Behavior Tips of the Week
What about Arguing with Students?
Avoiding spontaneous discussion about problems is advised to prevent getting pulled into
student. Spontaneous discussions usually increase irritability and decrease cooperation. Set
up a meeting in advance to discuss the issue.
Nagging students almost never works. It creates animosity toward the adult by the student.
Nagging is a set of repetitive, often hostile, verbal reminders from one person, who wants another
person to do something. The other person does not share the first person’s enthusiasm for the idea.
WHAT TO DO WHEN A STUDENT ENGAGES US IN AN ARGUMENT
(1) STOP TALKING. (So simple, that it sounds stupid?)
(2) Even when they continue to talk, KEEP QUIET.
(3) Ignore their talking without smirking or acting superior
(4) Leave….walk away.
(5) If students follow you, do your best to ignore and remove attention.
(6) Just sit down and start reading something, but DO NOT TALK.
(7) Let them have the “last word”. That is okay.
(8) If they threaten to runaway, do not say anything. If they leave, do
not try to stop them. Implement consequences when they return. But do
not discuss the incident with them. If they do not return, call parents
or your supervisor. (Follow your school or district policy.)*
(9) If they say that you do not care about them and that you hate them, still
do not talk.
(10) It is very easy…STOP TALKING.
Planned Ignoring as a Behavior Management Technique
• Certain behavior is purposefully ignored.
• Useful with minor misbehavior.
• Deprives child of attention in a planned way.
• IN THE BEGINNING, the misbehavior will increase, so be prepared.
• Consistency of ignoring is the key.
• Reinforce other appropriate behaviors while implementing ignoring with target child.
• Teach and reinforce other students to ignore.
• Ignoring steps:
1. Move at least 3 ft. away from child.
2. Begin ignoring w/in 5 seconds of behavior.
3. Look away with neutral facial expression.
4. Make no body contact or verbalization.
5. Praise alternate desirable behaviors.