Some Classroom Manag

ement Problems, their R

easons and Solutions

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MANAGING CLASSROOM BEHAVIOR PROBLEMS
The following are just a sampling of behavior problems the teacher encounters
in her daily teaching:
1. James interrupts the teacher’s discussion by talking and making noise.
2. Regina cannot “stay put” on his seat as he goes several times to the waste can throwing
anything.
3. Mark seems to be busy looking around the room watching other pupils, his attention
not focused on the teacher.
4. Rommel argues and fights with other children very often.
5. Ana often goes out of the room without permission.
6. Camille teases her classmates which usually ends up in bullying.
7. Beth keeps herself busy without paying attention to the teacher.
8. Sheila comes late often, her entrance disrupting class discussions.
A classification of children’s behavior developed by Quay and his co-workers
(Quay, 1979) showed four (4) types of behavior disorder or clusters that the
teacher should be aware of.

1. Children described as having a conduct disorder are likely to be disobedient

and/or disruptive, get into fights, bossy and have temper tantrums;
2. A personality disorder in children which is identified by social withdrawal,
anxiety, depression, feelings of inferiority, guilt, shyness and unhappiness;
3. Immaturity which is characterized by a short attention span, extreme passivity,
daydreaming, and preference for younger classmates; and
4. Socialized aggression which is marked by truancy, gang membership, theft and
a feeling of pride in belonging to a delinquent sub-culture organization.
• Problem
• Often when her class are
about to embark on an
activity it occurs to her that
all the whispers and puzzled
faces mean that they haven't
a clue what to do.
• Reasons
a) instructions weren’t clear for students;
b) instructions were too complicated;
c) classroom management wasn’t on a proper
level;
d) pre-task activity was omitted;
e) task is not appropriate for the students’ kn
owledge.
f) few auditory learners in the class.
• Solution
a ) make clear, short and slow instructions
again; use visual help; use body language,
gestures, eye contact, facial expressions; do
n’t speak low monotone or a high-pitched
voice , it can be difficult to understand or g
rating to the ears; speak on the right volum
e, don’t speak too fast..
b) solve problems with discipline, insist on
attention during the lesson(even if you mus
t dedicate to it the whole lesson ), explain y
our students that their poor knowledge is t
he result of their disorganization.
c) work in groups, monitor and help weak
pairs. Call the strongest pair to the blackboard
to present their work to the class.
d) do the pre-task activity with the class,
translate or explain in English the new
vocabulary.
e) check if students are ready for the task
according to their previous knowledge.
f) use a lot of visual support and flash cards.
• Problem
• One group of students has n
o interest in learning English
and she wonders why she is
wasting her time.
• Reasons
a) this group of students have fallen behind
their study;
b) the activity doesn’t cover their learning
style;
c) the group was formed from one learning
style students or students all with the same lo
w learning skills
• Solution
a) uninterested group of students needs
extra work to cope with their educational
problems;

b) a teacher has to adopt the activity to her

‘uninterested group’ learning style;

c) correctly reform the group.

Move properly
Sitting behind a desk or standing on a dais creates a "distanc
e" between the teacher and the students. Try to have an aisle
and enough space between the rows so that you can easily r
each those at the back. This way you can talk to individual s
tudents, allow the shy ones to ask questions quietly without
the fear of embarrassment, as well as check their work and h
elp them .

