachers and current teachers their opinion and what things worked with him and didn’t work.
- Jenni recommended a home interview to be aware of what was going on.
How I would apply these to my classroom
- Vertical PLC is something that is already frequently used by teachers. I would start with talking to the previous teacher of the student in question and his or her counselor to learn more about the student.
- I agree with Jenni having the principal and counselor involved.
- Communicating with the student’s parents is also important to first find out if they are aware of his behavior at school. I also get in touch with his specialist teachers as well because they might get the same treatment from the student.
- I also saw the need for the series of meetings Jenni suggested. Last year, I was involved in a behavior plan for a 3rd grade student who had video game addiction and we had a weekly check in meeting with his parents and my school psychologist was involved heavily.
Group 1 - Wholebrain Teaching
Problem 1: Camera is turned off
Strategies implemented:
- Going over rules regularly to remind students.
- Have expectations (ie camera is turned on) and make sure to articulate your ‘whys’.
- Rewards programs (And differentiation within this)
- Routines. Gestures to remind students to turn on cameras without disrupting the flow of the class.
How I would apply these to my classroom
I really like the idea of having clear expectations and going over them with students regularly so that they form a routine. Also I agree that it is important to explain why the routines are the way they are and be flexible in changing the rules based on the students’ opinions and personalities. I think rewards can be helpful in the short term, but personally I would be hesitant to use them to solve this problem in the long term.
Problem 2: Students being off-task and talking and bickering.
Strategies implemented
- Review rules and make sure students are clear about them
- Choose a ‘most improved’ student each week. Eg student who has made eye contact etc. etc. It doesn’t have to be the ‘best’ student, so everyone has a chance to win.
- Use mirror words.
- More positive discipline, less punitive punishments. Ie. Don’t blame or punish the whole class.
How I would apply these to my classroom
Again, I think that it is important to have a clear routine in place. I also like the idea of the award, especially as it can go to any student, not just the usual choices. I think it’d be great to have student input in this award process too. For example, have the students vote on a student of the week and explain their reasons. I also really agree with more positive discipline and less punitive punishments. Punitive punishments may work in the short term, but generally do not help to grow independent, well-rounded students.
Group 2 - Community of Practice
Problem 1: Students talking at all times and disrupting the class.Student is also manipulative.
Strategies implemented
- Solidarity of rules between different teachers.
- Have the students set the rules together as a class. This way students take control of the rules and are more likely to follow then
- More collaborative work in the classrooms.
- Pair the student with a positive influence.
- Have clear consequences (and follow through).
- Re-group with fellow teachers in a few weeks and assess how the changes are going. Make sure all teachers are documenting the process (video/audio etc).
How I would apply these to my classroom
I think meeting with all of the student’s teachers is a really good idea and it is definitely something that I would look to do. I think providing evidence is also essential as one teacher’s assessment of, ‘He’s not that bad in my class’ and another teacher’s ‘He’s a little monster!’ could be based on the same actions. It’s important to quantify exactly what the student is doing. I also would make sure to follow through with any consequences that the student has been warned of and make sure that also teachers on campus know these rules and consequences.
Problem 2: Students are noisy when entering the classroom and take a long time to settle down
Strategies implemented
- Use the student’s energy to your advantage. If students are energetic when entering the classroom, harness this!
- Reorganize the schedule where possible
- Meet with other teachers to try to identify when the issue began and if there was anything specific that triggered it.
- Re-group with fellow teachers in a few weeks and assess how the changes are going.
How I would apply these to my classroom
I really love the idea of using students’ energy to the teacher’s advantage. The students are communicating to you via their actions; they want to move about! They aren’t telling you they won’t want to learn, but they are telling you they want to move. They can learn and move; you just need to design the right activities. I also think it is important to meet with other teachers regularly once strategies are implemented and to follow up and continue with strategies that are working and discard strategies which aren’t.
Activity 2: Responding to Traumatic Stress
We made a padlet as a group.
Physical Abuse
Bullying
Parental Death
Refugee Trauma
Physical Abuse
- Build a connection with the student firstly. While you may not be able to change what goes on at home, you can certainly change what happens in the classroom. Let your students know you care for them and that you are always there to help them. If a student trusts you, they might open up about their home life.
- Explain to the students that the abuse is not their fault. They hold zero responsibility for what has happened. As soon as possible, a teacher should report the abuse to the relevant authorities (follow the school procedures) and take note. Follow up with the report in a timely fashion to ensure your report has been passed on to authorities.
- It is important not to 'over promise' the student here. While you will try to help, you mightn't be able to fix the problem. Don't offer more than you can legally do. Don't confront the offender. Instead make sure the student knows more than anything else that you believe them and you will support them as much as legally able.
Bullying
- Make sure that students have a safe space to talk about bullying. Meet with both parties to discuss and try to find a resolution to the issue. Make sure to avoid trigger words such as ‘bully’ and ‘victim’ and not to take one child’s side over the other.
- Create a positive environment inside the classroom. Make sure to praise students a lot and keep an eye out for symptoms that align with bullying. Intervene before it becomes an issue.
- Connect with the parents/guardians of the students (separately) and first make them aware of what is going on. Make sure to also involve the school in this process.
Parental Death
- Build a rapport with the student so that they are much more likely to confide in you with their issues. By gaining our students’ trust, we can be there for them when they need it. Remind students that though we can’t fix all problems, we can always be there as an ear to listen and as a shoulder to cry on. Remember that as teachers we aren’t parents, but we are parental figures to our students.
- Be understanding. After such a traumatic event, it’s normal for a student’s behavior to change, including the student becoming more quick to anger. Plan for thi. Have a positive time-out space in the classroom where students can go when they feel anger.
- Students who experience parental death often can develop low self-esteem. Try to build up students’ self-esteem through positive praise and by giving all students a chance to praise their classmates.
Refugee Trauma
- Learn more about the topic at hand. Don’t assume you know what the student is going through. Teachers with students with refugee trauma should attend workshops to become more knowledgeable about the issue.
- Listen to the student. Explain to the student that you can’t understand what it was like to have experienced their trauma, but that you will always be there to support them and listen to what they have to say.
- Work together with guidance counselors at the school to provide professional counseling where needed.
- Build a rapport with the student. Students will only confide in adults who they trust. Thus, it is vital to build a strong level of trust with your students so they will be more likely to open up to you.