This is a lecture I gave to my student teachers at the Faculty of Education
A. Reasons for Misbehaviour
– Focus on catching kids being good
– Give attention to “good” kids – I like the way I see Jess’ agenda on desk”
Looking for Power
– “I can’t continue without your cooperation”
– Use the preganat pause
– “Do you think you could help by being an example?”
– Don’t lose your power.
– Seek another student’s help.
– Use peer/class pressure.
– Encourage and support the student
– Provide lifelines. “Call a friend”
– Do not indicate defeat or frustration – like animals who smell fear!
– Provide success at their level and react positively.
B. Preventing Misbehaviour
Classroom rules: assemblies, in class, school yard
“I will be fair, AND I won’t always be equal.”
I will always listen to your explanation of the story.
Because life can be unpredictable and unfair, consequences or penalties will
depend on ALL information and circumstances.
You will not always be treated equally.
Some decisions are private and will not be shared with the class.
I will attempt to be as fair as humanely possible.
D. Classroom management
problem. We see destructive, angry, aggressive behaviours.
For students whose homes are Fight or Flight all the time – this is their reaction.
Reinforcement vs. Punishment
Punishment teaches: fear, aggression, avoidance.
Reinforcement - increases the likelihood of that behaviour happening again.
A student looking for attention e.g. Class Clown, will repeat his/her behaviour. Kids
looking for attention will ask for help and support and won’t make a move until they
know they will be right. Fear failure.
Breaking a curfew:
Punishment – consequence meant to decrease behaviour.
Both can involve something positive, to add something, or negative, to take something
away. Good marks on a report – you don’t give more work.
Postive punishment = to add something unpleasant: more chores, earlier curfew.
Negative punishment = take away privileges.
When kids come to school tired, I suggest they get to bed earlier.
Dr. Phil = TV in bedrooms, earn back TV time. 20 min HW = 20 min. TV. Manage the
1. Privileges & responsibilities
2. Safety nets: taking risks
3. Office interventions
Have worksheets at the ready:
What did I do?
How am I responsible for it?
How can I prevent it from happening again?
4. Kiss of all kisses
Neutral response to misbehaviour. Godfather kisses betrayer. “I will see you at recess.”
Condemn the sin not the sinner.
“I do not like your behaviour.” Calm = control.
5. Reward or Consequence cards
Have cards handy: free recess, computer time or lines, write a letter, last out to recess,
One recess timeout in office.
6. Message on the desk - J L
7. Visual cues
– simple lists
– "Ignorance is not knowing. Stupidity is the active pursuit of ignorance"
8. Show me you are listening – what does listening look
10. Private appeal – private signals
11. One-minute correction
Could you rephrase that comment?
Can anyone help her find a better way of saying it?
1. Take responsibility- the buck stops here, the problem isn’t the kids, the
2. Accept your students unconditionally- they come to you wit so many
problems, accept them, care for them.
3. Commit to students growth through interventions-document, get help, read,
4. Delegate, work smart, and save energy. You have 25 helpers-use them. Make
sure that everything runs in your absence.
5. Open the gate of change. Teach each year anew – do not teach one year 20
times. Take a risk and try something new.
6. Add more tools to your repertoire. Keep adding new skills, tactics, strategies.
7. Be prevention-centered. Safety, Prepare them, let them know what you expect,
train them to disagree agreeably, teach them skills, standards, phone parents
early and teach manners so they know what your expect and demand it.
8. Promote self-reliance through transformations.
9. Develop relationships and a culture of appreciation.
10. Continually improve your instructional competence. Stay current; keep them
in the prefrontal cortex.
11. Constructive Criticism
1. Criticize privately
2. Give suggestions when you are NOT angry, ansulted, wronged
3. Condemn the behaviour not the person
4. Avoid the word YOU
5. Use I messages
6. Give the student a chance to be heard
7. Let the offender suggest a solution
8. Phone home /father – or not.
9. Be firm.
13. Behaviour modification
– Thank you for picking up that piece of paper!
14. Teaching while walking around – be visible
15. Seating arrangements -
16. Separate students -
– needs of group over needs of individual. Mathew- moving, disinterested, and
18. Consequences fit the crime –
If homework isn’t done – do it as recess. Make Recess Club an opportunity for extra time
19. 90/10 rule
– 90% interactions should be positive.
– Building rapport increased likelihood of buying in.
– Catch them being good.
20. Voice Control -
21. Questions & requests
Desist Commands: “Don’t even think it.”
22. The laser stare –smile & wait
23. Pregnant pause
24. “See me after class” –whispered
25. Broken record
26. “3 Before Me”
27. Secret word – pizza
28. Sandwich technique:
positive, criticism, positive. “The first row is correct. You may want to rethink that
answer. I’m very proud of your effort.”
29. Routines & Class Jobs:
– Gopher, newspapers, calendar, attendance
– Procedure & practice = routine.
– Be consistent- don’t ask for hands sometimes and not others. This
– Entering the class
– End of the period: Clear off your desks. Don’t move until…. “5 pieces of
paper bigger than your thumbnail.”
– Responding to questions – “I disagree with that answer.”
– Handing in papers
– Participating in class discussions
– Regular morning routine i.e. “To do” list
30. Paper clips
– 5 tokens per period/per question/comment
31. Manage Transition times smoothly
- give 5 min. warnings, don’t get them excited before a quiet activity. Use music.
32. Class meetings
33. Share Power
“If you want true power, you must give some of it away.”
Giving choices empowers students. Continuum.
34. Room arrangement