Surface Behavior

Time-honored tools for the Management of Surface Behaviors

Most inappropriate behavior can be redirected while they are minor to avoid them from becoming more serious. 

• Role Modeling- The most significant behavior management tool available to teachers is to conduct themselves the way they expect their students to. Teachers who maintain self-control, respect for others, good manners, courtesy, honesty, fairness, and good judgment teach by example. Students are more attentive to the emotional tone of the speaker rather than the actual words.

• Planned Ignoring- Is most effective for students’ behaviors designed to provoke others or gain attention. Most successful if planned before the behavior occurs. They will often get bored and stop the given behavior. It is crucial to reinforce the appropriate behavior once it appears.

• Disengage- Do not argue with students! Do not answer a question after you told the student to be silent. After making a request or giving a direction, walk away from the student and give them time to comply. Allow them to get the last word in. Often, they will comply when they feel it is on their own terms. 

• Signal Interference- Non-verbal cues such as snapping fingers, holding hand up to show “stop,” pointing at your ear, “The Look,” etc. Because these are non-verbal, you can use them without interrupting your lesson. Best when done gently and positively.

• Interest Boosting- Draw their attention to the task at hand by conveying interest in work they’ve already done or ask a question about their progress.

• Proximity Control- Standing next to a student having a difficulty. This can be done without paying any attention to the student. 

• Tension Reduction through Humor- Humor can often defuse a tense and potentially explosive situation. A joke, or light-hearted comment shows that a student has a sense of humor. The student must be able to correctly read the affectionate aspect of the interaction; this may need to be explained to avoid misunderstanding. (CAUTION: Avoid Sarcasm)

• Diversion- Focusing the student or group’s attention to a more desirable activity can reduce or eliminate the problem.

• Hurdle Help- Students sometimes misbehave because they do not understand how to complete a required assignment. Rather than loose face in eyes of their peers, the student prefers not to ask for help. The teacher offers the student help to grasp the new concept or skill involved rather than focusing on the misbehavior. Timing is essential: intervene before behavior escalates.

• Restructuring Routine- Routine has a stabilizing effect on everyone. However, when students become bored or overly excited it may be more effective to alter the routine or situation in response to this behavior. Flexibility is the key, as well as responsiveness and awareness of your students’ energy levels and needs. 

• Regrouping- Changing the grouping (seating arrangement, reading group, etc.) can help avoid or interrupt “contagious chains” and continuing problems.

• Infusion with affection- A warm, open, caring response from a teacher will encourage a student to talk about problems before they become a significant incident. A very positive and supportive approach can help the student to respond more appropriately. 

• Reinforce Incompatible Behaviors- Example: instead of punishing student for being out of his seat, reinforce him when he is in his seat.

• The Ripple Effect- Similar to above. Reinforce those students who are displaying appropriate behavior instead of reprimanding those who are not. 

• Antiseptic Bounce- When a student shows a buildup of stress or restlessness, they can be sent out of the room without focusing on inappropriate behavior. A pass to the bathroom, an errand to the office, even a note to the teacher down the hall with the words “antiseptic bounce” written on it. 

• Remove Seductive Objects- Some objects hold irresistible appeal to students, especially those with limited behavioral control. Leaving such thing around the room can invite problems. Once you perceive something as having a seductive value, removal of the object is done in a non-punitive manner.

• Interpretation as Interference- A student may not understand or be aware of a behavior. It can be helpful to describe what the student is doing by commenting on an observable behavior. For example “If you talk out while I’m talking, neither of us will hear each other.”