Some movement on your side is essential, because it allows

the students to focus on you.
Stepping forward to emphasize a point, small steps towards
different sides of the class lets the student feel that the teach
er is taking genuine interest in what he or she is saying
• Problem
• Every time she puts the stude
nts in groups but they just tal
k in their L1 and usually abo
ut
topics unrelated to the
class
.
• Reasons
a) the topic is not interested to the
students;
b) students have little vocabulary
to speak the topic;
c) bad group formation, no leader;
d) low motivation and little control
from the teacher.
• Solution
a) find the topic challenging the age group of
your students;
b) practice the new vocabulary, use different
aids to support all types of learners;
c) change group members to balance their gr
oup work, avoid close friends in the group.
d) Monitor, advise and motivate the students
with brilliant marks and praise.
• Problem
• The course book she is using
is terrible. It is too easy for
the students and they get
bored easily. She doesn’t
want to spend hours planning
as they don’t seem interested
anyway
.
• Reasons
a) low motivation;
b) boring lessons;
c) the course book is not relevant
to the students’ abilities and
knowledge.
• Solution
a-b-c) It's important to keep to the program,
not to the course book, change the book whe
n possible; if not, add some readers and gram
mar books; prepare songs, chants and games
on the topic you need; do projects, involve st
udents in self-study, encourage to go to the li
brary and use the Internet; use a lot of differe
nt visual, auditorial and kinesthetic materials
; look through your classroom management,
correct it, make your lessons lively.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROO APPROACH/ EVALUATION
M PROBLEMS STRATEGY TECHNIQUE

Change your body language and the tone

of your voice - Giving a student a stern look
or taking a step towards him or her will often
get his or her attention, as it tells the student The strategies used by the teachers
1.Talkative students that you have your eye on him or her. Raisin were all appropriate in managing the
g your voice may help the students hear you,
during but yelling will usually do no more than make
talkativeness of the students.
No one is physically or emotionally
class discussion your throat sore. Lowering your voice to a ne harmed by these approaches.
ar whisper will often force students to stop tal
king, because they won't be able to hear you
otherwise.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROO APPROACH/ EVALUATION
M PROBLEMS STRATEGY TECHNIQUE

Change your body language and the ton

e of your voice - Giving a student a stern
look or taking a step towards him or her The strategies used by the
will often get his or her attention, as it tells
teachers were all appropriate in
the student that you have your eye on him
1.Talkative students or her. raising your voice may help the managing the talkativeness of
during students hear you, but yelling will usually the students.
class discussion do no more than make your throat sore. No one is physically or
Lowering your voice to a near whisper emotionally harmed by these
will often force students to stop talking, approaches.
because they won't be able to hear you
otherwise.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROO APPROACH/
M PROBLEMS STRATEGY TECHNIQUE
Move the disruptive student(s)
to a different seat in the room –
In most cases, students who sit
1.Talkative students with their friends are bound to talk
during during class.
class discussion On the other hand, some students
may be unstoppable and will try to
continue their conversation by shou
ting across the room.
EVALUATION
The strategies used by the
teachers were all appropriate in
managing the talkativeness of
the students.
No one is physically or
emotionally harmed by these
approaches.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROO APPROACH/ EVALUATION
M PROBLEMS STRATEGY TECHNIQUE

Give the disruptive student The strategies used by the

teachers were all appropriate in
(s) a "time-out" - Have the stude managing the talkativeness of
1.Talkative students nt(s) sit in an empty seat in the bac the students.
during k of the room, away from the rest No one is physically or
class discussion of the class, stand in a corner, or st emotionally harmed by these
and in the hallway. approaches.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROO APPROACH/
M PROBLEMS STRATEGY TECHNIQUE
Give additional tasks and assign
ments to the whole class –
By giving the entire class more
1.Talkative students work as a result of one or two
during disruptive students, you will
class discussion promote self-discipline within the
classroom. The non-talkers will
likely encourage the talkers to keep
quiet.
EVALUATION
The strategies used by the
teachers were all appropriate in
managing the talkativeness of
the students.
No one is physically or
emotionally harmed by these
approaches.
 CLASSROOM MANAGEMENT ISSUES
away from the rest of the class, stand in a corner, or stand in the hallway.

