Strategies for Reducing

Undesirable Behaviors
BY TRACY LLEWELLYN

Words of Encouragement
When you are dealing with a student who consistently struggles behaviorally it is
extremely important to get to the root of the problem. These problems do not always
occur on the surface. Sometimes the problem occurs due to factors that we are
unaware of, factors that are completely out of our control. It is important to find
the underlying cause of the behavior.
In order to find the underlying cause you really need to get to know the student. You
have to build a strong relationship. This is not always an easy process, not every
student is an open book. Getting to know these students is often times time
consuming and arduous. However, it will be worth it in the long run!
There is no magic wand and no magic strategies when working with difficult children.
Lets be real! It is trial and error. You have to find what works for you and your
student. I wish that there was someone who had all of the answers, but there isnt.

In the words of Dory,

Just keep swimming

Words of Advice
I have worked with my fair share of difficult children and the BEST advice I have to
offer is:

Get the child to trust you. A child will only trust you if you are sincere.

Be real with them!

Let them experience natural consequences. You dont have to say, I told you so,
but I highly recommend it (in your head of coarse )

Find a way to truly enjoy this person who stresses you out to you max
every.single.day. Although difficult, it is possible.

Talk TO the child, not AT them (theres a difference).

Curing the Blurts

Reasons why children blurt out

impulsively
An

individual history of impulsive behavior

Mixed
A

responses from adults (inconsistent responses)

symptom of stress

Attention
Strong

seeking (competition for attention)

emotion (excitement, anger, frustration)

Strategies for Curing the Blurts

Tokens for answers

Before each lesson give each student 2-3 tokens. If they need to ask a question or contribute in any way, they must turn in a token.

Whole-Brain Teaching Technique

Tell the students to blow their answer into their hand and not to say the answer until you say Release. (this strategy allows think
time and teaches patience)

The 5 Rule

Give each student five laminated cards numbered 1-5 and place them on a key ring. Each time a student raises their hand they turn
over a card. Once all the cards are flipped, they cannot raise their hand for the remainder of the lesson (this helps students think
about their questions/responses and eliminates silly questions.

Try a Class Competition

Divide the class into two sections or two teams. As one of the class rules, every student MUST raise their hand before they are
allowed to speak. If someone on the other team blurts out without raising their hands, the other side (or team) gets a point.

Have Students Become Super Sleuths

If a student(s) consistently blurts out questions that pertain to the lesson have them write their question down on a sticky note.
Then, when they get home, it is their job to research it and find out the answer. If they find out the answer then they can bring it
in and earn a prize.

Following Directions

Tips for Helping Students Follow

Directions

Step 1: Get the attention of your students. After receiving it, pause several seconds before speaking.

Step 2: Announce to your students that your directions arent finished and they may not begin moving
until you give your signalI prefer a simple, Go.

Step 3: Break your directions down into steps. Steps are easy to remember. Your students will
mentally check them off as each is completed.

Step 4: If you have more than two steps, use your document camera, a whiteboard, or easel to post
them somewhere easily seen.

Step 5: Model each step usingdetailed modeling.

Step 6: Ask for and then answer clarifying questions.

Step 7: Just before giving your go signal, ask if there is anyone who doesntknow exactly what to
do. This is an effective questioning technique that shifts the burden of responsibility from you and
your instruction, to your students and their execution.

Step 8: Pause. Allow silence, and the prospect of what theyre expected to do, to hang in the air a
moment before giving your signal.

Step 9: Simply say, Go!

Teaching the Drowsy and

Sleep Deprived

Why are some students so sleepy?

Staying

up too late (often attributed to games, TV, or social media)

Suffering

from health issues or sleep disorders: sleep apnea, restless

leg syndrome, or narcolepsy

Being

bored with the pace of class activities

Traumatizing
Being

parent-child relations or other troubling experiences

too hungry.

Strategies for Energizing Learners

When students start to space off, switch to an activity that requires movement.

Use chat stations, in which students stand and discuss prompts located in different parts of
the room. After a few minutes, rotate the small groups to the next station.

Short energy breaks, orenergizers, can enhance alertness and reduce stress. Give the
student activities to do during those times of day when they are most prone to falling asleep.

Offer the student a standing desk/work station

If one of your students nods off frequently and you are confident it is not due to illness or
medication, consider removing their desk the next time they fall asleep. This way they have
nowhere to rest their head. Give the student a clipboard or a hard surface to write on.

