by

raymundo h. pawid, jr.

Benguet State University
 Kristine was a Grade 5 teacher who felt
desperate over the lack of attention and off-task
behaviors of Zylene. She believed she had tried
everything to help Zylene get better grades but
Zylene herself was beyond help. She considered
Zylene as the pain in her neck.

On the other hand, Eilene was the best student

for her. Eilene was industrious and conscientious. She
was attentive during lectures and was very
cooperative in all endeavors. It was students like
Eilene who gave her the strongest inspiration to
pursue her teaching career. (Villar, 2004)
I. UNDERSTANDING BEHAVIOR
• Bandler and Grinder (1982)

WORLD
MAP

GENERALIZATION

DELETION

DISTORTION
Attention Getting
Power and Superiority
Revenge and Retaliation
Inadequacy
  Attention Getting / Seeking

• When children begin to lose attention of significant

people, they may try to win back their status
through constructive contributions, if these
attempts become futile, they will try all other
possibilities – would prefer to be scolded, punished
or beaten up to being ignored
“ONLY IF I AM NOTICED CAN I FEEL SAFE
THAT I TRULY BELONG”
  Power and Superiority
• The goals of a person who tries to prove
that nobody can make him do what he does
not want to do and that nobody can stop
him from doing what he wants to do;
• Power struggle escalates if the person is
challenged.
“ ONLY IF I CAN BE THE BOSS CAN I
FEEL OKAY”.
  Retaliation / Revenge
• Feeling hurt, abused, ostracized the person
begins to believe that he/she can only find a
place by successfully making himself/herself
hated.

“ ONLY IF I CAN HURT OTHERS THE

WAY I HAVE EXPERIENCED HURT
CAN I FEEL OKAY.”
  Inadequacy
• Discouragement is so immense that the
person has given up hope for success;
• Avoidance of participation ensures less
possibilities of humiliation / embarrassment.

“Only if I can convince others of my

inadequacies can I avoid experiencing
failure and feelings of inferiority”.
 Let’s try to understand
WHY students misbehave …
Alfred Adler
• Take the Lead
II. BEHAVIORS TO BE CONTROLLED
  Disruptive

• Usually this behavior comes to our

attention, but does not necessarily
negatively impact others or diminish
the professor’s ability to conduct class
 Examples of Disruptive Behaviors
• A student whose writing appears to be lacking coherence
and is significantly disorganized. As if s/he is totally
unaware of the topic and they are simply rambling.

• A student who seems hung over and smells of alcohol.

• A student who disclosed they have been victimized or

traumatized.

• A student who makes veiled references or jokes about

wanting to die or kill themselves.
• A student who is extremely nervous or anxious when taking
an exam, receiving a critique or making a presentation.
  Disturbing
• This is when the student’s behavior
interferes with the academic process,
the living/learning environment or the
rights of others. Even though the
student may not be responsive to
intervention, some level of action is
recommended.
 Examples of Disturbing Behaviors
• A student who threatens violence.
• A student who is verbally abusive.
• A student who physically acts out toward
University property.
• A student who impedes the educational
process of the class.
• A student who does not follow proper safety
procedures (in lab, studios, etc) and is non-
responsive to directions.
  Dangerous
• When a student’s behavior becomes
threatening that safety becomes
paramount
Managing Surface Behaviors
 PERMITTING BEHAVIOR

Doing More of the

Behavior Doing the Behavior
at a Different
Time

Doing the Behavior

in a Different
Location Doing the Behavior
In a Different
Way
 INTERFERRING WITH
BEHAVIOR
• Planned Ignoring
• Signal Interference
• Proximity Control
• Interest Boosting
• Tension Decontamination through Humor
• Hurdle Lessons
• Support from Routine
Removing Seductive
Objects
Antiseptic Bouncing
Physical Restraint
• Direct Appeal to Value
Areas
Doing More of the Behavior
• The student is
encouraged or urged
to perform the
behavior much more
than he / she used to.
 Doing the Behavior at a Different
Time

• Rescheduling
the
performance of
the behavior
Doing the Behavior in a Different
Location
• The student is
allowed to perform
the behavior in a
place other than the
customary
 Doing the Behavior in a Different
Way
• Changing the appearance or form
of the behavior;
• The student is allowed to
continue performing the behavior
provided provided that he/she
can do it more innovatively
INTERFERING WITH
BEHAVIOR
• Planned Ignoring
- ignoring the inappropriate
behavior and responding to the
appropriate behavior

• Signal Interference
– Use of hand gestures, facial
expressions and eye contact to
signal the student to refrain from
performing a behavior
• Proximity Control
– Standing close to the student at the
time the misbehavior is presented,
even if no words are utilized
• Interest Boosting
– Previous serious attempts at being
attentive and followed by initial signs
toward must be responded to by
providing attention in order to boost the
interest
• Tension Decontamination
through Humor
– A new stimulus ( the joke or
funny experience) is presented
and terminates the original
stimulus that prompted the
inappropriate behavior

• Hurdle Lessons
• Support from Routine
– Some people require more
structure than others to
maintain appropriate
behavior. Regular schedules
which include activities and
break times can be helpful
• Direct Appeal to Value Areas
– pointing to the students the
relevance of the subjects/
topics they find immaterial
• Removing Seductive Objects
– controlling non-school items brought to school
• Antiseptic Bouncing
– terminating a disruptive behavior by sending the
student to perform another task
• Physical Restraint
– used only when the person is already out of control
and is dangerous to self, others or property
 Goals of Behavior Modification
• To eliminate maladaptive behavior
• To strengthen new behavior
• To maintain new behavior
• To modify emotional behavior
Projecting “You are ok” - making others feel good about
themselves

• Non-verbal strokes
 smile
 pat
 eye contact
 shake hands
 ok sign using the finger
 clap
 nod
 Written
 written commendation
 thank you notes
 hello notes
 greetings in a card
 love notes
 congratulatory notes
• Words of agreement “ We are thinking along the same line.”

• Words of empathy “ I see how irritated you are.”

• Words of admiration “ I salute you for that.”

• Expression of love
and concern “ How can I help you.”

• Use of magic words “I’m glad to meet you.”

“Welcome back.”
“ Have a nice day.”