Abstract The pivotal role of teachers in establishing positive, supportive, inclusive learning environments based on the implementation of empirically-supported teaching strategies (IDEA, 1997, 2004: NCLB, 2002) is uncontestable. Nonetheless, it is not uncommon to find classrooms characterized by teacher reprimands for inappropriate behavior, coercive interchanges between teachers and children, and limited use of positive teacher feedback. This suggests a need for teachers to implement scientifically supported strategies for promoting positive social and academic growth of young children at risk for behavioral disorders. In the context of a multi-tiered approach to positive behavior supports, we decided to revisit three classroom-level interventions strategies for which there is longitudinal evidence regarding their efficacy—namely, praise, planned ignoring, and classroom rules. Each is discussed, along with guidelines for use by classroom teachers with the goal to improve teacher-child relationships, build positive learning communities, and manage difficult behaviors. Show Journal Information Education and Treatment of Children is an important journal for researchers, educators, and clinical practitioners, as well as graduate students and others with a professional interest in the development of children and youth and a mission to improve teaching, training, and treatment effectiveness. The contents include experimental studies, literature reviews, data-based case studies, and book reviews. Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth. A primary criterion for publication is that material be of direct value to educators and other child care professionals in improving their teaching/training effectiveness. Publisher Information Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics. Rights & Usage This item is part of a JSTOR Collection.
I believe that ignoring can be a great behavior strategy for your toolkit, but it has to be used correctly to be effective. Today I will talk about which behaviors are ok to ignore and how to be effective when you do. First, you must realize that when ignoring misbehaviors you are sending a message. Not just to the difficult student, but also to the entire class. If handled incorrectly, your students may think that acting inappropriately is acceptable for certain students. Students need to feel that you are fair when dealing with misbehaviors. You may have to communicate to your class that fair does not mean that everyone gets the same treatment all the time. But fair means that every time a rule is broken, the student or situation will be addressed. How you communicate this to your students depends on their grade level or age. Types of behaviors that can be ignoredIn my opinion, there are some behaviors that can be ignored in the classroom. They are what I call, low-level behaviors. Low level behaviors are usually annoying and may cause a minor disruption. The key characteristics of low-level behaviors are: (1) No one is getting hurt (2) You can still teach the class (3) You still have the majority of the class’ attention. Examples: making noises, intermittent calling out, out of seat without bothering others (idea: checklist) Types of behaviors that cannot be ignoredOn the flip side there are certain behaviors that I feel cannot be ignored. These behaviors usually cause a major disruption in your classroom. The key characteristics are: (1) It is difficult to teach (2)The student or class is in danger of getting hurt or hurting themselves (3 ) You are on the way to losing control of class or class environment if the behavior continues Examples: walking out of class, being aggressive (verbal or physical), loud repetitive noises, mocking teacher or peers for extended length of time. Planned IgnoringIf you are going to use ignoring as a strategy for low-level misbehaviors, planned ignoring is the best format to use. In using planned ignoring, the teacher gives no attention to the misbehavior and lots of attention to desired behaviors. In other words, the teacher will ignore the call outs, but give attention to the raised hand. Planned ignoring should be used for students who repeat their negative behaviors, knowing it is inappropriate. But they continue to demonstrate the behavior due to habit or need for attention. The purpose of planned ignoring is to -reduce the behavior -not give them the attention for their negative behaviors Communication is necessary to make sure that the student does not get the wrong idea regarding their misbehaviors. Some students will think that because you ignored their behavior, that you are ok with it. They are aware that they are breaking the rules, but may be awaiting your response to confirm it. Explain that just because you are ignoring the behavior, it does not mean that the behavior is ok. Set boundariesChoose the behavior to target and set boundaries around the process. Example 1 What behavior am I ignoring? Calling out How will I ignore? No eye contact or verbal redirection What will I give attention to instead? Raised hand, waiting to be called upon How many times will I ignore? 3 times per lesson After I ignore, then what? If behavior stops, celebrate. If behavior continues, student earns a “time ticket” at end of lesson for choice time. Example 2 What behavior will I ignore? Walks to pencil sharpener without permission How will I ignore? No eye contact or verbal redirection for walking What behavior will I give attention to? 30 minutes in seat without getting up How many times will I ignore? All day for 3 days. After I ignore then what? After 3 days, reflect on the student’s behavior and my behavior. Make a decision if you will continue the strategy as is or add some boundaries. Review the planFinally, make sure your student is aware of the plan. Let him know what behavior you will be ignoring and what you want him to demonstrate. Remind the student of your faith in him and his ability to do his best. FYI- If the reason for behavior is truly due to the need for attention, the behaviors may worsen before getting better. Just stay consistent, this usually means its working! When would planned ignoring not be effective?2) Planned ignoring is never an appropriate strategy for behavior that is harmful to the student or others (e.g., aggressive behavior, bullying). These behaviors will require the use of a different strategy.
When using a planned ignoring procedure the teacher should?When using a planned ignoring procedure, the teacher should: Reinforce other students' appropriate behaviors. Spontaneous recovery refers to: The possible reappearance of an extinguished behavior.
What is a strategy in which an acceptable Behaviour is ignored?The procedure of planned ignoring involves deliberate parental inattention to the occurrence of target child behaviors. In other words, parents identify behaviors that function as a means of getting their attention and selectively ignore them.
What is meant by you can ignore the Behaviour without ignoring the learner?With students that are not posing a danger to others, you simply ignore their behaviors and continue instruction without stopping or giving them any special attention.
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Under which of the following situations would Planned ignoring be most effective?
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