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1. Chapter 8
Responding to Violations of
Rules and Procedures
Comprehensive Classroom Management, 9th Edition
© 2009 Pearson Education, Inc.
All rights reserved.

2. Appropriate and Effective Responses
Infrequent Behavior
 Academic  Social
 Assume student is trying  Assume student is not
to make correct trying to make correct
response response.
 Assume error was  Assume error was
accidental deliberate
 Provide assistance  Provide negative
 Provide more practice consequences
 Assumes student has  Practice not required.
learned skill and will  Assume student will
perform in future make right choice and
behave in future.
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 2

3. Learning Goals
 How to develop an effective classroom system for
responding to behavior that disrupts the learning
environment
 How to respond effectively to minor disruptive
behaviors in a classroom or school setting
 How to respond to major disruptions and defiant
student behavior
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 3

4. Frequent behavior
 Academic  Social
 Assume student has learned  Assume student refuses to
the wrong way cooperate
 Assumes student has been  Assume student knows
taught the wrong way what is right and has bee
 Diagnose the problem told often
 Identify misrule or  Provide more negative
determine more effective consequences
manner in which to present  Withdraws student from
the material normal consequences.
 Adjust presentation  Maintain student removal
 Assume student has been from normal consequences
taught skill and will perform  Assume student has
correctly in the future “learned” lesson and will
behave in future.
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 4

5. General Concepts and Methods in Responding
Effectively to Inappropriate or Disruptive Behavior
1. Arrange seating patterns so that you can 12. The intervention should not be greater than the
easily access all students disruption
2. Scan the class to respond to problems and 13. Monitor your own anger
needs 14. Remain calm: Positive ripple effect is
3. State expectations clearly associated with a calm and immediate
4. Ignore behavior response
5. Use proximity control 15. Speak courteously
6. Place note on student’s desk 16. Make eye-contact and be aware of non-verbal
7. Involve student in story or questions message
8. Increase interest with humor or topic of 17. Remind students of classroom rules
interest 18. Use I statements
9. Make contact-- When misbehavior occurs- 19. Provide students with choices
make quiet contact with student 20. Remind students of the positive consequences
10. See if student needs some assistance associated with behaving
11. Use a signal that you would like the 21. Reinforce students who are close by and
behavior to stop behaving appropriately
22. Focus on positive behavior-quietly reprimand
few
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 5

6. Teacher Effectiveness Training
(TET)
 Gordon believed that teachers should
express a concern about student’ behavior
that affects the teacher by employing I-
messages consisting of three components:
 a. the personal pronoun I
 b. the feeling teacher is experiencing
 c. the affect the students behavior is having on the
teacher
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 6

7. Responding to Defiant Behavior
 Prepare students for situations that may be difficult
 An once of prevention is worth a pound of cure
 Build a positive relationship bank account with known power
strugglers
 Having a relationship with the students has been proven to reduce
problem behavior
 Ensure That Your Requests Have Been Made Clearly, Politely, and
Firmly
 When cuing students regarding their behavior, it is more effective
to use the word reminder or refer to the “agreed” upon rules than to
use the word warning
 Model Self-Control
 Teachers can get pulled into a power-struggle with the student.
Remain calm. Sometimes students
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 7

8. Respond Thoughtfully and with
Purpose to Deescalate the Behavior
 1. Expand on the active-listening techniques
when you identify the feelings the student might
be feeling
 It sounds like you’re frustrated
 2. Send an I message—I would be angry too, if I
thought I as asked to complete something I didn’t
know how to do
 3. Offer Assistance
 Provide options
 Predict a positive choice and its consequences
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 8

9. Respond Thoughtfully and with
Purpose to Deescalate the Behavior
 6. State the expectation in a positive manner
 7. Review available options and consequences,
and give the student space and time to make a
choice
 8. Walk away
 9. Clarify that the student must make a choice
 10. Give the student an errand to run
 11. Help students develop a menu of coping
strategies
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 9

10. Sequence to De-escalate Behavior
 Phase I: Validating/Clarifying
 Validate the underlying feelings
 Help them understand the impact of the behavior on others
 Help them understand that behavior violates rules
 Phase II: Choices/Options—Educative Function
 What would be a better way?
 What would be a better choice
 Would you like to take a few minutes in the quiet area?
 If you continue to violate, you would be choosing to work this
our with the principal
 Phase III: Invitation
 I am sure we can work this out
 You’re been making good choices lately, I know we can solve
this
 I really want you to stay here and solve the problem
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 10

11. Handling Violent Student Behavior
 An ounce of prevention is  Dress in a manner that
worth a pound of cure minimized risk of injury
 Teacher tension can often  Remind misbehaving students
agitate crisis behavior of the consequence of their
behavior
 Always remain calm  Allow verbal venting
 Lower your voice  Ignore irrelevant comments—
 Slow your rate of speech Redirect student back to
 Arrange the environment to problem
minimize risk  Provide choices
 Give the student space  Set limits
 Be aware of your body stance  Use Physical restraints
 Once the student is calm, teach
alternative appropriate ways to
deal with anger
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 11

12. Using Time-Out
 The use of time-out is controversial
 Make the time-out into a problem-
solving/solution room instead of punishment
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 12

13. Dealing with Bullies
 Make sure you provide support for the victim
 Do not reinforce the aggressor
 Let bully know that their behavior is not
acceptable
 Deal with bully firmly and clearly
 Remove bully from setting until the bully
 understands why his/her behavior is unacceptable, including
how it impacted victim and school
 practice behaviors her/she could use in the future situations to
meet his needs without creating an unsafe classroom
 Develop school-wide plan
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 13

14. The Role of Reinforcement in Encouraging
Students to Act Responsibly
 Rewards positive behavior
 Need to be weaned off at appropriate time
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 14

15. Why Problem Solving Rather
than Punishment?
 Students need support and assistance
 Punishment inhibits learning
 Punishment does not change behavior
 Punishment allows student to project
blame
 May create a negative attitude
Comprehensive Classroom Management, 9th Ed. © 2009 Pearson Education, Inc.
All rights reserved.
Jones & Jones 15

16. End of Chapter 8
Comprehensive Classroom Management, 9th Edition
© 2009 Pearson Education, Inc.
All rights reserved.