DIFFICULTY IN DISPLAYING INTERPERSONAL BEHAVIOUR.pptx

DIFFICULTY IN DISPLAYING INTERPERSONAL BEHAVIOUR

1. Misbehavior of learners is one of the common challenges faced by teachers in classrooms around the world. Misbehaving can be a result of lots of stress in a person at an early childhood to old age. F actors: I ntrinsic E xtrinsic When not addressed, learners develop deep problems that can lead to Emotional and Behavioral Disorders.

2. Difficulty in displaying interpersonal behaviors is one of the conditions that affects the social, academic, emotional, behavioral aspects of the learner. Learners having difficulty in displaying interpersonal behaviors are manageable however learners displaying severe and profound aggressive behaviour should be subjected for further observation and assessment by medical practitioners.

3. Common Indicators of Learners with Difficulty in Displaying Interpersonal Behaviours ( Inciong , T., Quijano, Y., Capulong , Y., Gregorio, J., Gines , A., 2007) 1. Bullies and threatens classmates and others 2. Initiates physical fights 3. Has little empathy for others and a lack of appropriate feelings of Guilt. 4. Lies to peers or teachers 5. Steals from peers or the school 6. Shows fearfulness and apprehension 7. Has difficulty in mingling/interacting with others 8. Has low self-esteem masked by showing boldness intended to impress or intimidate 9. Afraid of consequences of activities

4. 10. Constantly seeks affirmation from others. 11. Deliberately annoys others. 12. Worries about things that might happen or have happened. 13. Criticizes self and others. 14. Avoids things or places or refuses to do things or go places 15. Expresses feelings of worthlessness, hopelessness 16. Blames self and others for one’s mistakes or misbehaviour 17. Has lack of interest to classroom/school activities 18. Thinks or talks repeatedly of suicide

5. 19. Afraid of failure, rejection and embarrassment 20. Avoids work activities that involves contact with others 21. Good at flattering and manipulating other people’s emotions 22. Has the tendency to use and abuse prohibited drugs and alcohol 23. Defies and refuses to comply with rules and teacher’s requests  

6. Learners experiencing difficulty in displaying interpersonal and those diagnosed with EBD by medical specialists have to be provided with adequate instructional environment supportive social-emotional climate, and systematic process of identification and intervention in schools ( Smeets 2009).

7. The following accommodations are recommended for these learners: (Center for Mental Health in Schools-UCLA, n.d ) To establish an ADEQUATE INSTRUCTIONAL ENVIRONMENT Arrange classroom setup to foster calm and safe environment and accommodate wide range of motivational and developmental variation among learners. Provide ‘study buddy’ Provide equal opportunities among the learners Clearly state posted expectations and consequences Assist student in setting short term goals Place the learner near a door to help them feel they can quickly leave the classroom or sit beside the teacher.

8. 7. Develop private signal from learner to teacher to request help or directions 8. Instruct learner to answer in a moderate voice. 9. Adapt assignment to minimize writing 10. Give frequent short quizzes rather than long exam 11. Grade performance relative to own growth and improvement 12. Inform learner on his/her time to recite. 13. Asks simple questions regarding learners’ knowledge. 14. Extend time for enrichment/remediation. 15. Give clear instructions to the learners. 16. Allow tests to be taken in a quiet and distraction-free environment. 17. Modify test items based on the learners learning level. 18. Inform the learners’ schedule of the upcoming examinations.

