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)