Description
3 parts for the same project
1.1 PREASSESSMENT
Reflect on your current practices for responding to student misbehavior.
In a well-developed paragraph of approximately five to seven sentences, address the following:
What is one preventative strategy or behavior intervention approach that you use to promote appropriate classroom behaviors?
How do family involvement and an understanding of students’ needs help you when responding to misbehavior?
1.2 KNOWLEDGE CHECK
Read and think about each of the Practice Scenarios above. Then, write a two paragraph response that addresses the following:
Describe how positive peer review can be successfully utilized as a classroom intervention strategy. e sure you are specific to your current teaching situation (e.g., traditional face-to-face, hybrid, or remote).
Explain the function of a Behavior Intervention Plan. Choose three key elements and describe how they support positive behaviors.
Consider the role that school and community-based social workers play in finding innovative solutions to students’ problems. How can schools and social workers work together to develop programs that foster safe and supportive schools?
1.3 FINAL ASSESSMENT
Option 1: Create a three to five minute digital story to share with your colleagues. (First time making a digital story? Search “Digitales” for helpful hints, tools, and resources.) Referencing content from the ebook, Examples, and Practice Scenarios, address each of the following areas related to responding to student misbehavior:
Offer two preventative strategies that promote appropriate classroom behaviors.
Identify two external resources available to you and your colleagues to help in responding to student misbehaviors.
Discuss two behavior intervention approaches/assessments that can be implemented to promote appropriate classroom behaviors.
Share how family involvement and a deep knowledge of students’ individual needs supports and reinforces responses to misbehavior.
This digital story can be created either:
as a narrated PowerPoint (PC) or Keynote (MAC),
or using any different program (with instructor approval).
Submit the project as a .PPT file (or website url for online projects).
Option 2: Write two well-developed paragraphs of approximately five to seven sentences, each referencing content from the eBook, Examples, and Practice Scenarios, addressing each of the following areas related to responding to student misbehavior:
Discuss two preventative strategies that promote appropriate classroom behaviors.
Identify two external resources available to you and your colleagues to help in responding to student misbehaviors.
Discuss two behavior intervention approaches/assessments that can be implemented to promote appropriate classroom behaviors.
Share how family involvement and a deep knowledge of students’ individual needs supports and reinforces responses to misbehavior.
Unformatted Attachment Preview
Knowledge Check 1.2: Responding to Student Misbehavior (Possible Points: 10)
Components
Distinguished
Proficient
Needs Improvement
Failing
7 points
5 points
3 points
0 points
Provides a clear and
Provides an explanation of
thorough explanation of how
how positive peer review can about the benefits of utilizing underdeveloped description
positive peer review can be
be successfully utilized as a
positive peer review and the
of responses to student
successfully utilized as a
classroom intervention
functions of a Behavior
misbehavior. Response may
classroom intervention
strategy. Clearly explains the Intervention Plan. Includes a
not demonstrate a clear
strategy. Thoughtfully
function of a Behavior
brief or vague explanation of
understanding of positive
explains the function of a
Intervention Plan, describing
how school and community-
peer review, Behavior
Behavior Intervention Plan,
three key elements and
based social workers can
Intervention Plans, and/or
describing three key
providing an analysis of how
assist students and
the role of schools and social
elements and providing a
they support positive
description of programs that
workers in developing
Content and Critical
clear analysis of how they
behaviors. Includes a
foster safe and supportive
programs that foster safe
Thinking
support positive behaviors.
discussion of how school and schools.
Provides general information Missing or significantly
Includes a discussion of how community-based social
school and community-based workers can assist students.
social workers can assist
Describes how schools and
students. Describes how
social workers develop
schools and social workers
programs that foster safe
develop programs that foster and supportive schools.
safe and supportive schools.
Includes illustrative examples
from classroom practices as
well as references to course
content as appropriate.
© 2021 Pennsylvania Department of Education. All rights reserved.
and supportive schools.
