IOSIEIOSIE

A 5-Step Process for Analyzing Student Behavior Problems for

Effective Classroom Management

Sharon FreerProfessor Nicole Luongo

EDTC648Fall 2009

Diagnosing Misbehavior Diagnosing Misbehavior Behavior can be classified by category, type and

cause.

Categories

Acting-out behaviors Withdrawal Behaviors

Types

Moral Personal Legal Safety Educational Educational

Causes

Frustration Conflict Rules

Once you determine which of these the behavior falls into, you can start to find a

solution to it.

Theoretical Models of Human Theoretical Models of Human BehaviorBehavior

There are four models of Human Behavior. They are used to define what causes certain behaviors and suggests appropriate actions to correct such behaviors.

Psychodynamic

Behavior is dictated by external influences.

Rewards + Positive Reinforcement = Corrected behaviors

Behavior is a reflection of one’s emotional state.

Active listening + emotional support = improved social skills, self-esteem, personal insight and self-control.

Behavioral

Theoretical Models of Human BehaviorTheoretical Models of Human Behavior –cont’d

Environmental

A person’s environment influences their behavior.

Focusing on the positive features of home, school, and neighborhood creates a good foundation and

positive surroundings for the desired behavior.

Students experiences influence their behavior.Reminder of rules + discussion = responsibility for one’s actions

Constructivist

Once you are able to determine what type of behavior you are dealing with and what is causing it, you are able to move on to

analyzing it using the IOSIE method!

IOSIE Method – A Five-step IOSIE Method – A Five-step processprocess I - IdentifyIdentify the problem

Objectively view the situation and determine how serious is it?

O - Determine the objectivesobjectives that you want to achieve Objectives should be SMART (specific, measurable,

attainable, results oriented, time frame).

S – Propose a solutionsolution Solutions should be preventive and interventional so

they stop or discourage behavioral problems.

I – Implement Implement the solution Be adaptable in your approach to the problem and if

necessary, get support from parents/guardians and other staff.

E – Evaluate Evaluate results Has your desired outcome been realized?

I=Identify The ProblemI=Identify The Problem The first step in the IOSIE process is to determine what the problem is.

Remain objective and avoid jumping to conclusions.

The seriousness of the misbehavior determines the speed of the response.

Can be dealt with privately, after

class

Needs immediate attention

O = ObjectivesO = Objectives

S * Specific = desired outcome can be clearly definedSpecific = desired outcome can be clearly defined

M* Measurable= outcome can be easily documented and Measurable= outcome can be easily documented and monitoredmonitored

A * Attainable= appropriate for student’s ability and maturity levelAttainable= appropriate for student’s ability and maturity level

R * Results oriented = aim needs to be on how will student benefitResults oriented = aim needs to be on how will student benefit

T * Time frame = fixed time should be set for results to occurTime frame = fixed time should be set for results to occur

Objectives are actually your desired outcome. The key is to resolve the current problem and help improve student behavior and learning for the long-

term and to teach your students self-discipline.

S=SolutionsS=Solutions

Can be preventative or interventional

There can be more than one solution

Be creative!

**Remember**

The key to classroom management is to stop or discourage behavioral problems.

I=ImplementationI=Implementation

Once you’ve identified the problem, determined the objective and solution, you’re ready for the implementation process. First you need to answer these four questions:

1. Who will implement the solution?

2. Is it possible to gain the cooperation and support of everyone involved?

3. How long before a positive result can be achieved?

4. What happens if the solution doesn’t work?

Most often, you as the teacher will implement the solution and you will need the student's cooperation. There are times when you’ll need the parents, staff and other professionals. The time will be based on the seriousness of the problem. If it doesn’t work the first time, try something different. You may have to try a few times.

E=EvaluationE=Evaluation

The best way to evaluate your results is to look at your objectives:

Were your objectives S*M*A*R*T?

Did you achieve your desired outcome?

Did the misbehavior stop?

Did the misbehavior come back in another form?

Classroom Management Control Classroom Management Control SpectrumSpectrum

When it comes to resolving behavior issues in the classroom, there are three general approaches which provide varying levels of control:

Consequence Group-guidance

Individual Guidance

ConsequenceConsequence

Bad behavior is met with a consequence.

Group-GuidanceGroup-Guidance

The entire class participates in a forum to determine how

best to deal with the violation of the class rules.

Individual-GuidanceIndividual-Guidance

The teacher and student have a private discussion

and come to a joint resolution.

Most Control

Moderate Control

Least control

Consequence ModelConsequence Model Consequence models use teacher-initiated consequences for

both positive and negative behavior and provide the most teacher control.

The Logical Consequences ModelThe Logical Consequences Model(Developed by Dreikurs and Soltz, 1964; Dreikurs and Cassel, 1972.)

Based on the idea that children need to be given a choice of consequences when they misbehavior, rather than be forced

to act a certain way.

Example: If a child writes in a book, they either erase the markings or buy a new book.

Try to understand why the student is behaving in the manner they are then act in ways that don’t reinforce the behavior.

Logical consequences help children understand and correct their behavior.

Group-Guidance ModelGroup-Guidance Model Group-guidance models are designed to get students to take

responsibility for their actions, providing moderate teacher control.

Cooperative DisciplineCooperative Discipline Linda Albert (1996)

Based on the idea that students choose their behavior based on the need to belong. Albert believes that student misbehavior comes from students wanting

attention, power, revenge and to avoid failure.

The teacher’s role in Cooperative Discipline is to offer students choices that will fulfill the needs outlined

above and explain the consequences of those choices.

Students are taught to analyze the choices the make before they make a final decision.

Individual-Guidance ModelIndividual-Guidance Model

Individual-guidance models use limited teacher-control and put the responsibility on changing the behavior in the

students hands.

The Restitution ModelThe Restitution ModelDiane Chelsom Gossen (1993)

Based on the idea of self-restitution. The student restores themselves to the person they want to be.

Using the IOSIE ModelUsing the IOSIE Model

II OO SS II EE

IdentifIdentifyy

ObjectiveObjectivess

SolutionSolutionss

ImplemenImplement-ationt-ation

EvaluatioEvaluationn

Logical

Consequences

Model

Identify why the student

is defacin

g propert

y?

To get the student to respect school property

Student will either have to clean the book or buy a new one.

Arrange time for student to clean book or make a payment.

Has the student shown respect for school property?

Identify the

problem

Did the behavior cease?

Identify the

problem

Did the behavior cease?

References

• rps.psu.edu (fighting in school)

• ocregister.com (cheating in school)

• unclutter.com (defacing a book)

• uncg.edu (erasing)