Before you can try to change a student behavior, you must properly identify that behavior.

The identification must be specific; for example, the talker, the cheater, the bully. Therefore, in the first step, you must specifically identify the behavior based on its characteristics. Pinpointing what the student does and says is vital because it will allow you to proceed through the process of changing the unacceptable behavior to acceptable behavior. It helps you avoid making generalizations about behavior and helps you zero in on the exact behavior you want to change. Once you get a clearer picture of what you are dealing with, it will be easier to describe the specific problem behavior to the student, to colleagues, and to parents. Understanding the effects of the behavior is another vital part of your preparation for dealing with that behavior. It is important to be able to point out how the behavior actually affects the teacher, classmates, and/or the learning environment in the classroom. To suggest any solution, without first identifying which areas the behavior is affecting, is useless. If you first take the time to observe the effects of the behavior in question, you'll find it much easier to pursue workable solutions designed to bring about positive and constructive change. It should be noted that a student's behavior often affects only the teacher. Yet, if the student's behavior prevents the teacher from teaching, some changes in the behavior are necessary. Recognizing that the behavior affects only the teacher does prevent negative teacher action such as saying he or she is bothering the rest of the class. Attention Most students gain attention through normal channels. However, for some students, misbehaving is the only way of gaining attention. Most commonly, these students are the ones who speak out without permission, arrive late for class, or make strange noises which force class or teacher attention. They are all misbehaving for the purpose of gaining attention. Attention is the need which must be met. If they cannot get attention in appropriate ways, they will misbehave. Remember, giving attention reduces potential problems and cures current ones. You can identify Attention as the cause for inappropriate behavior by the feeling the behavior generates within you. When Attention is the reason for the misbehavior, you will generally feel Annoyed. Power We all have the need for power. Students express this need by open dissent, by refusal to follow rules, or by being controversial. Remember, these students usually feel defeated if they do as they are told. They truly feel that more power is the answer to all their problems. If they cannot gain power in appropriate ways, they will fight to gain it in inappropriate ways You can identify Power as the cause for inappropriate behavior by the feelings the behavior generates within you. When Power is the reason for the misbehavior, you will generally feel Threatened. Power

The need:

to to to to

have the ability to act. have control over one's own and/or other people's lives. gain authority, responsibility, and/or cooperation. have certain rights and privileges.

Students who have these needs are easy to identify. They:

Status

fight decisions. want a title, authority, and/or responsibility and the rewards that accompany these positions. speak out during class. like to have the final say. often think they "know it all."

The need:

to to to to to

be significant. count, to be a "somebody." be a vital part. change the status quo. have one's say.

Students who have these needs are easy to identify. They:

are easily insulted. think people look down on them. want information before others get it. "go crazy" if decisions are made without consulting and/or considering them. make themselves appear superior by making others appear inferior. often put people down and attempt to put others in their place. like to label others, prejudge those they meet, and judge everyone critically. are joiners. take on more than they can achieve. are extremely concerned about personal appearance and what things they own. Mistakes Often our solution to misbehavior in the classroom is to react to the behavior personally rather than approach the problem professionally. This section points out possible teacher reactions which may compound or perpetuate the problem. Its purpose is to help teachers avoid mistakes commonly made in dealing with certain types of behavior. These errors are destructive to the teacher, the student, and the rest of the class.

Effects: How behavior affects teachers, classmates, and parents in the school learning environment and the home family situation. 1. Others' feelings are hurt. 2. Classmates become angry. 3. Teacher is irritated and angered. 4. Cooperation and harmony in the classroom are destroyed.

5. Teacher may feel that he/she is not doing a good job with the class because of inability to control and direct the behavior of the name caller. 6. Classmates may develop a poor self-image because of such a student. 7. Classmates may adopt name-calling behavior. The Arrogant Behavior: Specific attitudes and actions of this child at home and/or at school. 1. Generally very bright. 2. Has an inflated ego. 3. May excel in one area, such as athletics, and be arrogant as a result. 4. Often ill-mannered and disrespectful of classmates, teachers, and parents. 5. Probably behaves equally badly at home. 6. Often questions the purpose of teacher decisions, requests, and/or assignments. 7. Will speak out and say things like "This is dumb," or indicate that others don't measure up in some way. 8. Always seems to be asking, "Why?" in a belittling manner. 9. Often fails to complete routine assignments or comply with basic rules and regulations. 10. Questions teacher's knowledge and authority, and will often present facts and ideas in the hope of contradicting the teacher or showing that the teacher's knowledge, performance, or thinking is inadequate. 11. Does not appear to like other people. 12. Acts superior. However, the key to this behavior is that the student makes him/herself look superior by making others look inferior. The Snob Behavior: Specific attitudes and actions of this child at home and/or at school. 1. Acts as if he/she were better than everyone else, including the teacher. 2. Has a little clique of friends. 3. Thinks he/she can make a special set of rules for him/herself. 4. Cruel and inconsiderate to peers, inside and outside the clique. 5. May do what he/she wants to in class, regardless of lesson being given. 6. Often tries to seize control of class.

7. Very critical of others, including parents, teachers, and peers. 8. May be an attractive child, be from a wealthy home, or have exceptional academic ability and record of achievement. 9. Looks down on people who don't live in the "right" neighborhood, belong to the "right" clubs, dress the "right" way, or have the "right" values. The Blabbermouth Behavior: Specific attitudes and actions of this child at home and/or at school. 1. Has a compulsive and uncontrollable need to talk about someone or something. 2. Tells tales and is a known source of gossip. 3. Spreads rumors and drops innuendos. 4. Will talk to anybody, anytime, about anything he/she knows and considers significant. 5. Wants and needs only a listener. 6. Would reveal the life secrets of a best friend to any stranger who would provide a listening ear. 7. Has a social problem caused by a distorted self-concept. 8. Seeks attention by telling secrets. 9. Experiences fear, anxiety, and rejection, which lead to the offensive behavior. 10. Doesn't care what he/she talks about, as long as he/she can talk to someone. Will even run him/herself down. The Blurter Behavior: Specific attitudes and actions of this child at home and/or at school. 1. Speaks out automatically-without permission; acts compulsively. Behavior appears overanxious. 2. Answers when others are called upon. Interrupts when others are talking. 3. Speaks out before teacher finishes speaking. 4. Makes comments during conversation which are irrelevant to the topic at hand. 5. Seeks attention. 6. Oblivious to the needs of others. 7. Seems to lack a sense of fair play. 8. Often slow to complete tasks. However, is quick to promise and seems to have good intentions. Regardless, a lack of follow-through is common.

9. Different from the talker; while the talker talks all the time, this student simply blurts out his/her thoughts spontaneously for the world to hear. Tips: 1. Recognize the warning signs of disruption. Obviously this comes with practice of classroom management. However, some signs are fairly obvious. 2. Sarcasm should be used sparingly if at all. If you do use it, make sure you know the student who you are using it with well. Many students do not have the capacity to know that sarcasm is not meant to be taken literally. Further, other students could find your sarcasm as inflammatory which would defeat your purpose of greater classroom management. 3. Consistency and fairness are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, you will not be seen as consistent. You will lose respect and disruptions will probably increase. Further, if you are not fair in your punishments, making sure to treat all students fairly then students will quickly realize this and lose respect for you. You should also start each day fresh, not holding disruptions against students and instead expecting them to behave. 4. It's easier to get easier. Start the year very strict so that students see that you are willing to do what it takes to have your classroom under control. They will understand that you expect learning to occur in your room. You can always let up as the year goes on. 5. Rules must be easy to understand and manageable. Make sure that you don't have such a large number of rules that your students can't consistently follow them.