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The Response Process - Coggle Diagram
The Response Process
Problems behaviors from survey
Confronntational, rude,answering back, disrespectful,attention seeking, childish,disruptive, talking, shouting, interrupting, lack of effort, refusal to work, off-task, lack of equipment.
How do you feel?
Frustrated, irritated; anxious and stressed; discouraged, embarrassed, exhausted and guilty, vulnerable and angry.
How does this state affect your behaviour?
Shouting, complaining, lecturing, ignoring, arguing, finger pointing, scowling, frowning, intimidating
Hostile/punitive teacher
Weak/permissive teacher
PHYSICAL
Immobile, no eye contact, Hesitant, Defensive, Timid, control room, unpredictable
How do students feel?
Frustrated, Irritated, Anxious, Discouraged, Exhausted, Miserable-wanting to quit?
Other factors affecting how students feel
Influence of TV/media, Relationships at home, Peer relationship, self image, Feeling they are being singled out or 'picked on'
VERBAL
Pleading, lecturing, warnings, second chances, cajoling, reasoning, repeating, reminding, could you? would you..? Bribing
PHYSICAL
Proximity, stare, posturing, models wrong behaviour, stoms, physical abuse, angry
VERBAL
Personal attacks, shut up, Humalities, shout, Aggresive, threatens, Taunts
**Changes required to manage behaviour effectively
Your state
Ways to change your state
Have a method to stay calm- Moving from REACTIVE to RESPONSIVE-----> Instant calm breathing technique----> use it 10 min/day
Learn to let go of negative thinking ----> It's just a thought technique
Adopt new beliefs----> Response has crucial consequences, it may be desire to make amends or to take revenge,
Belief#1: Problem students are
Belief#2: Problems are..
Vigilance- Tackle problem if easily managed
Ask yourself what is needed-Reason for the particular behaviour?
Use appropriate response.
The communication process
Message
Decoding process---> Perceived message
Encoding process---> Intended message
Clear instruction
Avoid vague term, Be specific, Don't be loud, Be calm and confident
Ask them to confirm that they heard the instructions
Give them a reason
Directions instead of questions--> eg. Are you ignoring me?
5 steps to deal with low level disruption
3.Redirect
1 more item...
Issue warning
1 more item...
Offer support
1 more item...
Apply consequences
1 more item...
Tactile ignorning
1 more item...
2 min follow up
Set the tone for the meeting
Introduce the reason they are with you
Briefly state why the behaviour is a problem
Give them opportunity to suggest a solution and offer your support to help them do so
Wrap up
Applying stepped consequences
Warning
Move to isolated seat at front of classroom for a set amount of time
Loss of time break
Removal from classroom
Start again with impossible class