COMMON CLASSROO APPROACH/ EVALUATION

M PROBLEMS STRATEGY TECHNIQUE

Some teachers allow cell phones to

be on the vibrate setting as long as
2. Cell Phone
they are attended to at the break
Disruption in the
rather than used when it which
middle of the class
interrupts the class.
discussion or activity
Teachers are also encouraged to abi
(e.g. habitually texting,
de by this rule. Allow for at least
attending unimportant
one mistake per student as accident
phone calls)
s do happen from oversight.
We agree on how the teacher
manages this problem. We as
students know that we can't avoid
bringing cell phone inside the
classroom because it is very useful
especially in times of emergencies.
As a teacher we should also be
responsible on the use of cell
phone inside the classroom,
particularly classes.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROO APPROACH/ EVALUATION
M PROBLEMS STRATEGY TECHNIQUE

If a student were caught habitually We agree on how the teacher

2. Cell Phone texting even at the middle of the
Disruption in the class discussion/group activity
middle of the class (just for the fun of texting, even
discussion or activity after reminder him/her to attend
to his/her cell phone later).
(e.g. habitually textin
g, attending unimport The cell phone used would be
ant phone calls) confiscated and will be returned
only after the end of the class.
manages this problem. We as
students know that we can't avoid
bringing cell phone inside the
classroom because it is very useful
especially in times of emergencies.
As a teacher we should also be
responsible on the use of cell
phone inside the classroom,
particularly classes.
CLASSROOM MANAGEMENT ISSUES
APPROACH/
COMMON CLASSROO EVALUATION
M PROBLEMS STRATEGY TECHNIQUE

Sleeping in class is usually

considered rude. Most of the
teachers believe it should not be to
lerated and is best curbed up front Managingthe problem
by waking a sleeping student and a which is student
3. Sleeping sleeping during class
sking them to step outside with period is very much
during class you. appreciated because of
how the teacher handle
Once there teacher often tell stud and explain to the student
period ents that it’s best for the that sleeping during class
is not good.
rest of the class if they return whe
n they are awake enough to be an a
ctive participant.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

This occurs from time to time and

you obviously are the one to
choose lenience or punitive action. And if the reason is that the
3. Sleeping If it’s one of your more regularly student doesn’t feel well the
involved students, perhaps give teacher shows concern to
during class them an option of an extra credit the health and well being of
research assignment they can bring
period to your next class period covering
the student.

the subject matter they missed whil

e they were sleeping.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION
•An alternative approach is to assume that
the student does not feel well, was up most o
f the night with a sick child, or has some
other condition that results in sleepiness
when still for long periods of time. You And if the reason is that the
3. Sleeping might simply choose to wake the student and student doesn’t feel well the
ask them if they are feeling alright. teacher shows concern to
during class •To pull this off you need to approach it the health and well being of
period with true concern for the student's health an
d well being. Most of the time, student's are
the student.
so embarrassed and so appreciative of your
genuine concern that they don‘t let it happen
again.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION
•An alternative approach is to assume that
the student does not feel well, was up most o
f the night with a sick child, or has some
other condition that results in sleepiness
when still for long periods of time. You And if the reason is that the
3. Sleeping might simply choose to wake the student and student doesn’t feel well the
ask them if they are feeling alright. teacher shows concern to
during class •To pull this off you need to approach it the health and well being of
period with true concern for the student's health an
d well being. Most of the time, student's are
the student.
so embarrassed and so appreciative of your
genuine concern that they don‘t let it happen
again.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION
•Encourage students to actively
participate, take notes (explain that this
is helpful to their learning as it
stimulates memory in the brain) and in
And if the reason is that the
particularly long classes break up the
3. Sleeping session with activities or paired
student doesn’t feel well the
teacher shows concern to
during class conversations about a topic to ensure
the health and well being of
that students stay engaged. Students
period don't learn much from listening, so
the student.
remember that the more they
"experience" the learning process the m
ore you are really teaching.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

