Instructional Interventions for Disrespect to teachers Examples of behavior  Rudeness talking back interrupting  Mimicing making faces using inappropriate gesture by 061gz5Ab


									Instructional Interventions for

Disrespect to teachers

Examples of behavior

          Rudeness, talking back, interrupting
          Mimicing, making faces, using inappropriate gestures such as “the finger”
          Namecalling, swearing
          Walking away while the teacher is talking
          Selective hearing – ignoring the teacher
          Deliberately pushing the limits, openly defying the teacher
          Drawing inappropriate pictures such as caricatures
          Writing inappropriate messages on notebooks or folders
          Using creative writing assignments to disrespect teachers

Desired alternative behavior(s)

          Disagree respectfully (e.g., by using a pre-approved script and by speaking in a conversational tone)
          Postpone discussion until time allows and student and teacher have had a chance to think
          Use active listening
          Ask to take a break or self-timeout, using a prearranged phrase or nonverbal cue
          Develop a script or cues to use and role play those alternatives
          Talk or vent through journaling, writing, or drawing within previously determined guidelines (e.g.,
           appropriate language, no threats)

Disrespect to teachers                                                                                             1
   General instructional strategies that might be useful in teaching the desired behavior(s)

          Teach anger management
          Teach stress relief strategies
          Teach and model active listening
          Teach empathy/perspective taking
          Use “I” messages
          Scripting: role play inappropriate behaviors and rewrite better responses
          Peer mediation
          Involvement in school counseling groups that focus on various topics (AODA, divorce, anger
           management, grief, stress relief, self esteem)
          Brainstorm and discuss real life consequences of verbal and nonverbal disrespect
          Give student time to think about how they want to fix the problem (verbal apology face-to-face, write a
           letter, make a card, make restitution)
          Teach conflict resolution skills
          Use video clips or vignettes as a basis for discussion (helps to relieve defensiveness)

 Instructional materials that might prove useful in teaching the desired behaviors (websites
                                       updated 8/08):

          The Tough Kid series (Tough Kid Book, Discipline Kit, Social Skills Book, Tool Box, New Teacher Kit,
           audio and video series). Sopris West, 4093 Specialty Place, Longmont, CO 80504. 1-800-547-6747
          Hot Stuff to Help Kids Chill Out – The Anger Management Book and The Anger
           and Stress Book by Jerry Wilde, Ph.D.
          PREPARE Curriculum; Anger Management by Arnold Goldstein. Research Press, P.O. Box 9177,
           Champaign, IL 61826. 1-800-519-2707.
          Scripting: Social Communication for Adolescents by Patti Mayo and Pattii Waldo. Super
           Duper Publishers. 1-800-277-8737.
          Points for Grumpy
          Forms for Helping the Oppositional Child
           Childswork/Childsplay, P.O. Box 1246, Wilkes-Barre, PA 18703-1246.

Disrespect to teachers                                                                                           2
                         Adult attention         Escape/avoidance             Power/control          Peer affiliation         Justice/revenge
                                                                                                                              -   Relationship
Teacher:             -      Build relationship   -   Stress relief        -     Teach to disagree    -   Teach appropriate        building
                            with student             activities                 respectfully             ways to gain peer    -   Anger
Instructional        -      Active listening     -   Relationship               (script)                 attention                management
strategies to        -      Use humor                building             -     Give student         -   Build relationship   -   Accept students
                     -      Teach appropriate    -   Accept student cue         choices or options   -   Use humor                viewpoint;
                            ways to gain             for appropriate      -     Include student in   -   Give the student         validate their
desired                     attention                                           planning                 leadership               feelings but not
alternative                                      -   Use humor            -     Build relationship       opportunities            actions
behavior                                                                  -     Accept student       -   Tutor or mentor a    -   Use 3rd party to
                                                                                cues to escape           younger student          mediate, help get
                                                                          -     Mentor                   (this also gives         at issues
                                                                                                         the target student   -   Teach
                                                                                                         practice)                compromise
And/or                                                                                                                        -   Use “I” messages
                                                                                                                              -   Model respect
                                                                                                                              -   Teach perspective
                     -      Teach others to      -   Student asks to
strategies to                                                             -     Postpone
                            ignore verbal            escape – take                                   -   Teach other          -   Gracefully
reduce the
                            and nonverbal
                                                     self timeout;                                       students to              back off
target                                                                          wait to discuss
                            disrespect               teach phrases &                                     ignore verbal        -   Use humor
behavior                                                                  -     Gracefully
                     -      Use humor                cues
[Note: when                                                                                              and nonverbal        -   Talk privately
alternate            -      Ignore – work        -   Gracefully back            back off/know
                                                                                                         disrespect               with the
behavior is                 with other               off; allow                 when to let it
incompatible with           students                                                                 -   Use humor                student
                                                     student to save            go
target behavior,
                                                     face                                                                     -   Use “I”
the same                                                                  -     Use humor
strategy may                                     -   Use humor                                                                    messages
work both to                                                                                                                  -   Build
promote & to                                                                                                                      relationship

