Analyzing the Positive and Negative Effects of Teachers’ Responses to Challenging Behaviors

Abstract

This thesis investigated how teachers respond to challenging behaviors through the perspective of teachers. The purpose of this research was to identify which responses are the most effective in positively managing behavior. Existing literature was reviewed and critically analyzed to identify what challenging behaviors are, why they occur, how teachers respond and management strategies. The original research was conducted using surveys and interviews completed by teachers reflecting on their own practice. It was found that positive responses to challenging behaviors include building positive relationships, discovering the function of the behavior, positive reinforcement and providing choice. These positive responses encouraged positive relationships and addressed the student’s needs. Negative responses were found to damage relationships and the overall learning conditions. These responses were identified by the participants as raising their voice, reacting with emotion and rewarding inappropriate behaviors. The participants requested the supports of more behavior specialists, professional trainings and support from their administrators. From these results, a few recommendations were made to encourage and support teachers in their use of positive responses to challenging behaviors. Proactive classroom management strategies such as behavior specific praise, clear rules and positive relationships can work to reduce challenging behaviors before they occur. It is also recommended that professional development trainings focus on helping teachers identify the behaviors that challenge them the most and create lists of positive responses that can be reflected upon. School leaders could also encourage teachers to apologize when a negative response occurs to reduce the damage done to the relationships.