There should be clear parameters

set around this issue up front –
either in your syllabus or in the
class decided norms. Stick to your We agreed on how the
guns on the policy. teacher manages this kin
4. Repeated d of problem. There
Some fair policies might include 3 should be clear cut
tardiness equals one absence. policies when it comes
Tardiness It might be best to discuss this to the habitual tardiness
with students individually; of the students and its
some are habitually late because policies.
they are dependant on bus
routes or other drivers for
transportation to school.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION
We cannot force students to speak in
class nor participate in group projects.
This can be addressed and become a
Yes it's true that teachers
win-win situation by either giving the
cannot force the students t
student alternative options to verbal
o speak in class. We agree
participation (unless it’s a speech class
5. Refusal to ) or simply carefully coaxing some
in praising the students'
minimal effort because
Participate or response out of them and praising
with that students will
whatever minimal effort you receive
Speak from them. Remember, some students
realize that it's good to
participate with the class
are terrified to be in a class setting –
discussionand will increas
especially if there are round tables
e his/her confidence.
rather than desks – allowing for little
anonymity.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

In some cultures, students work

A classroom is filled with d
together to produce homework.
6. Sharing/ It may come as a shock to these
ifferent students with
different culture and as a
students that they cannot submit
Copying of identical work. This may also come
good teacher you should
be flexible and aware of
as a surprise to couples, parent-child,
Work siblings, or close friends.
your student's culture.
• CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

Be careful to give thought to how you

will handle this before you encounter it
6. Sharing/ and react as if it were intentional
cheating.
How the teacher deals with
her problem here is
Copying of This can also occur when the class does
a great deal of group work. Make sure
agreeable because of her
awareness of her students'
Work you are clear about what is individual
vs. group work in your assignments.
culture.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

Call the attention of these students an We agreed that the parents

d send them to the principals or guida
7. Students nce office for sanction or appropriate
were caught disciplinary measures. Requiring each
student concern to bring their parents
cheating or legal guardian to inform them abou
during exams/ t the acts done by their children.
/guardian must know
what their children/ward
is doing in the school
particularly, help them mo
tivate their children/ward
to study well.

tests
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION
Talk to the student
The reality is that sometimes students concern about his/her
just don’t like you. You will find behavior and look at the
yourself in a conversation with deeper reason why he/she
yourself about why they don’t like you behaves that way. If
and treat you with disrespect. nothing has change, the
8. Disrespectful
Animosity will perpetuate itself so Teacher could request the
Behavior remember your role and look for a student to bring his/her
way to positively invite the student to parent/guardian and talk
engage more deeply in the class. to them on the possible reas
on of the students’
misbehavior.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

Call the attention of the students With these approaches, we c

9. Unauthorized concern and inquire on the reasons an see that the teacher
cutting of why they cut classes or are usually monitors the welfare of his/
Classes or absent from school. her students, he/she is not
Give them warnings that similar too lenient nor too harsh.
frequent events will be subject to consequence.
absenteeism Talk to the parents/guardian of the st
udents concern informing them about
the undue behavior of their child/
Ward.
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE
Camps are divided as to whether or n
10. Leaving ot students should ask for permission
to leave for bathroom breaks or wait
class too fre for a break in the class. I don’t require
my students to limit their bathroom
quently breaks or ask permission, however,
this is contentious for some faculty w
hen breaks are taken too frequently.
EVALUATION
We also agree on how the te
acher handles his/her studen
ts’ problem Always know fir
st what is the reason behind,
ask the student if she/he has
some physical problem and f
or the teacher to know how
she can handle this problem
CLASSROOM MANAGEMENT ISSUES
COMMON CLASSROOM APPROACH/
PROBLEMS STRATEGY TECHNIQUE EVALUATION

