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Using Problem Solving to Resolve Behaviour Problems

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Ed 401 Hayal Köksal

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Using Problem Solving to Resolve Behaviour Problems

  1. 1. USING PROBLEM SOLVING TO RESOLVE BEHAVIOR PROBLEMS INQUIRING TEACHERS
  2. 2. “If I had an hour to solve a problem I'd spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.” ― Albert Einstein
  3. 3. Yükleniyor… Table of Contents • Who are we? • Gantt Card • Fishbone • Matrix Diagram • Survey • Chapter review & Solutions • References
  4. 4. Who are we? Ecem Cengiz Duygu Bağcı Pınar Sarman Ebru Kavi Ayça Şerbetci
  5. 5. Yükleniyor… GANTT CARD EXPECTED OBSERVED
  6. 6. Solving Disruptive Behavior Why do some students show disruptive behavior? RELATIONSH IP WITH PEERS EMOTIONAL STATUS AS A RESULT OF FAMILY ENVIRONMENT TEACHER- STUDENT RELATIONSHIP ACADEMIC ACHIEVEME NT Bullying Teasing Isolating Problems in the family Lack of feeling loved in the family Teacher’s being discriminative Strict rules, punishments Fear of being unsuccesful Fear of falling behind
  7. 7. MATRIX DIAGRAM Relationship with Peers Emotional status resulting from family Academic Achievement Relationship with Teacher Ebru Kavi 6 7 5 4 Ayça Şerbetci 6 7 4 5 Ecem Cengiz 7 6 4 5 Pınar Sarman 7 5 4 6 Duygu Bağcı 7 6 5 4 ------Total------ 33 31 22 24 --Percentages- 30% 28,18% 20% 21,82% Solving Disruptive Behavior
  8. 8. MATRIX DIAGRAM Solving Disruptive Behavior
  9. 9. SURVEY
  10. 10. • Have you ever had a student who shows disruptive behavior because of his/her relationship with peers?​ A) YES B) NO Question 1
  11. 11. Yükleniyor… Have you ever had a student who shows disruptive behavior because of his/her relationship with peers?
  12. 12. • What do you think can be the underlying factor that pushes the student to show distruptive behaviour? A) BULLYING B) TEASING C) ISOLATING QUESTION 2
  13. 13. WHAT DO YOU THINK CAN BE THE UNDERLYING FACTOR THAT PUSHES THE STUDENT TO SHOW DISTRUPTIVE BEHAVIOUR?
  14. 14. • What kind of disruptive behaviors do children show most as a result of these situations? A) Not participating B) Harming others C) Disobedience QUESTION 3
  15. 15. WHAT KIND OF DISTRUPTIVE BEHAVIOURS DO CHILDREN SHOW MOST AS A RESULT OF THESE SITUATIONS?
  16. 16. • What do you do in these kind of situations? A) I talk with the student B) I talk with the whole class C) I talk with the parents D) I send the student to school counselor QUESTION 4
  17. 17. WHAT DO YOU DO IN THESE KIND OF SITUATIONS?
  18. 18. • It is more effective when… A) Teacher talks with the student B) Parents talk with the student C) School counselor talks with the student QUESTION 5
  19. 19. IT IS MORE EFFECTIVE WHEN…
  20. 20. CHAPTER REVIEW
  21. 21. A list of skills or abilities enhanced by involving students in a problem solving process • Alternative solution thinking • Consequential thinking • Causal thinking Zirpoli,T. Behavior Management: Application for Teachers, 4th Ed., 2005, p.248
  22. 22. • Interpersonal sensitivity • Means-ends thinking • Perspective taking Zirpoli,T. Behavior Management: Application for Teachers, 4th Ed., 2005, p.248
  23. 23. Placing Problem Solving in Context 1. What do I want to accomplish in responding to student behavior that is disrupting the learning environment?
  24. 24. 2. Where does problem solving fit into my classroom management plan?
  25. 25. 3. How does problem solving relate to other corrective behavior management interventions?
  26. 26. Glasser’s seven step model • Step 1: Establish a warm, personal relationship with the student. • Step 2: Deal with the present behavior. - ‘What happened?’ - ‘What did you do?’
  27. 27. • Step 3: Make a value judgement. - ‘Is it helping you?’ - ‘Is it helping the others?’ - ‘Is it against the rules?’
  28. 28. • Step 4: Work out a plan. - ‘What can you do differently?’ - ‘What do you need me to do?’ - ‘What do you need others to do?’
  29. 29. Yükleniyor… • Step 5: Make a commitment. - ‘Are you going to do this again?’ • Step 6: Follow up. - ‘ I will check later and see how the plan has worked.’
  30. 30. • Step 7: No put- downs, but do not accept excuses. - ‘If the plan did not work, let’s analyse why and develop a new plan.’
  31. 31. Implementing Problem solving in the Classroom
