Discussing Problem Behaviors
By Tabitha Stelter | August 2017
As the new school year is off and running, so are some students! But running from adult directives and expectations may signal an underlying problem that needs immediate intervention. As part of Randy Sprick’s “Safe and Civil Schools” model, the staff of my building use evidence-based behavioral strategies. As soon as a student’s behaviors are interfering with their learning or the learning of others, it’s time for a conversation with the student to get at the root of the problem. This “planned discussion” is the first intervention in the Early Stage set of interventions (Sprick & Garrison, 2008). Often, it’s the only intervention needed. “Students may not know what is expected or may be unaware of the teacher’s concern” (p. 71).
The first step is to identify the problem behavior(s) of the student. Planned discussions are appropriate for annoying misbehavior such as tattling or disorganization. These discussions can also be the springboard for moderate misbehaviors if caught early on, including poor listening skills, dependency, arguing, disruptive behavior, tardiness or inaccurate/incomplete work. If a student is displaying severe and/or chronic behavior, then a planned discussion can be effective if it’s included in a more comprehensive plan.
After staff identify the problem behaviors, narrow the focus of what you hope to accomplish. Often, many misbehaviors are interrelated so determine the primary concern for the student. This will help to increase their sense of control and lead to success. Another way to find success is to build upon the student’s strengths. Point out what they are doing well at the beginning and conclusion of the conversation to keep them motivated.
As for the actual discussion, determine if any other adults should be present. You can inform the parents and invite them to participate, but don’t invite them too soon. It may rob the student of an opportunity to fix a problem on their own and exert independence. It may also send a message to parents that you aren’t capable of managing minor misbehaviors.
Include another teacher who may see similar misbehaviors with the student in their classroom. They can offer support/focus for the discussion. Too many adults may overwhelm a student, however, so the rule of thumb is no more than three adults (minus the parents) to the one student. An administrator should only be invited if the behaviors are severe or threaten the safety of you or others in the classroom.
Now for the discussion. Schedule the conversation for a neutral time (not the student’s recess and not your lunch time). Also be sure to allow enough time for emotions to settle after an incident has occurred. According to Sprick, “the higher the level of your concern, the longer you should make the interval between the misbehavior and the discussion.” (p. 78). You will still want to correct misbehavior with a brief statement (e.g., “Vulgar language is not tolerated in this classroom, Johnny”) followed by a comment that you will want to discuss the incident at a later time.
When setting the meeting with the student, give them the vital information they want to calm their worries. Tell them where and when, who else will be there and, most important, ask them to think about what they need from you to be successful in the class. Often, students get to finally state what they need from us adults and it’s as simple as “feeling like I belong in the classroom” or “knowing that you like me.”
The hardest part of having the planned discussion is clarifying your main concerns, so be ready to jot down some items for the actual discussion. The book offers a reproducible page for this, but basically you’ll want to document 1) the problem, 2) a goal, and 3) objectives to meeting that goal. Be sure to assign tasks for each of you. It may seem that the student should do all the work, but if they identified needs, you’ll also have a job or two. This is a document that you and the student can have a copy of when it is completed and you will both leave the conversation with a tentative plan to act on.
Set a follow-up meeting within a few days to check in on the plan. Review any tasks that were assigned to either of you. Offer additional support if needed. Having a second meeting shows the student that you’re invested in making the teacher-student relationship work and it gives you a chance to praise them for their hard work on fixing the problem behavior.
Sprick, R. and Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students (2nd ed). Oregon: Pacific Northwest Publishing, Inc.
Tabitha Stelter is WSCA publications coordinator and a school counselor at Spring Hill Elementary in Wisconsin Dells.
The first step is to identify the problem behavior(s) of the student. Planned discussions are appropriate for annoying misbehavior such as tattling or disorganization. These discussions can also be the springboard for moderate misbehaviors if caught early on, including poor listening skills, dependency, arguing, disruptive behavior, tardiness or inaccurate/incomplete work. If a student is displaying severe and/or chronic behavior, then a planned discussion can be effective if it’s included in a more comprehensive plan.
After staff identify the problem behaviors, narrow the focus of what you hope to accomplish. Often, many misbehaviors are interrelated so determine the primary concern for the student. This will help to increase their sense of control and lead to success. Another way to find success is to build upon the student’s strengths. Point out what they are doing well at the beginning and conclusion of the conversation to keep them motivated.
As for the actual discussion, determine if any other adults should be present. You can inform the parents and invite them to participate, but don’t invite them too soon. It may rob the student of an opportunity to fix a problem on their own and exert independence. It may also send a message to parents that you aren’t capable of managing minor misbehaviors.
Include another teacher who may see similar misbehaviors with the student in their classroom. They can offer support/focus for the discussion. Too many adults may overwhelm a student, however, so the rule of thumb is no more than three adults (minus the parents) to the one student. An administrator should only be invited if the behaviors are severe or threaten the safety of you or others in the classroom.
Now for the discussion. Schedule the conversation for a neutral time (not the student’s recess and not your lunch time). Also be sure to allow enough time for emotions to settle after an incident has occurred. According to Sprick, “the higher the level of your concern, the longer you should make the interval between the misbehavior and the discussion.” (p. 78). You will still want to correct misbehavior with a brief statement (e.g., “Vulgar language is not tolerated in this classroom, Johnny”) followed by a comment that you will want to discuss the incident at a later time.
When setting the meeting with the student, give them the vital information they want to calm their worries. Tell them where and when, who else will be there and, most important, ask them to think about what they need from you to be successful in the class. Often, students get to finally state what they need from us adults and it’s as simple as “feeling like I belong in the classroom” or “knowing that you like me.”
The hardest part of having the planned discussion is clarifying your main concerns, so be ready to jot down some items for the actual discussion. The book offers a reproducible page for this, but basically you’ll want to document 1) the problem, 2) a goal, and 3) objectives to meeting that goal. Be sure to assign tasks for each of you. It may seem that the student should do all the work, but if they identified needs, you’ll also have a job or two. This is a document that you and the student can have a copy of when it is completed and you will both leave the conversation with a tentative plan to act on.
Set a follow-up meeting within a few days to check in on the plan. Review any tasks that were assigned to either of you. Offer additional support if needed. Having a second meeting shows the student that you’re invested in making the teacher-student relationship work and it gives you a chance to praise them for their hard work on fixing the problem behavior.
Sprick, R. and Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students (2nd ed). Oregon: Pacific Northwest Publishing, Inc.
Tabitha Stelter is WSCA publications coordinator and a school counselor at Spring Hill Elementary in Wisconsin Dells.