strategies for dealing with challenging behaviour in the classroom pdf

The following strategies have been found to be effective in promoting positive 3 0 obj �!�4��`(ES�w'9�A��:y�uM]9 ��R7,�>]d��I�J�o�^��k�Aow +SJ�t���uٝ�z�7�}} �� endobj <> 0000001985 00000 n 0000000688 00000 n x�}�]K�0����e;4K�4�`܇�8�n���mW�:���o���i�"�p�>y���a>����FO'x���3ι��$��8ʘ�� endobj Managing Challenging Behaviour ... Establishing and maintaining rules and routines in the classroom requires a good deal of effort from teachers, but it has been shown to promote positive behaviour. endobj When confronted with challenging behavior… 1) Recognize • Your own unique set of past experiences, values instructional practices, and institutional guidelines. 240 0 obj << /Linearized 1 /O 242 /H [ 688 742 ] /L 1583380 /E 5552 /N 36 /T 1578461 >> endobj xref 240 14 0000000016 00000 n endobj stream 0000000631 00000 n 6 0 obj <>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 720 540] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> %PDF-1.3 %���� This recommendation is based upon the fact that the two most likely reasons for challenging behavior are: (1) attempts to get attention or (2) attempts to avoid or escape a non-preferred activity. <> �wl)���A�׊�����Mu��N�������F�)f[��?�89f��p��_��p�@� fA�� endstream endobj 253 0 obj 626 endobj 242 0 obj << /Type /Page /Parent 234 0 R /Resources 243 0 R /Contents 247 0 R /MediaBox [ 0 0 612 792 ] /CropBox [ 0 0 612 792 ] /Rotate 0 /Thumb 159 0 R >> endobj 243 0 obj << /ProcSet [ /PDF /Text ] /Font << /F2 249 0 R /F5 244 0 R /F6 250 0 R /F7 245 0 R /F9 246 0 R >> /ExtGState << /GS1 251 0 R >> >> endobj 244 0 obj << /Type /Font /Subtype /Type1 /Encoding /WinAnsiEncoding /BaseFont /Helvetica-Bold >> endobj 245 0 obj << /Type /Font /Subtype /Type1 /Encoding /WinAnsiEncoding /BaseFont /Helvetica-BoldOblique >> endobj 246 0 obj << /Type /Font /Subtype /Type1 /Encoding /WinAnsiEncoding /BaseFont /Times-Roman >> endobj 247 0 obj << /Length 2137 /Filter /FlateDecode >> stream 0000004619 00000 n ���:E_-x���{ `�Սi�����}7��c&{���h���y�ǥ� 7�G ] � 8�J����0 ����X�{E�Q܄̮&. endobj %PDF-1.5 <> stream 0000005305 00000 n endstream endobj ^�nq�)�n���V]�:��0���J\DݝԮ�����q�CƊ(� 0000001604 00000 n *�Hl���R�)��)�q��̷�x���� �:d�_w$xM�xEI�Z�7FZa�XE�g"��R��q� ����Ye����YVeT�i��J�ڙGE�fE 8 0 obj 2 0 obj !�. 1. ��;Jf�v�ĉ�v&�(����9�x2S��V�/9u&'!6�g,�=����J��"�b�R:%�+���Xlؔ��;���$����|*�Ñ��ج��\���������Nd�;~���ǗK "�����"G���Sx���n�p��k����* ��4�N!zd�����Cv���v��#*� ���а�Ͳ��b�� �-�vr��32����'7��7T @FZ�V� D����Od[�i���N��\@B����IGx/t�-��8��ބS�*��U�*�x�k-����B�fy��Ff�"���ц]�������;�M��d��#�e"3���eg=��j������4���y�8Ǯ~B�j���5v���,]:�əc#'��� G8�c���˄C:3�[ 99L��(���Ь�p�cB����K'������� �Xd40)))700 H�b```f``�������� ̀ ��l@q�F S�A It is important to remember that these students have permanent neurological damage that will make changing behaviour difficult. endobj trailer << /Size 254 /Info 239 0 R /Root 241 0 R /Prev 1578450 /ID[<6c28d2d3b902a4721de8e87d6fccd93a><6c28d2d3b902a4721de8e87d6fccd93a>] >> startxref 0 %%EOF 241 0 obj << /Type /Catalog /Pages 235 0 R >> endobj 252 0 obj << /S 577 /T 686 /Filter /FlateDecode /Length 253 0 R >> stream 0000001868 00000 n 0000004305 00000 n 10 0 obj 9 0 obj ]��ڨ�`ݹ����A��"�"f ?W�S�|�=�� 7 0 obj Dealing with specific classroom difficulties – practical solutions 32 The Antecedent-Behaviour-Consequence (ABC) chart 32 Preventing disruptive behaviours 34 Responding to challenging behaviours 35 Using reasonable force 36 Behaviour management strategies 40 Re-engaging individual children – some practical ideas 52 ��0�B� ���A$,��I iili`�P���� �@ g6�,��d� �k�p����PZ�j�P�H�+�piT��M��U� .�H��J�fK>�+l�6'��1p^aL�g0d�!��(��`��sЄ����C�,���O���. 4 0 obj <> This section will focus on classroom strategies and interventions that address the discipline/behavioural challenges of students who are alcohol-affected. 6T���V)��j����zº�l:C�J�� j�e�l���Y��ݤE�������k%D�ƅ��� +�l <>>> J���Zpu6��(y���hD��0�Yh48o(! endobj You should ensure the child’s safety while providing minimal attention to the challenging behavior. 5 0 obj When children are engaging in challenging behavior, keep interactions with them to a minimum during these episodes. 0000001758 00000 n �U? <>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 720 540] /Contents 10 0 R/Group<>/Tabs/S/StructParents 1>> <> H��W˒۶��+�ԸF4A|,�x�;�Į;R�Ŕ I��P��dV��[��M7 �f���r- ݧO���W�H��P�1IiB6Y��^�hD�ODx7(9��~�Ÿa��(a!�q����۬oV�w��?2B��*H��%4(�S�U�aK�vO�5�����N�;�!�����X�4�p f9ɒ(H�,�攥 ��'0�C͇�ﺆ�'~����lǞ��(�@x[��v�E�������G�� ��F� %O���g��-$��� �!XՊ����z�E�4W��c$-��&� X���O�ۇ/_~&�����&K�h����_��D��������ݖ���������� "����ϻ��_�>��|�"��?�,J�q 1 0 obj <> 2) Adjust • Become “comfortable” with challenging behaviors Realize the behavior is not personal … <> 0000004514 00000 n x���]K�@����2�{A����G�ًP'm�:ѤU��;�Dw�!�����g�s���C��NOO�&�S�ggp1��K`�cL(� 0000001430 00000 n ��H䠸 [kٜ�~��H���^�����9���-ȤS���Q� �� ? %���� O&tm`�o�� 0�q鉾s�5I�nh���ch�`�����f�(����e Wi�qc�&��. • Any challenging behavior that persists over time is “working” for the child. endobj �A�uEGÿ�e{$=����A�S=d�5�@o�!�Z�6�U����Q���D:��;� &m7�62Le �&�N�l�'YW�)�XWY�a����*�ǵOen�t����^^����'a�]ɋ�&`iy�Q���� Qp陜!�^�Eeѩ�}\;v�}w�yc���\�T R�٥9ٖ5pC����Ћ��#'yn!�y�`!O��Ⱦk1�:�3�v��g [6��|kco�]vM3���8\�n90�g`՜G]�{Ӏ�s2 0000002092 00000 n 0000001408 00000 n

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