Disrespect to teachers                                                                                                                                3
                                                                                                                                                                         -    Reinforce the student
                       -    Positive feedback &            -    Reward the student for          -    Put the student in              -    Student chooses peer                for appropriate
Student:                                                                                                                                                                      behavior
                            attention                           completing the task                  charge of activities                 or peer group to
                       -    Work with the student          -    Acknowledge the                      (captain, chairperson,               work/play with                 -    Develop trusted adult
Instructional               – spend time with                   student’s attempts –                 leader)                         -    Class reward                        relationship and
                            him/her                             initially you want to           -    Student gets choices &          -    Reinforce the student               support
consequences                                                                                                                                                             -    Develop conflict
                       -    Student earns tokens,               support the process &                at least limited control             when appropriate
for alternative             points, a privilege,                focus on the product            -    Allow student to                                                         resolution skills and
appropriate                 etc.                                later                                choose freetime                                                          resolve disputes
behavior                                                   -    Use a chart or graph to              activity after task is
                                                                show student progress;               completed
                                                                make the beginning
                       -    Ignore (if                          segments larger to              -    Ignore (if                                                          -    Feedback loop
                            minor)                              “jump start”                         minor)                                                              -    Ask the student to
And/or                 -    Give feedback                                                       -    Be businesslike                                                          identify what each
                            in a                           -    Make up lost                    -    Feedback loop                                                            person in the
                            businesslike                        instructional                   -    Have the                        -    Feedback loop                       interaction could
                            way                                 time                                 student develop                 -    Response cost                       do to resolve the
                       -    Response cost                       Homework club                                                        -    Have the                            conflict
                                                           -                                         a lesson for
Instructional          -    Use “I”                             Have the                                                                  student identify               -    Use vignettes or
                                                           -                                         younger                                                                  video clips for
consequences                messages                            student identify                                                          appropriate
                                                                                                     students on                                                              discussion (helps
for                    -    Have student                        appropriate                                                               ways to gain
                                                                                                     dealing with                                                             take
inappropriate               identify                            ways to escape                                                            peer attention
                                                                                                     authority                                                                defensiveness out
target                      appropriate                                                                                                   and affiliation
                                                                                                -    Have the                                                                 of the process)
behavior                    ways to get                                                                                                                                       Have the student
                                                                                                     student identify                                                    -
                            adult attention                                                          appropriate                                                              identify
                                                                                                     ways to gain                                                             appropriate ways
                                                                                                                                                                              to just justice
                                                                                                     power or control

                       -    Being disrespectful                                                                                                                           -    Embarrassing the
Avoid the use               to the student                 -    Cornering the                   -    Power struggles                 -    Cornering or                         student
                       -    Confronting student                 student                         -    Cornering the                        embarrassing the                -    Disrespecting the
of                          when others are                -    Confronting when                     student                              student                              student
                            around                              others are around               -    Overreacting to                                                      -    Getting visibly
                       -    Power Struggles                                                          disrespect                                                                upset

                  Spend time with student to evaluate if he/she understands the task or request given. Is it gratifying to the student to annoy the teacher? Is the behavior because of a habit? Is
Special           this “normal” language at home? Is it possible to delay the discussion until later?
considerations    Are you the only one who saw/heard what the student said or did? If so and the student did comply, can you ignore the comment/action – pretend you didn’t see or hear it? Try
                  to convey (non-verbally) that you are not bothered by the action or comments.

                  The behavior may not be personal - Is there something else going on and you (the teacher) are a “safe” scapegoat?

                  Reflect on your approach to the situations – what do you bring to the interaction? Your approach may be okay but the student may have misinterpreted your words or actions.

Disrespect to teachers                                                                                                                                                                                4

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