Starting off Defusing Disruptive Behavior in the Classroom, Geoff Colvin highlights “..seven key behavioral principles that underlie the strategies need to be clearly understood.” These seven principles include: goals of correction procedures, the role of teacher attention in correction procedures, the nature of behavioral intensity, escalation, and defusion, the behavioral chains, the role of behavioral extinction and extinction bursts, the power of personal reactions, and establishing a fluent response. Each of these principles will play a key role for management within my classroom.
Goals of Correction Procedures The main goals of this principle are to interrupt problem behavior to engage students in expected behavior, ensure appropriate behavior in the future, and avoid escalating the situation. This first principle sets the framework for managing the classroom and set redirection of behavior as a target in the classroom. My aim is to learn how to utilize correction procedures efficiently to have the ability to interrupt problem behaviors and ensure students will demonstrate expected behavior in the future.
The Role of Teacher Attention in Correction Procedures Recognizing that all students need teacher attention and that problem behavior is a sure way to get teacher attention is key to understanding and utilizing this principle. Teacher attention can be a main cause behind problem behaviors. In my classroom, I will learn to the extent of teacher attention each student needs. My goal is for no student to feel the need to misbehave to gain my attention. I want to direct my attention in the classroom in ways that will reinforce expected behavior while reducing problem behavior.
The Natures of Behavioral Intensity, Escalation, and Defusion This principle focuses on the seriousness of behavior and how the behavior progresses, which can inform teachers how the student is making progress. My realization from this principle is to recognize the intensity of behaviors and be aware of the direction they are heading. I will use this knowledge to be conscious of behaviors that are happening in my classroom and monitor student progress with behavior. Even if it takes time for a student to reach a target behavior, I will be able to see their progress of defusion and improvements can be made over time.
Nature of Behavioral Chains Behavioral chains look at successive behaviors and how each action impacts student behavior. This principle really made me aware of how my actions as a teacher can influence the behavioral actions of my students. In my classroom, I will be aware of how the choices I make influence my students and the decisions they make related to behavior. I also came away with the realization that interventions are more effective early in the beginning of the change. I will use this in my classroom to be sure to intervene with problem behavior efficiently.
The Role of Behavioral Extinction and Extinction Bursts It is important to understand the process of extinction and that this can sometimes cause extinction bursts. Once reinforcers of a particular behavior are removed, students may exhibit extinction bursts, more serious behaviors, before target behavior is reached. This principle will also be of importance in my classroom. I will use this to realize that access to preferred activities may reinforce negative classroom behavior. Knowing this principle can aid in being able to remove these reinforces. It also made me aware that behavior may get more serious after the reinforcers are removed, however, I will manage these bursts effectively to reach expected behaviors.
The Power of Personal Reactions This principle focuses on reaction of teachers. If teachers react personally to behavior, then it can escalate student behavior. It is important to use logic and not react personally to problem behaviors. In my classroom, I will be sure to not take student behavior personally. In early childhood, not every student has learned to self regulate. This is something I must be mindful of in my classroom and be sure to use best-practice responses and not react personally.
Establishing Fluent Responses The most challenging response to problem behavior is to be fluent in the very first response to the problem behavior. It is essential to respond in a planned, automatic way with an effective response. This principle is one that I believe will be improved with experience in the classroom. In my classroom, I know the first response to problem behavior is crucial and I will adapt to using practices that prove to be effective.
My big take away from these seven behavioral principles was redirection of behavior. One of the most powerful actions is having the ability to interrupt an undesired behavior and redirect students to the expected behavior. My goals involving classroom management will be centered around redirecting behavior to achieve clear expectations of behavior that will be set. Management in my classroom will benefit from using these seven behavioral principles set forth by Colvin.
Miss Alex’s Classroom 