Helping Kids Behave Part Nine


Davis, Nelson, & Gauger (2000) point out that studies have shown that areas like hallways, cafeterias, and playgrounds are prime locations for violent encounters. Thus, another proactive measure is to monitor transitions.

To reclaim ownership of your school you must extend yourself to these areas. The author also worked for a time as a counselor in a probation halfway house. He found that much of his best work was done in the recreation room.

When he was present he could diffuse situations and counsel residents to appropriate behavior before they did something on impulse that would get them into trouble.  All transitions during the school day must be monitored. The following are helpful tips from Davis et al (2000):

¨      LISTEN to what students are saying. Know their slang so you will understand what they are talking about.

¨      WATCH what students are doing. Be aware of body language

¨      KNOW their WHEREABOUTS.

¨      ASK QUESTIONS such as, “Where are you going now?” “What are you doing?” “Are you feeling well?”

¨      SHOW THEM YOU ARE WATCHING  by saying, “Nice game last night, Fred!” “No running Ted.”

The benefits are:

This increases learning opportunities by building self- confidence

It builds relationships between teachers/adults and students

It establishes tolerance levels and consequences

Use this to:

Teach basic or advanced skills.

Prepare oneself (and your students) for specific situations or circumstances.

Allow one to individualize teaching. 

Corrective Teaching: the second component of the Boys Town model is a process that can be used to identify inappropriate behavior in students and guide them to appropriate behavior. 

It works best when children are making mistakes but don’t know how to correct them.

The KEY is to develop solid relationships with your children or students. Then use this to teach them how to avoid making the same mistakes over and over again.

The central components are:

¨ Description:You describe the behavior in words and actions then work on it by role-playing and practice.

¨ Relationship: Use friendliness and warmth showing genuine concern for the student. Help the child feel good about him or herself. (See relationship-building above.)

¨ Consequence:Use both positive and negative consequences for behavior. Praise and feedback for appropriate behavior are important.

Step by step of Corrective Teaching

¨ Provide initial praise/empathy: “ I know it can be frustrating when you don’t get the grades you want.”

¨ Describe inappropriate behavior: “Your paragraph had a many run on sentences. You combined too many ideas or concepts into one sentence.”

¨ Describe appropriate behavior: “After you write something, read it aloud to yourself. If you pause or hesitate at a certain point, you need to insert a comma, period or semicolon.

Helping Kids Behave Part Eight
Creative Counseling Home

Disclaimer: This website and its content is intended for trained licensed mental health professionals and school certified mental health professionals to use for their clients / students at their own discretion.

*If you ignore the disclaimer above are using these techniques on yourself and you feel any discomfort or upset it is highly suggested that you seek out a licensed  mental health professional immediately.

"Beyond Art Therapy" is the concept from Dr. Stangline that combines all creative fields in therapy. It is not the traditional "art therapy" but goes beyond to include sand tray therapy, play therapy, mindfulness, meditation, color therapy, cognitive behavioral therapy, and a vast majority of other therapies.

For any other type of mental health emergency call your local 911 / Police Number immediately.

Dr. Stangline does not offer advice / suggestions to anyone who is not a professional mental health provider, or a student who is studying this field and has questions about mental health programs of study.

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