Classroom Misbehavior FAQs

1.

Q: Do you give any reminders or warnings to students when they are off task or
misbehaving?
A: Yes, most often when a student is not doing what is instructed, they just need a
reminder to get them back on task. I use some of the following as ways to get
students back on track:

Pausing.
Looking at the student.
Walking near student.
Placing my hand on students desk.
Pointing to work that the student is supposed to be doing.
Saying the name of student privately.
Stating the class rule to all.
Commenting on other students who are behaving appropriately.
Using a prearranged hand signal to warn the student.
Telling the student either publicly or privately- that, if s/he continues, a
particular consequence will occur.
Saying to the student, thats one. At three the student knows that a
particular consequence will occur.

2. Q: What are the consequences that are imposed inside of the classroom?
A: I use the following techniques for imposing consequences:

Asking the student to change seats temporarily.

Student is asked to take a time out from the activity.
Issuing a classroom infraction notice.
Scheduling a private meeting with the student, either after class, at lunch, after
school, or during recess.
Verbally appreciating the student when I catch him/her being good.
Letting the student know that his/her parents will be called.
Placing a classroom infraction notice on the students desk, with the
understanding that if the student behaves until class is over, s/he can tear up the
slip.

3. Q: What Consequences take place outside of the classroom?

A: It is my hope not to get to this stage, but occasionally a students behavior may
warrant this type of consequence. In the event that I should need to pull the student
out of the classroom, the following consequences will be implemented:

Student takes a time out in the hall.

Student is sent to another teachers classroom.
If student still is not responsive, then student is sent to the principals office.

4. Q: How do you document misbehavior?

A: I use a Classroom Infraction Notice to document behavior that does not end after
the reminders and warnings phase. Prior to receiving the infraction notice, I will have
a private conversation with the student to discuss the behavior issue and what I
would like to see the student do to correct the behavior. If the behavior continues
after this discussion, then they will be issued a Classroom Infraction Notice. When
a student receives one of these slips, I will allow the student to throw it away if the
student changes their behavior and is productive for the rest of the day in class. If
this is not the case, then I will have the student fill out the infraction notice and
indicate what the behavior is that I would like stopped, as well as how they will work
to stop the behavior in the future. I will have them sign their name on the notice
along with the date. If the students behavior continues after receiving and filling out
the infraction notice, then I will contact the students parents to discuss the situation.
I keep a call log of the date, time and discussion had with the parents in the students
file.
5. Q: Do you have a reward system that you use to keep the atmosphere positive?

A: Yes! I keep my classroom positive and upbeat at all times. Because I am a little
bit silly and playful, I often do fun things like, a little mini dance when our transition
music comes on or high fives for a great answer. I use A LOT of verbal praise in my
classroom. Letting students know that they are on the right track or giving excellent
answers will be a big part of my reward system. I also plan on using group strategies
for rewarding the entire class. If we can all beat our time on something, then we
can add extra time to our Friday wind down. Or we will have a small popcorn party
after we complete a challenging unit. I like to constantly evolve and change my
rewards for students and for the class group rewards because this keeps the
classroom positive and fun.

6. Q: What strategies do you use to break the cycle of misbehavior?

A: I really like the strategy of breaking the tasks associated with the misbehavior
down into small steps that can be learned over time. If I give students ample
opportunities to succeed, then the misbehavior will decrease over time. I
understand that this is time consuming, but it is necessary to truly break a bad
habit. In addition, this process allows you to take something that has been
identified as a negative and turn it in to a positive by teaching the student how to
successfully eliminate the behavior. This is much easier for the student to
achieve if it is broken into smaller, digestible steps.