3 points
Grammar, Mechanics,
and Development
1 point
2 points
0 points
Well-written complete
Response needs some
Comprehensible sentences, Incomplete sentences;
paragraphs of at least five
additional development.
undeveloped paragraphs;
disorganized thoughts; poor
to seven sentences each;
Contains minor grammar
some grammar or spelling
grammar and spelling.
correct grammar and no
and spelling errors.
errors.
Does not adhere to length
spelling errors.
Adheres to all length and
formatting requirements.
Adheres to most length and Does not adhere to all
and formatting
formatting requirements.
requirements.
length and formatting
requirements.
© 2021 Pennsylvania Department of Education. All rights reserved.
Final Assessment 1.3: Responding to Student Misbehavior (Possible Points: 10)
Components
Distinguished
Proficient
Needs Improvement
Failing
7 points
5 points
3 points
0 points
Professionally
Communicates specific and Includes unclear
communicates specific and
relevant information about
information about
does not contain relevant or
relevant information about
responding to student
effectively responding to
appropriate information
responding to student
misbehavior. Identifies two
student misbehavior.
about responding to student
misbehavior. Identifies at
preventative strategies to
Suggested approaches to
misbehavior.
least two preventative
promote appropriate
promoting appropriate
strategies to promote
classroom behaviors, two
classroom behaviors
appropriate classroom
available external
through preventative
behaviors, two available
resources, and two
strategies, external
external resources, and two approaches to behavior
resources, or other
Content and Critical
approaches to behavior
intervention. Includes a
interventions are either
Thinking
intervention. Includes a
segment on how family
inappropriate or vague.
thorough analysis of how
involvement and deep
Includes limited discussion
family involvement and
knowledge of students’
of how family involvement
deep knowledge of
individual needs can
and knowledge of students’
students’ individual needs
support appropriate
needs can support effective
can support appropriate
responses to misbehavior.
responses to misbehavior.
responses to misbehavior.
Suggestions do not provide
Includes several references
clear direction for
to course content and
colleagues seeking to
illustrative examples from
improve their ability to
classroom practice.
effectively respond to
student misbehavior.
© 2021 Pennsylvania Department of Education. All rights reserved.
Response is missing or
3 points
Grammar, Mechanics,
and Development
2 points
1 point
0 points
Well-written complete
Response needs some
Comprehensible sentences, Incomplete sentences;
paragraphs of at least five
additional development.
undeveloped paragraphs;
disorganized thoughts; poor
to seven sentences each;
Contains minor grammar
some grammar or spelling
grammar and spelling.
correct grammar and no
and spelling errors.
errors.
Does not adhere to length
spelling errors.
Adheres to all length and
formatting requirements.
Adheres to most length and Does not adhere to all
and formatting
formatting requirements.
requirements.
length and formatting
requirements.
© 2021 Pennsylvania Department of Education. All rights reserved.
Preassessment 1.1: Responding to Student Misbehavior (Possible Points: 5)
Components
Content and Critical
Thinking
Distinguished
Proficient
Needs Improvement
Failing
5 points
3 points
2 points
0 points
Thoroughly reflects on
Reflects on current
Provides a brief or overly
Reflection is significantly
current practices for
practices for responding to
general reflection on
undeveloped or vague,
responding to student
student behavior. Explains
current practices for
providing little to no specific
behavior. Explains one
a strategy or intervention
responding to student
detail about current
specific preventative
for promoting appropriate
behavior. Explains a
practices for responding to
strategy or intervention for
classroom behavior.
general approach to
student behavior.
promoting appropriate
Provides a discussion of
promoting appropriate
classroom behavior.
how family involvement and classroom behavior, without
Provides a thoughtful
an understanding of
including specific
discussion of how family
students’ needs support
strategies, interventions, or
involvement and an
responses to misbehavior.
external resources that are
understanding of students’
Describes external
useful in responding to
needs support effective
resources that are useful in
student misbehavior. Briefly
responses to misbehavior.
responding to student
describes how family
Describes external
misbehavior.
involvement and an
resources that are useful in
understanding of students’
responding to student
needs support responses to
misbehavior. Response
misbehavior.
includes illustrative
examples from classroom
practice.
© 2021 Pennsylvania Department of Education. All rights reserved.
