|Laughs or shrugs when disciplined.
||May be an attempt to save face
or maintain status, a defense mechanism.
||Reprimand privately when possible.
Provide student with alternative appropriate responses. Do not react
to teacher or peer
||May also be an attempt to save
face and maintain status, a defense mechanism.
||Respond in a low firm voice.
Do not raise your voice to the student. Calmly and repeatedly state
your request providing the student with choices. When the situation
has deescalated, discuss appropriate responses.
|Argues loudly with the teacher
or other authority figures.
||May have an inherent distrust
of authority. May believe loud confrontation shows strength.
||Do not argue. Restate request.
Provide choices. Have the student submit grievances in writing. Model
respect for the students.
|Indifference/does just enough
to get by
||May believe they are incapable
of doing any better or will fail if they attempt the assignment. May
believe putting in minimal or no effort gives them control over the
||Increase positive interactions.
Choose a subject area to focus on where the student shows ability.
Set specific goals and expectations with the student. Be honest with
the student. Provide immediate feedback. When expectations are met
provide reinforcement and praise. If expectations are not met reset
|Physically aggressive behavior
||May lack the language or problem
solving skills to solve the problem in a non-confrontational manner.
May believe that not responding in a physical manner will diminish
||Stress that physical aggression
is inappropriate in the school environment. Help student work through
conflicts. Model steps of conflict resolution. Hold class meetings
to problem-solve in a non-judgmental manner.
|Often touching someone else or tapping or rocking.
||May lack practice in not touching
or moving about.
||Allow doodling that is not distracting
or use of stress or Koosh® balls. Give as much to do with the
hands as possible. Provide hand signals to use during whole-group
instruction. When in line or standing have students fold their arms
or hold hands behind their backs. Model. State reasons for this procedure.
|Inappropriate language or body
||May not realize the language
or gesture is inappropriate for the school environment. May be a habit.
||Allow students to generate phrases
that could be used to say the same thing. Explain that the gesture/body
language is disrespectful and not appropriate for the school environment.
Model appropriate responses.
|Difficulty remembering directions;
skips steps in assignments
||May lack practice in using sequencing/memory
||Provide step-by-step written
instructions. Allow the students to check off steps when they are
completed. Have check lists for completed assignments.