Responding to Minor Misbehavior through Verbal and Nonverbal Responses

Examining Teachers’ Self Described Responses to Student Behavior through the Lens of Catholic Social Teaching Principles

“…Reflection on teacher self-described responses in reference to this tenet raises the question as to how teachers can manage a classroom in which individual differences can be addressed and the group remains a valued component. Study findings at the secondary level reveal that when teachers change instructional approaches (e.g., Colvin et al, 2008) as well as responses to behavior by acknowledging appropriate behavior-such as, through the use of positive feedback or praise (e.g., Infantino & Little, 2007;Myers et al, 2011;Swinson & Knight, 2007) and nonverbal cues (e.g., Dhaem & Paterson, 2012), students exhibit an increase in appropriate behavior. In essence, these behavioral approaches aim at preventing disruptive behavior by addressing the individual academic and behavioral needs of students, which affects the group of students as a whole.…”

“…In particular, Infantino and Little (2007) found that secondary students preferred praise from teachers regarding their work and behavior; however, they preferred that teachers deliver praise in private (Infantino & Little, 2007). In much the same way, nonverbal feedback (e.g., proximity control, hand signals) decreased disruptive and off-task behavior (Dhaem & Paterson, 2012). When implemented, nonverbal feedback not only provided teachers with better classroom management, but also allowed them to continue instructing the class while redirecting student behavior (Dhaem & Paterson, 2012).…”

“…In much the same way, nonverbal feedback (e.g., proximity control, hand signals) decreased disruptive and off-task behavior (Dhaem & Paterson, 2012). When implemented, nonverbal feedback not only provided teachers with better classroom management, but also allowed them to continue instructing the class while redirecting student behavior (Dhaem & Paterson, 2012). Incentives and reinforcement also increase appropriate classroom behaviors in secondary settings (e.g., Chafouleas, Hagermoser Sanetti, Jaffery, & Fallon, 2012;Coogan, Kehle, Bray, & Chafouleas, 2007).…”

A Relaxation Station in Every Location

“…Initial use can be initiated-and managed-by the teacher or the students or both with modelling, regular review, and contingent praise (Coleman et al, 2013). Educators could prompt its use by using gestural prompts or brief reminders (Dhaem, 2012), such as, "Perhaps you would feel better if..." or "Do you think it would be a good time to...?" Students can verbally ask teachers for permission to use either the relaxation station or utilize a self-management tool to do so (e.g., a break card).…”

Understanding and Delivering Interventions for Students with Schizophrenia and Other Psychotic Disorders

“…Therefore, we recommend that teachers and other education practitioners assume that management, instruction, and intervention practices recommended for students with ED or behavior problems also apply to students with SS&PD, until there is scientific evidence to the contrary. For example, widely used universal (Tier 1) classroom and school behavior management procedures (e.g., Dhaem, 2012;Sayeski & Brown, 2011) are probably appropriate. Selective (Tier 2) and targeted (Tier 3) procedures (e.g., Farley, Torres, Wailehua, & Cook, 2012;Regan & Michaud, 2011) may be helpful as well, with the caution that deviant thoughts and perceptions can create powerful antecedents and consequences for deviant behaviors, sometimes more powerful than those available to educators.…”