Grammar, Mechanics,
and Development
Well-written complete
Response needs some
Comprehensible sentences, Incomplete sentences;
paragraphs of at least five
additional development.
undeveloped paragraphs;
disorganized thoughts; poor
to seven sentences each;
Contains minor grammar
some grammar or spelling
grammar and spelling.
correct grammar and no
and spelling errors.
errors.
spelling errors.
Adheres to all length and
formatting requirements.
Does not adhere to length
Adheres to most length and Does not adhere to all
and formatting
length and formatting
requirements.
formatting requirements.
requirements.
© 2021 Pennsylvania Department of Education. All rights reserved.
Responding to Student Misbehavior
Pennsylvania Department of Education
Table of Contents
Introduction ………………………………………………………………………………………………… 3
Classroom Intervention Strategies ………………………………………………………………… 4
Establishing Behavior Intervention Plans (BIPs) and Assessments ………………….. 11
Investigating External Resources ………………………………………………………………… 15
Conclusion ……………………………………………………………………………………………….. 18
References ………………………………………………………………………………………………. 19
At time of publishing, all of the website information was accurate. Due to the nature
of the internet, some of the website information may have changed or become
unavailable. Please see the references section of the corresponding online module
for the most up-to-date information.
Introduction
According to Harry Wong’s enduring book The First Days of School: How to be an
Effective Teacher (2005), dealing with misbehavior from students is a reality for
every teacher. The potential for student behavior problems may be significantly
reduced by the creation of a positive classroom culture and the communication
of clear expectations for conduct. Positive, preventative measures can help to
decrease or eliminate scenarios in which generally well-behaved students are
tempted to join in with the misbehavior of students who are in need of specialized,
individual attention. Instructions are clarified and emphasized with the utilization of
presentation and communication techniques, such as voice control, optimal body
language, and visual cues to emphasize instructions. Unfavorable interactions
between students may be reduced by good classroom layout and careful grouping
of students for collaborative work.
Difficult situations and misbehavior will arise. According to Charlotte Danielson’s
criteria in The Framework for Teaching Evaluation Instrument (2011), “Even
experienced teachers find that their students occasionally violate one or another of
the agreed-upon standards of conduct.” Teachers need to be aware of and become
confident in the use of de-escalation strategies and recognize signs that may be
the precursors to serious confrontations. “The primary goal when responding to
misbehavior is not to punish students, but to end the negative behavior as quickly
– and with as little disruption – as possible, so everyone can get back to learning.”
(Responsive Classroom, 2018). Advice from Tunnecliffe (2007) reminds teachers
that “there are no guarantees, in terms of dealing with difficult and aggressive
behaviour.” However, the chances of a favorable outcome from a challenging
classroom situation are increased by following effective procedures and learned
responses. Deep knowledge of students’ individual needs may help to identify
special accommodations for students with behavioral problems and remove triggers
that prompt misbehavior.
As reinforced through Glasser’s research (1998), teachers are not alone when
dealing with serious cases of misbehaving students. Experienced teacher
colleagues, school counselors, social workers, and school psychologists may be
available to provide support for the student and advice for the teacher. Working in
tandem with the student’s family helps deepen knowledge of the student’s needs
and brings more consistency to the implementation of supportive strategies.
© 2021 Pennsylvania Department of Education. All rights reserved.
3
Classroom Intervention Strategies
Accomplished teachers are attuned to the climate of the classroom, fully aware of
interactions between students, and conscious of the level of student engagement
with learning tasks. The maximization of time on task is achieved by an awareness
of student needs and the implementation of appropriate rules and strategies.
Students with known behavioral issues may be given appropriately differentiated
tasks. Student behavior improves when the teacher actively encourages good
behavior and rewards positive examples when they occur. Some incidents of
negative student behavior are inevitable. A set of principles helps guide the teacher
when responding to instances of misbehavior. Having evaluated the situation to
determine if a misdemeanor actually occurred, interventions should be applied with
minimal disruption to the flow of the lesson, preserve the dignity of students, and
include consequences that match the level of misbehavior (Bedortha, Davis, and
Swartz, 2018). Effective teachers are well prepared with de-escalation techniques
in order to avoid unnecessary conflict and maintain a dignified and professional
relationship with students.
