Understanding

Misbehaviors

STEPHANIE MURCH
Steven Covey
90/10
Principle

Video
The Four Goals of Misbehavior
Are the Behaviors are for Attention?

Clue 1: Teacher feels irritated and annoyed

Clue 2: Teachers reaction nagging, scolding, reminding,

or taking over and doing for a student what the student
should do independently

Clue 3: After we intervene verbally or taking over,

Student usually stops negative behavior, temporarily.

*** If the behaviors do not stop, chances are we are dealing

with POWER SEEKING behaviors rather than attention
seeking
Think about it

Parents and teachers almost always reward misbehavior

with attention. The lesson begins in infancy. Babies cry,
and parents come running. Babies amuse themselves
happily, and parents tend to stay away, enjoying a rare
moment of peace. As babies become toddlers, they learn
that if they touch the controls on the TV or VCR, they
receive immediate attention. But if they play contentedly
with their blocks, they're usually ignored for a time.
Childhood experiences like these reinforce the conclusion,
"All I need to do to keep Mom and Dad busy with me is do
something they've told me not to do." The attention gained
is negative, but negative attention is far better than none at
all. Linda Albert
How to prevent behaviors for attention:

Give students attention for appropriate behaviors,

make sure you are giving more attention for
appropriate behaviors rather than negative.
Teach students how to appropriately ask for
attention
(Talk about student CW)
Interventions

-Minimize Attention
Refuse to respond
Stand close by
-Clarify Desired Behavior
Work then play
Target-Stop-Do Stephanie, stop talking, and complete problem three.
-Distract the Student
Ask for a favor
Give choice
-Notice Appropriate Behavior
Give standing ovations
-Move the Student
Change students seat
Use the Thinking Chair ** If the student doesnt move to the chair quietly, they may be
seeking power rather than attention, or if the student misbehaves again when the time is up
in the thinking chair, the goal is probably power.
Are the Behaviors for Power?

Clue 1: Teacher finds themselves in a power struggle with

the student, we feel angry, frustrated, and as though we may
loose control of the situation
Clue 2: Teacher tries to gain control by fighting back with
words. Teacher may also just give in and throw their hands
in the air.
Clue 3: Student responds so that they are in control
They respond on slow speed
They repeat the behavior one more time
Mumble under their breath

** Behavior doesnt stop until it is on the students terms

Prevention

Allow voice and choice

The red pencil or blue pencil? They get a say but there is still
the same expectation.
Grant Legitimate Power
Involve student in decision making process
Delegate Responsibility
Less likely to strive for power if they have a sense of
responsibility
Are the Behaviors for Revenge?

Clue 1: Teacher feels anger, frustration, hurt,

disappointment and even dislike for the student
Clue 2: We want to say/do something hurtful,
punish severely, or withdrawal and avoid student
Clue 3: Behavior intensifies before it stops. They do
or say something damaging or hurtful.

** Behavior stops on their terms

Prevention of Revenge Behaviors

Build Caring Relationships

Teach Appropriate Expression of Feelings
Interventions for Power and Revenge

Acknowledge Students power

D I cant MAKE you do the math problems. But the assignment
needs to be completed. Then walk away (Consequences will be
made if they do not choose to complete).
Remove Audience
Agree with the student (Then there is no need to argue)
Mrs. Murch you are the worst math teacher! Agree by saying
You may be right. Now open your book to page 34.
Time Out
Give choice then time out
Set Consequences that are related to the misbehavior
Are the Behaviors to Avoid Failure?

Clue 1: We feel professional concern and

frustration. We may even begin to doubt our own
teaching ability.
Clue 2: We feel as though we should give up trying
Clue 3: Teacher gives up trying, the misbehavior
doesnt stop. Student continues to avoid the task.
Prevention

Encourage an I Can belief

Foster Friendships
Interventions

Use Concrete Learning Materials

Teach to Seven Intelligences
One Step at a Time
Encourage Positive Self-Talk Before Tasks
Positive Classroom Signs
Teach Students Procedures for Becoming Unstuck
Its Okay to Make Mistakes
Build Confidence
Make Learning Tangible
Recognize Achievement
A Resource to Document Behaviors
Resources

Albert, Linda (2004). Cooperative Discipline, New York, N.Y.: American Guidance Press.

Kohn, Alfie (2006). Beyond Discipline:From Compliance to Community, Alexandria,

Virginia.: ASCD

Kohn, Alfie (1999). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's,
Praise, and Other Bribes, New York, N.Y.: Houghton-Mifflin Publishing.

Glasser, William. (1998) Reality Therapy, New York, N.Y.: Harper Press.

Glasser, William, (2001). Choice Therapy, New York, N.Y.: Harper Press

Marzano, Robert, Pickering, Debra. (2011). The Highly Engaged Classroom. Bloomington,
Indiana. Marzano Research Laboratory.

Marzano, Robert. (2013). Classroom Management That Works: Research-Based Strategies for
Every Teacher. Bloomington, Indiana. Marzano Research Laboratory