You might privately ask the student if
10. Leaving everything is OK so that they know th
at you are concerned by their behavior
class too fre . Don’t assume disrespect – it might b
e a bladder infection or some other ph
quently ysical problem.
and if the student says that h
e/she doesn’t have any physi
cal problem then it is the tim
e the teacher can talk to the
student about leaving the cla
ssroom frequently and advis
e the student not to go out fr
equently because he/she will
miss the discussion.
References:
Rodriguez, L. (n.d.). 4faculty. In classroom management. Retrieved
february 22, 2010, from http://www.4faculty.org/includes/108r2.jsp.
Common Classroom Management Problems & Their Solutions. (n. d.).
Retrieved February 22, 2010, from Peace Corps - Bulgaria's TEFL
Resources webpage Website:
http://pctefl.hit.bg/CM_Problems_Solutions.htm
Classroom management. (n. d.). In Wikipedia. Retrieved February 22,
2010, from http://en.wikipedia.org/wiki/Classroom_management
CLASSROOM MANAGEMENT ISSUES
 Teacher’s Reflection
•Could this problem be a •Is this behavior
result of inappropriate developmentally
curriculum or teaching appropriate?
strategies? •Do I focus on a behavioral
•What do I demand and excess or a deficiency?
prohibit?
•Will resolution of the
•Why do certain behav
iors bother me? problem solve anything else?
 Good Teaching
Instructional goals are clear
Knowledgeable of content and
strategies for teaching it
Student expectations are clearly Described
Provide practice that enrich and clarify content
Teach metacognitive strategies
 Good Teaching
Knowledgeable about student’s abilities,
adapt instruction according to their needs
Monitor student progress
Provide feedback
Accept responsibility for student outcomes
Are thoughtful and reflective about their
practice
Teacher Behaviors
Provide frequent positive praise and reinforcement
Ignore minor misbehaviors
Reward positive behaviors
Avoid power struggles with students
Do students like being in the classroom?
Students are achieving academic and social gain
Provide clear expectations
 Teacher Behaviors Cont.
Provide clear behavioral expectations - rules should
state what students should do
Teacher expectations should be high for all students
Signal control: audible or body language to cue student
Blocking: teacher moves between two students to
interfere
 Selecting Rules
Allow students to give input
Base rules on acceptable behavior
State rules positively
Select 5 or 6 rules
Select rules for academic and social
behaviors
Change rules when necessary Relate rules to
E FL Syllabus goals Consider cultural differences
ABC’s to Behavior Management

Antecedent
Behavior
Consequences
Defining Behavior
Describe behavior objectively and precisely
(not: “he irritates me”)
Can you observe the behavior when it begins and when
it stops
– can you count the number of occurrences each day
– can you measure the duration of the behavior
Can you observe what happens just before and just af
ter it occurs
Identifying Antecedents

• What are the events or conditions that immediately

precede the problem behavior?
• Can you manipulate the antecedents to avoid the beh
avior? (e.g. providing choices for activities)
Reading Antecedents
Facial Expressions: tight thin lips, clenched teeth,
widened eyes with nostrils flared
Body Posture: head down, slumped shoulders, clenched
hands, sucking or chewing
Incidental Behavior: rapid shallow breathing, sighing, k
icking, mumbling, tearing paper, breaking pencils
Identifying Consequences
• What does the student “get” out of the
behavior?
• Are students getting attention, avoiding work,
receiving stimulus, or enjoy seeing adults upset?
Changing Behavior
Provide instruction with simple and clear
directions
Gain student’s full attention before giving
instructions
Provide one instruction at a time - do not provide
too many different instructions
Monitor compliance - provide time limits
Provide appropriate consequences for compliance
 Behavior Management Techn
iques
Positive Reinforcement
Negative Reinforcement
Extinction
Response Cost Punishment
Proximity Control Deconta
mination
Positive Reinforcement
 The positive reinforcement must be rewarding to
the student
 The reinforcers must be contingent on the behavior
you want to increase
 The reinforcers should be delivered immediately
 Provide appropriate units of rewards for the expected
unit of behavior
Negative Reinforcement
• Definition: reinforcing a behavior by removing or
preventing something unpleasant - allows the individual
to escape or avoid a negative consequence
• Not recommended as a prominent part of classroom
management