Utilizing Appropriate Time for Tasks and Feedback
Adept teachers recognize that some students lack the skills to sustain concentration
on a single task for long periods of time. Those dealing with stress relating to
poverty, abuse, trauma, or disorders represent some of the most challenging
students in classrooms today. This can be especially true for students who
are identified as operating with attention deficit hyperactivity disorder (ADHD).
Rappaport and Minahan (2018) share that misbehavior is a symptom of an
underdeveloped skill. When they misbehave, it is a sign that they are stuck and
can’t cope. Misbehavior is their way of communicating. LDonline (n.d.) recommends
that academic assignments should be brief and students should be given regular
encouragement by means of prompt feedback about the task they are working on.
Long projects can be differentiated for the target student by breaking them up into
smaller parts. Some teachers even use a timer to ensure that time spans are not
excessive. Extra, short breaks may also help progress during long periods of class
work. Villodas, McBurnett, Kaiser, Rooney, and Pfiffner (2014) suggest parents can
support the academic growth of students with ADHD in collaboration with school
professionals. Consistency in rules and expectations in both home and school can
support students’ social and behavioral functioning.
Proactively Involving Physical Activity and Differentiated Lessons
with Followup Assessments
Some students are unable to function for long periods without some form of
movement or physical activity. The teacher may assign tasks with the specific
purpose of providing an opportunity to satisfy this type of student’s need for
movement. Examples may include asking the student to: run an errand to the
© 2021 Pennsylvania Department of Education. All rights reserved.
4
school office, distribute a set of papers to the class, water classroom plants, or
deliver a note to a colleague. Other possible physical activities, some of which work
well in a remote setting, include working a piece of clay, squeezing a stress ball, or
even sharpening a set of pencils.
According to the Center for Responsive Schools (Lynch & O’Grady, 2020), “A
sense of playfulness in the classroom can help students feel more comfortable
and creative in their learning. Not only can playfulness coexist with the serious
and important work of school but it can enhance and support that work by helping
students feel more open, at ease, and engaged.” For elementary students, try
activities that include movement, music, and rhyme. Middle school students may
prefer creating their own rules for games.
A well-designed physical classroom layout allows for smooth circulation without
the congestion and associated problems of students bumping into tables and one
another. Students with ADHD may find sitting still especially difficult and should be
allowed controlled opportunities for movement or be permitted to work standing up.
Teachers need to recognize that students may be able to sit still some days and not
others. Adaptability by incorporating opportunities for movement is needed for some
students to complete longer learning tasks without excessive frustration or negative
responses.
Consistent Use of Rules, Procedures, and Routines in the
Classroom
An efficient teacher establishes clear parameters for behavior by involving students
in the creation of classroom rules. The teacher strengthens those rules with a
consistent and transparent application in the face of transgressions. Rules are more
effective when few in number. Important classroom rules specify how students
will treat one another, participate in learning, and ensure that the classroom is
safe, orderly, and clean. Rules are better accepted by students when they are
clearly explained, created with student input, and the behaviors they represent are
continually modeled by the teacher.
Students should see that appropriate consequences follow when rules are broken.
Consequences should generally be restricted to the identified offenders. Teachers
are guaranteed to alienate many students if they make the beginner’s mistake of
punishing a whole class for the wrongdoing of one or two students. The exception
may be when a class incentive scheme is used to reward the whole class for a
sustained positive behavior, such as punctuality. Under those circumstances, when
insufficient points are tallied for the class, students are likely to view the loss of
incentive as a fair consequence. Students who are prone to misbehavior and rule
breaking need extra teacher attention in order to guide them away from incidents
that will surely lead to negative consequences.
© 2021 Pennsylvania Department of Education. All rights reserved.
