Preventing and Responding to Misbehaviour through Low-Key

Responses

Classroom ManagementClassroom ManagementEDUC 4454EDUC 4454

• Effective teachers weave the following Effective teachers weave the following concepts into their classroomsconcepts into their classrooms

*winning over*winning over*cohesiveness/bonding*cohesiveness/bonding*inclusiveness*inclusiveness*a safe environment *a safe environment

even when responding to student misbehaviour.even when responding to student misbehaviour.

• Teachers have little or no control over the Teachers have little or no control over the baggage children bring to school with them.baggage children bring to school with them.

• There are no easy solutions to managing a There are no easy solutions to managing a classroom.classroom.

• Bennett and Smilanich offer a concept they Bennett and Smilanich offer a concept they call BUMPS. call BUMPS.

What is the Theory of Bumps?

• Bennett and Smilanich label the student’s Bennett and Smilanich label the student’s escalation (i.e., the move towards power escalation (i.e., the move towards power and revenge) as a and revenge) as a BUMPBUMP..

• The student bumps up the ante…emotion The student bumps up the ante…emotion and the teacher chooses an appropriate and the teacher chooses an appropriate response in order to defuse the situation.response in order to defuse the situation.

BUMP 1 Low Key Responses

• Low key responses are critical to the Low key responses are critical to the successful day-to-day creation of effective successful day-to-day creation of effective learning environments.learning environments.

• More than one low key response may be More than one low key response may be used at any time.used at any time.

• The key is being proactive and prevent the The key is being proactive and prevent the escalation of misbehaviour.escalation of misbehaviour.

Low-Key Responses

Characteristics:Characteristics:1.1. no or minimal verbal responsesno or minimal verbal responses

2.2. quick and quiet…they don’t stop the flow quick and quiet…they don’t stop the flow of the lessonof the lesson

3.3. they don’t invite escalationthey don’t invite escalation

Low-Key Responses

1.1. Proximity:Proximity:The teacher moves towards a misbehaving The teacher moves towards a misbehaving student. student.

Be aware of how you move and what your body Be aware of how you move and what your body language conveys to the students. language conveys to the students.

Be aware of personal space. The closer you get Be aware of personal space. The closer you get to the student, the more assertive the stance to the student, the more assertive the stance becomes.becomes.

You want to avoid escalating the behaviourYou want to avoid escalating the behaviour..

2.2. TouchTouch::A quick light touch on the forearm or A quick light touch on the forearm or shoulder by the teacher done in such shoulder by the teacher done in such a way the it is not noticed by others.a way the it is not noticed by others.

Be sure to check the school policy as Be sure to check the school policy as it relates to the use of touch in the it relates to the use of touch in the classroom and around the school.classroom and around the school.

3.3. The LookThe Look::Communicates to the student that their Communicates to the student that their behaviour is inappropriate.behaviour is inappropriate.

Preventative ScanPreventative Scan::Communicates to the students that the Communicates to the students that the teacher is aware of what is happening in teacher is aware of what is happening in the classroom and allows the teacher to the classroom and allows the teacher to address potential disruptions.address potential disruptions.

4.4. Using the Student’s NameUsing the Student’s Name::Reminds students that the teacher is aware Reminds students that the teacher is aware of what is going on in the classroom.of what is going on in the classroom.

Be aware of your tone of voice.Be aware of your tone of voice.

Used to greet or select a student, it is an Used to greet or select a student, it is an effective way of winning students over.effective way of winning students over.

5.5. The GestureThe Gesture::Usually a hand or facial response that Usually a hand or facial response that communicates the expected communicates the expected behaviour.behaviour.

Can be effectively used with other Can be effectively used with other low-key response.low-key response.

Be aware of cultural differences.Be aware of cultural differences.

6.6. The PauseThe Pause::Communicates to the students that the Communicates to the students that the teacher is aware of what is going on in the teacher is aware of what is going on in the classroom.classroom.

Gives some time to think before responding.Gives some time to think before responding.

Is generally used with other low-key Is generally used with other low-key response.response.

7.7. IgnoringIgnoring::Communicating that theCommunicating that the student’s student’s misbehaviour will not get the desired misbehaviour will not get the desired effect the student wants…usually the effect the student wants…usually the teacher’s attention.teacher’s attention.

Ignore the student if it does not stop the Ignore the student if it does not stop the teacher from continuing or others from teacher from continuing or others from learning.learning.

Always remember to focus on the Always remember to focus on the behaviour behaviour NOTNOT the student. the student.

This communicates to the student the This communicates to the student the he/she is accepted in the classroom but the he/she is accepted in the classroom but the behaviour is not.behaviour is not.

Transitions

• Transitions occur anytime student Transitions occur anytime student movement is required.movement is required.

• Transitions are the breeding ground for Transitions are the breeding ground for misbehaviour.misbehaviour.

• Include: Include: WHEN the students will do itWHEN the students will do itWHAT the students will do…WHAT the students will do…HOW the students will do it…HOW the students will do it…

Practice, practice , practice in September.Practice, practice , practice in September.

Rules

• Set guidelines for expected behaviour in the Set guidelines for expected behaviour in the classroom.classroom.

• The teacher’s ability to act on these rulesThe teacher’s ability to act on these rules will determine whether or not the rules will determine whether or not the rules make a difference.make a difference.

• Consistency is important.Consistency is important.