– negative reinforcement relies on the presence or threat of negative consequ

ences
– deliberate negative reinforcement sets the stage for coerci
on/intimidation
Extinction
To eliminate a behavior - you eliminate its reinfor
cement, the behavior no longer produces the desir
ed effect (positive or negative)
Disadvantages: slow process and when extinction
procedures are first implemented, the behavior will
likely become worse before better
Response Cost
The behavior “costs” something by withholdin
g or withdrawing a positive reinforcer conting
ent on a specific misbehavior
Example: students receive 10 tokens at the beginning of cl
ass, every time a problem behavior occurs, the teacher gets 1
token back. The tokens can be exchanged at the end of the
day or class for free time.
Proximity Control

• Visual - visually monitor student activity

from any position in the classroom
• Physical - teacher positions herself/
himself close to each student to inhibit
antecedent
Decontamination
Preventive action by inspecting classroom
for two types of objects
– Distractors: entice students to engage in off-tas
k behaviors (e.g. toys, slide projectors, hazards: e
xposed wires, broken windows
– Potential Weapons: letter openers, knives, bro
om handle, hammer and yard stick
Informal Interventions
Attention for compliance - verbal praise
– Use social praise consistently
– Provide praise only to students who earn it
Ignoring: only appropriate when:
– the target behavior is temporarily tolerable
– the target behavior is under the influence of a
reinforcer that you can control
Structured Interventions
Group Consequences
Individual Consequences
Individual Contracts
Self Management
Group Consequences
 Provide a set of behavior rules or
expectations
 Determine the interval of time for the
contingency - the longer the interval,
the more valuable the reward
 Provide a menu of choices to avoid satiation
 Develop a record keeping system
 Determine criterion for reinforcement
Individual Consequences
Surprise Tokens: reinforcers are delivered
at times that are not predictable by students
Random Drawing: students place their name on a
piece of paper and place into a jar when they z
comply to rules, at the end of the day, conduct a
drawing for prizes
Individual Contracts
An agreement between the teacher and the student
about a desirable change in behavior
Parts of the contract:
– The parties to the contract
– The target behavior
– The goal for the target behavior
– The time period for the contract
– The reward available for meeting the terms
– The penalty for failing to honor the contract
Self Management
Behavioral Definition:
-- help the student choose a behavior to monitor
Teach the student to record behavior
– Event recording
– Permanent Product recording
Teach the student how to plot the data
Teach the student how to apply self- reinforcement
Use contracts to provide structure
Identifying Coercive
Interactions
Starts with an antecedent that is aversive and the st
udent tries to escape or avoid the activity.
Two parties are trying to control each other.
– How do these interactions start?
– At what point could I avoid the process by disengaging from it?
– How could I start a different interaction that does not end in a
power struggle?
– How could I try to replace coercive interactions with ones endin
g in positive consequences?
Teacher Stress
Burnout Symptoms
– Feeling of boredom, overwork, emotional
exhaustion, and fatigue
– Development of negative, cynical, or
depersonalizing attitudes toward students
– Lack of sense of accomplishment from the job
Managing Teacher Stress
Time management
Student behavior
Interpersonal relationships
Role expectations
Personal concerns
Poor Time Management
Uncontrolled rushing
Chronic vacillation between unpleasant alternatives
Fatigue with many hours of
unproductive activity
Constantly missed deadlines
Insufficient time for rest and personal relationships
Sense of being overwhelmed
Time Management
Techniques
Self-Management
– Time analysis
– Goal setting
– Prioritization
– Delegation
– Action
Interpersonal Concerns
Poor staff relations
Insufficient opportunities for
professional growth
Administrative ineffectiveness
Lack of recognition
Role Expectations
Teachers often set expectations around being liked,
helpful, and in control
Role ambiguity: confusion of the scope
and specific responsibilities of the job
Role conflict: discrepancy between teacher’s
perception of the job and the perceptions of sign
ificant others
Personal Solutions
Relaxation Compartmentalized
Thinking: separation between work and
personal life
Detached Concern: do not dwell on things over w
hich you have no control
Personal Time
Cognitive Restructuring: focus on
strengths not weaknesses