5
Employing/Modeling Appropriate Acceptable Alternative
Behaviors
By setting clear expectations and modeling classroom routines, teachers assist
students in making appropriate behavioral decisions. When an outside observer
enters your classroom, it should be evident, “either from what the teacher says, or
by inference from student actions, that expectations for student conduct have been
established and that they are being implemented” (Danielson, 2011). Frequent
use of praise and a measured use of reprimands have been shown to be the most
effective way to provide verbal feedback to students regarding desired behavior
(Spilt, Leflot, Onghena & Colpin, 2016). However, the content of teachers’ verbal
messages or reactions to incidents is only a part of the total message received
by the class. Students take note of every nuance of the teacher’s tone and body
language as they process their response. The calm teacher is able to model
expectations for courteous and supportive behavior—especially during stressful
situations. Students will quickly lose respect for a teacher who is inconsistent,
moody, temperamental, or aggressive. In The First Days of School: How to be an
Effective Teacher (2005), Wong reinforces that modeling is one of the most effective
strategies teachers can use.
Metacognition, the practice of thinking about your thinking, is an instructive way for
the teacher to model thinking out loud with students when faced with a classroom
problem and looking for a solution. Teachers do occasionally lose their good temper
or forget to follow through on promises. Apologies and an admission of error may
turn the mistake into a learning moment that serves to maintain the respect of
students. Students themselves model plenty of examples of good behavior that
may be highlighted as examples for others to follow. Compliments earned for good
application to a task, or cooperation with peers, serves to reinforce the goal of
positive behavior.
Consistent Use of Visual and Auditory Cues
In the Framework for Teaching Evaluation Instrument, Danielson (2011), Charlotte
Danielson describes how experienced teachers, “attuned to what’s happening in
the classroom,” are able to subtly move around and help student students (p. 41).
Chandra (2015) offers the importance of knowing what is going on in the classroom
at all times and refers to theorist Jacob Kounin’s labeling of “with-it-ness.” Some
teachers seem able to anticipate incidents before they happen and see situations
with what seems to be x-ray vision. Classroom awareness, alertness, intuition,
and confidence develop with experience. Students sense when a teacher is in
control of the classroom and are therefore less likely to create diversions from their
learning activity. The proficient teacher is able to employ effective body language,
choose positions in proximity to likely trouble spots, and maintain control with a
well-practiced look. Responses such as continual nagging, repeated warnings,
and excessive dialogue with students take up valuable time and are ineffective in
© 2021 Pennsylvania Department of Education. All rights reserved.
6
creating a positive learning environment. Accomplished teachers hone their skills
in noticing tiny movements and sounds and body positions of students in order to
anticipate incidents and create an atmosphere of calm control.
Behavior Modification Strategies
Response to Intervention (RTI). Response to Intervention (RTI) is a proactive
initiative. It is a multi-tiered system of support (MTSS) framework (as seen in Figure
1) that is applicable to all students and helps to avert failure by identifying and
supporting students who are challenged by academic or behavior issues. RTI refers
to the methodology used in determining the rate of growth and a student’s level of
performance. The process of universal screening seeks to identify any students
with learning disabilities and intervene with an appropriate level of support. Tiered
Interventions are based upon the needs of each student. Pennsylvania Department
of Education uses a three-tier model of assessment and support (Response to
Intervention (RTI), 2021).
Figure 1. The Pennsylvania Multi-tiered System of Support framework.
All students are screened three to five times a year using benchmark assessments.
The majority of students (about 80 – 90%) fit into Tier One and require no
intervention to supplement the core instruction they receive. Some students
(roughly 5 – 15%) in Tier Two are identified as needing intervention for academic
or behavioral performance, and their progress is checked twice a month. A few
students (approximately 1 – 5%) performing significantly below grade level are given
intensive intervention, monitored weekly, and designated as belonging in Tier Three.
Proximity control. The relative position and orientation of the teacher and
students in the classroom are crucial to maintaining classroom control. Students
who believe they are out of the line of sight may be tempted to find alternative
© 2021 Pennsylvania Department of Education. All rights reserved.
7
activities for amusement or take the opportunity to misbehave in the reasonable
belief that the chance of being caught is small. A savvy teacher will move around
the room, keeping their eyes to the class rather than facing a nearby wall, and
frequently change their field of view. When in deep discussion with one student,
the teacher still needs to maintain oversight by regularly glancing up to check the
room. Misbehavior is less likely to occur when the teacher creates an impression of
constant surveillance around the room. Classroom management strategies can help
to reduce the likelihood of students becoming emboldened enough to misbehave.
