ERIC Number: EJ919650
Record Type: Journal
Publication Date: 2010-Mar
Reference Count: 0
Boardman, Randolph M.
American School & University, v82 n7 p42-44 Mar 2010
In a perfect world, students would never talk back to school staff and never argue or fight with each other. They would complete all their assigned tasks, and disciplinary actions never would be needed. Unfortunately, people don't live in a perfect world. Student behavior is a daily concern. Teachers continue to refer students to the office as a result of behavior problems, and disciplinary policies must be in place to handle incidents when a student's behavior creates a problem. That said, strategies exist that school staff can employ to help prevent these behaviors from escalating to a point where additional disciplinary action is necessary. Professional development and training can help staff members organize their thinking about problematic behaviors and learn how to intervene appropriately at the earliest possible moment. The first step in behavior prevention is for staff members to realize that the behavior they can control most effectively is their own. What staff members say and how they say it often will determine whether a student's behavior improves, worsens or stays the same. This article provides ten tips to prevent crises and help understand how staff behavior can help mitigate a crisis. Without training, a person's instinctual response to threatening behavior is not always productive. Fear and anxiety are natural emotions for people faced with stressful, potentially dangerous situations. Unproductive responses to these stressors include momentarily freezing up, reacting inappropriately or overreacting. With training, staff members can gain confidence on three levels: (1) professional; (2) physical; and (3) emotional. This confidence replaces anxiety, enabling a measured and rehearsed response. Training gives staff members a chance to practice their intervention skills.
Descriptors: Behavior Problems, Student Behavior, Discipline, Behavior Modification, Anxiety, Professional Development, Prevention, Teacher Behavior, Teacher Influence, Fear, Emotional Response, Self Esteem, Intervention
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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