  32. 32. Ten steps for teaching a problem-solving method to students • Provide the students with a handout and write the steps on the overhead. • Discuss each step and provide an example.
  33. 33. • Role-play several situations in which a student misbehaves. • Lead a discussion following each role-play. • Have the students practice by taking the role of both student and teacher.
  34. 34. • Process these interactions. • Provide the class with an example of a violation classroom rule and have each student write a problem-solving plan. • Have students share and assist the class in evaluating and, if necessary, modifying several plans.
  35. 35. • Explain how the problem-solving process relates to the classroom management plan and the difference between verbal and written plans. • Quiz students on the steps in the sequence and classroom management plan.
  36. 36. Teacher Facilitated Peer Conflict Resolution • Think-Feel-Act Method of Conflict Resolution • THINK THINK • FEEL FEEL • ACT ACT
  37. 37. Student-Facilitated Peer Conflict Resolution The teacher can; •discuss the procedure with the class. •arrange student meetings.
  38. 38. • help students develop the skills necessary for productive conflict resolution. • use conflict manager programs.
  39. 39. Features of effective programs to prevent and respond to ‘bullying’ according to Kauffman • A school climate characterized by a warm, positive, supportive school environment in which adults set clear and firm limits on unacceptable behavior.
  40. 40. • Nonhostile, nonphysical sanctions applied immediately and consistently to violation of behavioral expectations.
  41. 41. • Continuous monitoring and surveillance of student activities in and around the school. • Adult mediation of student interactions and assumption of authority to stop bullying when it is observed.
  42. 42. • Discussion of the issue of bullying with bullies, victims, parents and neutral students to clarify school values, expectations, procedures and consequences.
  43. 43. METHODS FOR GROUP PROBLEM SOLVING • Class Meetings Class meetings allow both teacher and students to resolve problems openly and before they become major issues that negatively affect learning.
  44. 44. A class meeting to deal with externalization and isolation: •https://www.youtube.com/watch?v=wGOph- 6SuJI&app=desktop
  45. 45. Guidelines for Implementing a Class Meeting 1. Class meetings will be held in a tight circle with all participants seated in the circle. 2. All problems relating to the class as a group can be discussed.
  46. 46. 1. An agenda will be created prior to every class meeting. 2. Discussions are always directed toward arriving at a solution that is not a punishment.
  47. 47. 1. If an individual student’s behavior is listed on the agenda, the item will not be discussed without the student’s permission.
  48. 48. 1. Students’ responsibilities during class meetings include: • raising hands and being called on to speak • listening to the speaker and not talking while someone else is speaking • staying on the topic until it has been completed
  49. 49. • being involved by sharing ideas that will help the group • using positive, supportive words to discuss the problem and solutions 1. The teacher will initially serve as facilitator for the class meetings.
  50. 50. Increasing Students’ Involvement in Class Meetings 1.After leading approximately ten class meeetings, present students with a handout describing the major functions a leader serves when facilitating a group meeting. 2.Introduce an agenda item or classroom problem.
  51. 51. 1. After running three or four actual class meetings in which you consistently point out the function of each intervention, meet with and teach one student the role of discussion leader.
  52. 52. 4. Students should function in a role for five or six meetings so that they can master the skills associated with the role and effectively model it for other students.
  53. 53. • Thank you!
  54. 54. References • Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon. • Zirpoli,T. Behavior Management: Application for Teachers, 4th Ed., 2005, p.248 • https://www.youtube.com/watch?v=wGOph- 6SuJI&app=desktop
  55. 55. Special thanks to Dr. Köksal http://www.hayalkoksal.com/#a-new-ngo-association-for- innovative-collaboration-y-ime-der

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