Managing Behavior
- Stephanie
- Nov 12, 2019
- 4 min read
Managing undesirable behaviors can be challenging in any classroom, but it is important to have consequences that are consistent and appropriate for the action. One of the most important things we as educators must remember is that there is an underlying cause to the student's behavior. Consistent, undesirable behaviors can be the most draining for educators because it takes so much of your time away from teaching and other students are left sitting there while you manage a behavior. Setting up consequences that are meaningful and consistent is the key to managing student behavior while still incorporating social emotional learning into the process.
Some behaviors are very minor compared to others, and as such, deserve consequences that are less "severe" but still meaningful. For example, having a student who continuously talks to a neighbor on the carpet during whole group instruction can be very distracting to those around them. A natural and consistent consequence could be to have that child bring their seat to the back of the group, and sit on their seat while you continue to teach the lesson. Have a quick conversation with the student explaining that they aren't managing their learning due to their conversation on the carpet, so now you are going to help them by having them sit in a way that allows them to focus on the lesson. This is a quick, concise, and meaningful consequence to the child's behavior. It takes very little time away from the lesson and is very direct with the student as to why they are being asked to sit on a seat at the back of the group. For minor behaviors, you want to develop and implement quick, concise, and meaningful consequences that are appropriate for the behavior that was displayed. For more examples check out the picture in the slideshow below with more sample consequences for minor behaviors.
Just like some behaviors are minor, some behaviors are major. These behaviors require more in-depth consequences that will make an impact on the student but still allow the student to grow in
their social emotional learning. I consider "major behaviors" to be that of touching other students impolitely (in the face, punching, hitting, kicking, etc.), calling another student a name that produces negative feelings about one self (stupid, idiot, dummy, etc.), damaging school property (snapping pencils, drawing on the floor, drawing on the table, taking items from the school, etc.), and taking property from another student. These behaviors also need to have consequences that are appropriate and meaningful so that the child can become more self-aware about their behavior choices and reflect on those choices. For these behaviors I have the student visit the "cool down corner" (previous post!) to self reflect on their behavior while I continue with the lesson and reach a point (within 2-3 minutes) where the rest of the students can work on a related activity so that I can visit the student in the cool down corner. When I visit the student we discuss their behavior, what led them to make that choice, how they are feeling, and what they will do next. Then I have them complete a simple behavior form that they then take home to help them communicate with their family. Along with this form I have natural consequences in place as well. For example, if a student is drawing on the carpet with a marker instead of their paper, they lost the privilege of using markers and can only use crayons. Another example would be if a student chose to call another student a name, they would have to visit the feeling bench with that student so that they could hear how that student now feels as a result. The "victim" would also tell the student what needs to be done to fix their feelings. If the behavior was physically aggressive and much more than the students playing roughly together, the student would visit our principal after talking with me in the cool down corner.
Regardless of the severity of the behavior choice made, students must have consequences that are consistent and appropriate. If you develop a consequence for students who call out, then implement that consequence every single time it happens. By keeping your consequences consistent the behavior will begin to decrease because the students know that the consequence is still present and will enforced. As educators we always talk about consistency being key for student success, that ideology goes for behavior reinforcement as well. First develop consequences that are appropriate and natural for the behaviors that are occurring in your classroom. Once you have those consequences, implement them every single time that behavior occurs. It may be exhausting at first, but it will begin to make a difference as those behaviors will decrease and your students will become more self-aware about their choices and better manage their own behavior. Check out the image gallery below for some ideas, visit my Teachers Pay Teachers store for some great resources, and if you need something specific...use that "Get In Touch" button at the top to send me an email!
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