The layout of desks or tables can help by allowing the teacher easy access
between students. A controlled seating plan helps place targeted students closer to
the teacher’s home position and not in a back corner.
Conflict Resolution/De-escalation Strategies
Teachers are better able to deal with conflict and seek constructive outcomes when
the problem is approached using an established protocol. Riley (2017) shares the
Restorative Practices (RP) approach, a protocol with nine affects in which teachers,
administrators, and other school personnel work together to understand “student
affects” ranging from the most positive to the most negative as seen in Table 1.
The Nine Affects
Positive Affects
Neutral Affects
Negative Affects
•
Enjoyment – Joy
•
Interest – Excitement
•
Surprise – Startle
•
Shame – Humiliation
•
Distress -Anguish
•
Disgust
•
Fear – Terror
•
Anger – Rage
•
Dismell
Table 1. The Restorative Practices approach.
Instead of removing a student or students from the classroom, teachers are
encouraged to privately engage the student(s) in a restorative conversation. Riley
(2017) suggests introducing the following small steps:
1. Introducing class-wide circles on a regular basis
2. Responding to conflict with a conversation
3. Incorporating entire class voice for determining consequences and next
steps
4. Modeling compassion and empathy
© 2021 Pennsylvania Department of Education. All rights reserved.
8
When conflicts occur between students, it may be possible for the teacher to
facilitate an agreeable resolution. Skillful teachers learn facilitation skills in order to
increase the likelihood of acceptable outcomes. The role of a facilitator is to help
the participants, not to impose a solution. The teacher may be able to help both (or
several) parties verbalize the issue, identify common ground, and find a resolution.
Shared Solutions (2007) describes a number of features of effective facilitation:
•
Work with an agreed agenda.
•
Prevent interruptions or abusive behavior.
•
Encourage active participation by each party.
•
Help to clarify the situation with an inquiry approach.
•
Encourage discussion about realistic solutions.
•
Allow participants to respectfully, agree to disagree.
I-statements, using three or four connected phrases, may be used effectively by
both children and adults when impacted by negative behavior from peers. They
allow students to assert a position and explain their concerns in order to begin a
discussion aimed at conflict resolution. The structure of the I-statements formula,
laden with an emotional element, is shown below in Figure 2.
Figure 2. The I-statement formula.
Confident Counselors (2018) describes a seven-stage observed process (as seen
in Figure 3) that details the escalation and de-escalation of incidents from students
with behavior problems. Understanding the cycle of behavior escalation may enable
a teacher to recognize the signs leading to an outburst and take steps to calm the
situation. The seven stages are shown in the diagram below.
Students remain in the calm, first stage until a trigger alters their behavior. Triggers
may be based in the school or can be home-based. School-based triggers can
include conflicts with classmates and teachers, academic challenges, or routine
change. Triggers can arise outside of school, such as family conflicts, sleep
deprivation, inappropriate nutrition, prescribed medications, or prohibited drugs.
The teacher may be able to identify some triggers, especially when they are rooted
in academic tasks, and try to avert the negative response. Signs of agitation are
obvious when a teacher is familiar with the behavior and habits of the student.
Indicators may include lack of eye contact, hand movements, and preoccupation.
Reassurance, encouragement, and perhaps a change of activity may help the
student and defuse the escalation. The acceleration stage marks the beginning of
conflict. The student may provoke others in the classroom, become defiant, use
© 2021 Pennsylvania Department of Education. All rights reserved.
9
offensive words and damage books and equipment. The acceleration stage is the
very last point at which the teacher can make a difference to the level of severity
of the incident. Skillful teachers will keep calm, speak with a soft and unemotional
voice, use the student’s name, and attempt to address the specifics of the behavior
rather than the student as a personality. The peak phase of a serious incident
may include threats of/or actual violence to persons and damage to property.