9. 19. Minimize destruction by providing individual desk, provide free access to different parts of the classroom, make teacher desk relatively accessible for every learner and classroom rules must be visible. 20. Alternate short concentrated work periods with breaks. 21. Identify teaching-style/student match (e.g. structured, nurturing, etc.) 22. Small group instruction 23. Alternate high and low interest tasks 24. Provide choice of tasks 25. Utilize areas of strength to encourage expression 26. Reduce amount of required copying from board 27. Adapt assignments to require less writing 28. Reduce workload when signs of frustration are noticed

10. To establish a SUPPORTIVE SOCIAL-EMOTIONAL CLIMATE Use positive reinforcement in the class Provide reassurances and encouragement vs. correction/lecturing and criticism Catch them being good: complement positive work and school behavior or compliant behavior Establish and regularly use a hierarchy of consequences for rule infractions. Make sure that the student understands the expectations and consequences. Identify the reasons of misbehavior Strengthen social skills among learners

11. 7. Validate learner’s perspective and feeling 8. Provide opportunities that will help learners achieve sense of competence, control, and relatedness 9. Provide learners with techniques to take instead of misbehaving (e.g., options to withdraw from a situation or to try relaxation techniques) 10. Help learners enhance their motivation for overcoming misbehavior. (e.g. developing a positive attitude towards school) 11. Assign leadership tasks among learners with EBD 12. Notice when any change in the routine expected 13. Entrust the learners to school nurse, a resource teacher, the librarian. whom she/he feels comfortable with. 14. Form a buddy system in a class or seat near good role model.

12. 15. Set clear rules with the leaners and post them visibly within the classroom. State the rules in positive terms, use clear, concrete, and concise language, identify specific expected behaviors and use illustrations when necessary. 16. Privileges should be given daily, weekly or quarterly and must only be given for every positive behavior. 17. Provide frequent realistic and constructive feedback on learner’s successes and areas of concern. 18. Involve parents and discuss the problem and what interventions will be given. 19. Explain how they can avoid the misbehavior to happen again 20. Make an agreement with the parents to work with the teachers in monitoring the learners 21. Avoid using learner as negative example to others 22. Focus and utilize areas of strengths, talents and accomplishments 23. Provide opportunities for students to display responsibility and provide assistance to others 24. Encourage cooperative learning tasks.

13. To institute a SYSTEMATIC IDENTIFICATION AND INTERVENTION Identify reason for misbehaving, if not sure, try to assume that misbehavior is unintentional and clarify the reason. Identify sets of problem behaviors with matching interventions or steps teachers must follow before, during and after learners exhibit such behavior based on gravity and urgency. Formulate a plan on how the matter will be resolved such as policy on appropriate interventions teachers, guidance counselors, parents could use: reinforcement(positive, negative or differential); precise requests; clear, unambiguous behavior rules; continuous positive feedback; and hierarchy of sanctions ( Fletcher-Campbell and Wilkin, 2003; Landrum, Tankersley, and Kaugmann , 2003, Smeets , 2009), behavioral contracts, time out procedures, social skills instruction (Montana Office of Public Instruction)

14. 4. Provide direct and systematic instruction in social skills(Gresham, Elliot and Black 1987, Chen, 2006, Smeets , 2009) 5. If the misbehavior persists, revert to a firm but no authoritarian statement indicating it must stop or else consequences indicated in the school book shall be implemented 6. As a last resort use crises back-up resources (ask learner’s classroom friends to help or call for help from back-up personnel such as school guidance counselor 7. Throughout the process, keep the situation calm and handle it with protective demeanor. 8. Speak softly in non-threatening manner if agitated 9. Provide feedback: positive feedback for attention to task, short term reinforcers (happy face, check mark, star, in-class rewards) and long-term (accumulate points for rewards at home) 10. Prudent use of negative consequences 11. Establish a behavior contract with realistic goals 12. Use time-out procedures appropriately.

15. TEACHING STRATEGIES Addressing Problem Behaviors and Developing Positive Behavior in Classroom (State of Washington Clover Park School District, Child Study and Treatment Center and Seattle University School of Education, 2005)

16. OTHER SUGGESTED STRATEGIES 1. Keep class rules simple and clear 2. Reward positive behaviors 3. Allow for mini-breaks 4. Fair treatment for all 5. Use motivational strategies 6. Behavior chart 7. Providing Learning Contracts 8. Fostering an Environment of Respect and Acceptance