Solving Disruptive Behavior
Why do some
STATUS AS A
Problems in the family
Lack of feeling loved in the
Strict rules, punishments
Fear of being
Fear of falling behind
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
A list of skills or abilities enhanced by
involving students in a problem solving
• Alternative solution thinking
• Consequential thinking
• Causal thinking
Zirpoli,T. Behavior Management:
Application for Teachers, 4th Ed., 2005,
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
• Role-play several situations in which a student
• Lead a discussion following each role-play.
• Have the students practice by taking the
role of both student and teacher.
• 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.
• Explain how the problem-solving process
relates to the classroom management plan and
the difference between verbal and written
• Quiz students on the steps in the sequence and
classroom management plan.
Student-Facilitated Peer Conflict
The teacher can;
•discuss the procedure with the class.
•arrange student meetings.
• help students develop the skills necessary for
productive conflict resolution.
• use conflict manager programs.
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
• Nonhostile, nonphysical sanctions applied
immediately and consistently to violation of
• 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.
• Discussion of the issue of bullying with bullies,
victims, parents and neutral students to clarify
school values, expectations, procedures and
METHODS FOR GROUP PROBLEM
• Class Meetings
Class meetings allow both teacher
and students to resolve problems
openly and before they become
major issues that negatively affect
A class meeting to deal with externalization and
Guidelines for Implementing a Class
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.
1. An agenda will be created prior to every
2. Discussions are always directed toward
arriving at a solution that is not a
1. If an individual student’s behavior is listed
on the agenda, the item will not be discussed
without the student’s permission.
1. Students’ responsibilities during class
• 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
• being involved by sharing ideas that will help the
• using positive, supportive words to discuss the
problem and solutions
1. The teacher will initially serve as
facilitator for the class meetings.
Increasing Students’ Involvement in Class
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
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
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.