The teacher needs to focus only on student and personal safety, seek help from
colleagues, and only intervene where physical safety is threatened. De-escalation
will follow the peak stage when the student’s anger is spent. At this point the student
needs personal space to complete the return to the calm stage. It may be that the
student needs to be collected by parents or spend time out of the classroom. When
the student remains in class, undemanding tasks that occupy the attention of the
student are beneficial to help return things to normal.
Figure 3. Seven stages of the behavior escalation model.
© 2021 Pennsylvania Department of Education. All rights reserved.
10
Establishing Behavior Intervention Plans
(BIPs) and Assessments
In 2020, the Center on PBIS created a PBIS behavior teaching matrix for
remote instruction designed to support teachers who were teaching in a remote
environment. The brief recommends maintaining the same behaviors that were
expected in the traditional environment; defining expectations around activities
rather than physical locations; identifying online-specific expected behaviors such
as the use of video, audio, and chat; and having students co-create examples of
what the expected behaviors look, sound, and feel like.
As part of their individual educational plan (IEP), students with serious behavior
problems may require a behavior intervention plan (BIP). The purpose of a BIP is
to define behaviors in need of change and indicate any interventions designed to
effect change. A BIP is based upon the premise that behavior is predictable and can
be altered. The BIP should include the following components:
•
Results of previously tried interventions.
•
Specification of the targeted behavior.
•
Description of selected interventions.
•
Nomination of personnel involved.
•
Procedures for data collection.
•
Expectations for behavior changes.
•
Specifications for measuring interventional success.
•
A review schedule.
•
Protocol for sharing home – school information.
According to Mauro (n.d), a BIP makes use of information gathered by observations
in order to develop a clear plan to support the student in managing behavior
problems. The BIP may recommend changes to the classroom environment,
strategies to reward good and redirect negative behavior, and the provision of
appropriate support. Appropriate use of BIPs helps shape a positive classroom and
school-wide culture, improve teacher-student relationships, and can help prevent
bullying behavior (DeShannon Lawrence, 2017).
Assessing Students’ Social and Emotional Needs
Romney (2018) describes a number of the social and emotional needs of all
students in order to succeed in school and function as adults These skills include:
•
recognition and management of emotions,
•
development of feelings of care and concern for others,
•
establishment of positive relationships with peers,
•
responsible decision-making, and
•
constructive and ethical handling of challenging situations.
© 2021 Pennsylvania Department of Education. All rights reserved.
11
Students need to know how to “calm themselves when angry, make friends, resolve
conflicts respectfully, and make ethical and safe choices.” Many school curricula
include instructional outcomes that address personal and social functioning.
Underpinned by CASEL’s five components of social-emotional learning (selfawareness, self-management, social awareness, relationship skills, and responsible
decision making), Insights to Behavior (2020) recommended five elements of
classroom management that positively influence SEL:
•
Steady routine
•
Clear, concise instructions
•
Designated course of action
•
Personal conferences
•
Recorded observations
“Empowering students to ascertain their personal strengths while making them
feel valued and strengthened is something that will serve them well them [sic]
throughout the entire course of their academic and professional careers.”
Developing and Adjusting Strategies Appropriate to Students’
Needs
Reacting to challenging behaviors only tends to exacerbate the situation and can
also create a negative cycle of interactions. Experienced teachers recognize the
differentiated needs of students and address them with appropriate classroom
strategies. Morton (2018) shares seven strategies, recommended from the
American Academy of Pediatrics, that can help break the student misbehavior
cycle:
1. Ask why the challenging situation is occurring
2. Stay calm, take a deep breath, or even step away
3. Respond with compassion
4. Ask “what happened?” instead of “why?”
5. Set a goal for 5:1 positive to negative interactions
6. Rephrase requests in a positive way, and
7. Offer controlled choices
Conflicts may be avoided when teachers and students work together and each
recognize that certain learning situations lead to the student giving up or being
confrontational. Modified assignments and the avoidance of known triggers may be
sufficient support for the student to function well in the classroom and make optimal
academic progress.
© 2021 Pennsylvania Department of Education. All rights reserved.
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There are many different approaches to addressing behavior problems that take
the needs of individual students into consideration. One ap
