Please enable JavaScript.

Coggle requires JavaScript to display documents.

Disruptive behaviors (Disrespectful (Interventions (Tier 1 (Acknowledging…

- - - - Acknowledging Positive Behavior
        Recognizing students for following rules, directives, directions, participating, etc, is one of the most effective tools for managing, promoting, and correcting undesired behaviors.
        Middle school students are not kids but they are not adults either. So they need to treat as adults but they should be given clear guidelines.
        To fully understand, the positive behavior expectations should be elucidated in order to clarify the behaviors and provide a clear understanding for students in the middle school(Regina M,2018). So students acknowledge what a teacher expects from the students in certain situations. PBS Expectation Matrix would be a good idea to post on the wall. Define expected behaviors and locations in the matrix.
      - Acknowledging misbehavior with non-negotiable boundaries of behaviors
        When a teacher has several or more students who consistently disrupt learning and behave disrespectfully, it’s a sign the teacher has lost control of the class or never had it to begin with. It’s a classroom management problem, not an individual student problem. And the only way to fix it is to start over from the beginning(Michael, 2016).
        It’s to establish sharply defined, non-negotiable boundaries of behavior for all students that are designed to protect teacher’s freedom to teach and the students’ freedom to learn.
        Create a clear, no-nonsense classroom management plan that covers every possible misbehavior. Teach, model, and practice it so there are no misunderstandings or excuses not to follow it. Middle school may take several days to see results(Michael, 2016).
      - Praise when good attitude and involvement occur
        Teacher praise is one tool that can be a powerful motivator for students. The power of praise in changing student behavior is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations (Burnett, 2001). As with any potential classroom reinforcer, praise has the ability to improve student academic or behavioral performance.
        It is worth noting that, while most students in elementary grades may easily accept public praise, evidence suggests that middle and high-school students actually prefer private praise (Burnett, 2001). So, when in doubt with older students, deliver praise in private rather than in public. To increase Effectiveness of praise, describe noteworthy student behavior. Even though the good behavior is not relative to ‘being respect’, praise will improve your relationship with the students and eventually it will improve respective behavior too.
    - - Daily Behavior Form/ReportCards/Chart
        Ongoing communication between home and school is an important component to behavior plans. Daily Behavior Report Card can be a very easy, efficient and helpful way of motivating students as
        well as informally monitoring behavioral improvement with intervention(Seth, A.).
    - - Counselor Referral
        School counselors can support teachers and students experiencing social-emotional issues by providing consultation as experts. Counselors usually mastered and equipped a certification in school counseling. School counselors collaborate with teachers and parents on intervention of student’s academic and social/emotional needs, which is
        essential in removing barriers to learning and developing skills and behaviors critical for academic achievement.
- - - - Teach Social Skills
        Some youth lack certain basic skills for successful social interactions, such as joining a game, sharing, or negotiating a problem. If the youth is not seriously behind in social skills, a few sessions of role playing some of the circumstances in which he/she struggles can provide practice and a script for successful interactions with peers.
        If youth do not learn adequately through immediate and ongoing educational consequences for these relationship skills, they may need more formal training to develop the social skills, emotional and behavioural regulation, and social understanding that is expected at their age.
      - Emotional and Behavioural Control
        The ability to regulate emotions and behaviors underlies both academic and social success. Some youth who bully have excellent regulation and are usually popular. Other youth who bully may lack these important skills because they have not learned them within their family relationships, where such important learning typically takes place in the early years. The goal is to help youth calm down so they can think systematically about what the problem is and how to solve it. By helping children recognize how their bodies feel when they are aroused and what it feels like to be calm, you can help them stop when they are getting over-excited, then use a regulation strategy (such as deep breathing or counting to 10) to calm down before responding.
      - Teach coping Skills
        Coping skills refer to the skills that a child or youth is able to use when faced with challenges or difficulties. If the child or youth is not able to control his/her emotions and think clearly about the problem, he/she might experience emotions that make it more difficult to cope, such as anger, anxiety, and sadness. By role playing with the child, you can help him/her stop and think about how to solve a problem by using either words to express feelings or by walking away to calm down before returning to address the challenge.
    - - Call parent or note home
        Youth are afraid to call their parents and it causes worse behavior if a teacher tries to involve parents too early. So I recommend to use this intervention for Tier 2 after Tier 1. Also, rarely do parents respond the way a teacher hopes they would when a teacher confront them about their child's bad behavior. If the teacher intends to call the bully's parents, be sure the teacher is prepared for a negative reaction. If you intend to call the bully's parents, be sure you are prepared for a negative reaction.
        Parents must monitor their Own Behavior Too. One of the problems that nearly all schools have to deal with at some time or another is bullying behavior on the part of a parent. A parent who is angry and threatening school personnel solves nothing and makes life more difficult for his/her child. Unfortunately, the parent who engages bullying behavior often exhibits this behavior both toward school personnel and his/her own child (Dorothea).
    - - Collaboration With Student’s Physician And/Or Mental Health Provider
        Bullying may seriously affect the mental health, physical health. Youth who bully others are more likely to exhibit
        delinquent behaviors, dislike school, drop out of school, bring weapons to school, think of suicide and attempt suicide, drink alcohol and smoke, and hold beliefs that support violence(Cooket al., 2010; Klomek et al., 2008; Nansel, Overpeck, Pilla, Ruan,Simons-Morton, & Scheidt, 2001).
        Whether community- or school-based, mental health professionals know the effects that bullying can have on those directly involved as well as those who witness it, and they play important roles in preventing and responding to bullying. Psychologists, counselors, and
        social workers who are based in schools bring critical expertise to the task of planning and implementing school- and community-wide approaches to bullying prevention; Collecting and using data to inform prevention efforts (Bauman, 2008) , training and advising educators, families, and students, collaborating with educators.(Stopbullying.gov)