Give the student a regular job in your classroom. This will allow the student to be up and
moving while at the same time being productive.

Motivating the Unmotivated

Why are some students unmotivated

The student lacks essential skills required to do the task. Deficits

may include basic academic skills and/or cognitive strategies.

The student lacks confidence

The student is distracted or off-task because classroom instruction

and learning activities are not sufficiently reinforcing to hold his or
her attention

Theres no belief that school is going to really make much difference

for them in their lives and, so, they give up pretty easily

Motivating the Unmotivated

Give students more than one chance to do an assignment whenever possible.

With students who shut down and have hard time connecting, teachers can use a two-minute
intervention where a teacher takes two minutes a day for ten days to get to know a student. (Find
out what may motivate the student).

Provide choice.

Provide feedback that is accurate, specific, and designed to improve performance.

Help students feel competent.

Incorporate the student's interests into the lesson.

Break tasks into manageable steps.

Expand your teaching style to spark interest.

Focus on the student's individual progress rather than on his performance in relation to his peers.

Helping the Disorganized

The why behind the disorganized child

The student lacks executive functioning skills.

Failure to learn (or be taught) organizational skills

Immature brain development

The student may have general developmental delays, attention problems, or

learning disabilities

Side effects of certain medications

Emotional and behavioral disorders

Differences in cultural norms and family values

Getting Organized!

Disorganized students tend to have very messy desks. They will never
voluntarily choose to clean them out, so it is up to you to set aside time each
day or week for them to do so.

Show them specific ways of how to keep their desks tidy. Throw away old
assignments and materials you no longer use. Place small items such as
pencils and scissors in a school box/container, etc.

Clearly define expectations by creating a checklist. A checklist is a great

tool to help students visually see what they need to accomplish and stay on
track. Show students how to prioritize their list and check tasks off as they
complete them.

More Tips for Getting Organized!

Use memory aids. Memory aids are a great way to help disorganized students
remember their tasks and class materials. Provide students with aids such as
sticky notes, rubber bands and timers. Have them tape checklists and class
schedules to their folders and desks.

Use the Buddy System. Enlist the help of a classmate to remind the
disorganized student of important tasks and student expectations. Pair the
student up with a responsible student that you can trust, to help them out
when you are busy or absent.

Helping Students Transition

Why are transitions sometimes difficult

for students?

Some children do not have the organization or planning skills essential to moving
through a normal day smoothly and are taxed even more when faced with
something new.

Some children dont fully understand or remember routines.

Some children have problems with attention or language processing and miss
details. Others have problems processing the whole picture and get stuck on
partial pieces of information.

Sensory issues with personal space, noise, light and temperature are present that
can make a child under or over responsive to environmental demands.

Situational stressors may be present that can compromise a childs normally

adequate coping mechanisms.

Tips for helping students who have

difficulty transitioning

First, analyze the problem and determine what is causing the student to
struggle with transitioning.

Try to keep routines as predictable as possible and look at things from a childs
perspective. Manage the environment and anticipate problems.

Ask the student to repeat instructions back.

Simplify language.

Break down instructions.

Double-check with your child to make sure he/she understands what is being
asked of them.

Utilize visual or tactile cues if necessary.

Set a time limit and use a timer.

Tips for helping students who have

difficulty transitioning

Plan aloud and provide reassurance.

Leave room for change and avoid rushing.

Teach your child to ask for help when appropriate.

Present an IOU if a routine is unexpectedly disrupted and something fun is

missed.

Build in relaxation. Provide a safe time out, time away, or quiet corner.

If possible provide a few realistic choices or options when making a demand.

Teach calming strategies.

Challenge your class (kids love competition make a game of it).

Tips for helping students who have

difficulty transitioning

Present a Change in Routine card:

Resources

http://teacher.scholastic.com/professional/classmgmt/cureblurts.htm
http
://www.smartclassroommanagement.com/2009/12/19/how-to-get-students-to-follow-dire
ctions
/

http://www.snagglebox.com/article/autism-transitions

http://visuals.autism.net/main.php?g2_itemId=100

http://www.teachhub.com/8-foolproof-ways-help-disorganized-student

http://
www.sbbh.pitt.edu/behavioral%20health%20seminar%202011%20help%20desk/SachaMatt
hews.FinalResource.pdf

http://www.educationworld.com/a_curr/shore/shore060.shtml

http://www.russell.k12.ky.us/userfiles/indexblue/Five-Ways-Motivate-Unmotivated1.pdf