SESSION GUIDE FOR ACCOMODATING

LEARNERS WITH DIFFICULTY IN DISPLAYING

INTERPERSONAL BEHAVIORS

1|Page
 LEARNERS WITH DIFFICULTY IN DISPLAYING
INTERPERSONAL BEHAVIORS

Session Guide I ( Who am I? )

I. Greetings
Good day everyone. I am ________________________ . I will be
facilitating the session on identifying learners with difficulty in displaying
interpersonal behaviors.

II. Introduction
Say: Misbehavior of learners is one of the common challenges
faced by teachers in classrooms around the world. Misbehaving can
be a result of lots of stress in a person at an early childhood to old
age, caused by lots of factors that lead to difficulty in displaying
interpersonal behaviors. Sometimes, it is intensified by many
situations. When not addressed properly, learners develop deep
problems that can lead to Emotional and Behavioral Disorders (EBD).

Learners with difficulty in displaying interpersonal behaviors

can hurt other learners and teachers and make environment unsafe.
It is the fundamental right of every child to be given equality
education just like regular [Link],various interventions,
behavioral support, accommodations have been designed for
schools and teachers that can be integrated school-wide in every
classroom.

Objectives:
At the end of the session, the facilitator is expected to:

1. identify the common indicators of learner with difficulty in

displaying interpersonal behaviors
2. use assessment checklist in identifying learners with
difficulty
in displaying interpersonal behaviors

III. Time Allotment ( 90 mins)

IV. Materials

(Why am I an Angry bird) white bond paper, crayons or marker,

2|Page
 Behavior Checklist
(Angry Paper Toss) white cartolina, markers, napkins or toilet
paper,
tape, and a container of water

V. Procedure
A. Priming Activity ( 20 minutes)
Game:
Why am I an Angry bird?
Procedures

1. Ask the participants to talk about the things that made

them angry. Tick the observed manifestations.

2. Let the participants draw a picture of their body on white

bond paper and color the parts of the body with red where
they feel angry at.
3. Let the participants list helpful ways on how they manage
anger.
Directions: Mark all behaviors that you usually do when
you get angry
 kick, push, hit
 slam doors
 yell / shout
 cry
 throw things
 run away
 curse
 hurt him/herself
 talkback
 threatened others
 Pretend that I’m not angry
 Use the silent treatment
 Call people names
 Tease or make fun of others
 Insult and make smart remarks
Note:Share your answer with the group.( Call 2 or 3 participants to
share

3|Page
 their answers.)

Present Video Clip

EBD Awareness

B. Analysis (10 mins)

1. What peculiar behaviors have you observed with the girl in the
video clip?
[Link] what specific area does the girl seem to have difficulty?

C. Abstraction ( 40 mins)
Present the common indicators of Learners with Difficulty in
Displaying Interpersonal behavior through powerpoint presentation.

1. Bullies and threatens classmates and others

2. Initiates physical fights
3. Has little empathy for others and a lack of appropriate
feelings of guilt.
4. Lies to peers or teachers
5. Steals from peers or the school
6. Shows fearfulness and apprehension
7. Has difficulty in mingling/interacting with others
8. Has low self-esteem masked by showing boldness intended to
impress or intimidate
9. Afraid of consequences of activities
10. Constantly seeks affirmation from others.
11. Deliberately annoys others.
12. Worries about things that might happen or have happened.
13. Criticizes self and others.
14. Avoids things or places or refuses to do things or go places
15. Expresses feelings of worthlessness, hopelessness
16. Blames self and others for one’s mistakes or misbehavior
17. Has lack of interest in classroom / school activities
18. Thinks or talks repeatedly of suicide
19. Afraid of failure, rejection and embarrassment
20. Avoids work activities that involve contact with others
21. Flatters and manipulates other people’s emotions
22. Has the tendency to use and abuse prohibited drugs and
alcohol
23. Defies and refuses to comply with rules and teacher’s
requests

D. Application: ( 10 mins)
Identify one pupil from your class who shows difficulty in
displaying interpersonal behaviors by using the checklist.
Interpersonal Behaviours Checklist
Name of Pupil:
Age:
4|Page
 Date of Observation:
Indicators Yes No
1. Bullies and threatens classmates and others
2. Initiates physical fights
3. Has little empathy for others and a lack of
appropriate feelings of guilt.
4. Lies to peers or teachers
5. Steals from peers or the school
6. Shows fearfulness and apprehension
7. Has difficulty in mingling/interacting with others
8. Has low self-esteem masked by showing boldness
intended to impress or intimidate
9. Afraid of consequences of activities
10. Constantly seeks affirmation from others.
11. Deliberately annoys others
12. Worries about things that might happen or have
happened.
13. Criticizes self and others.
14. Avoids things or places or refuses to do things or go
places.
[Link] feelings of worthlessness, hopelessness
16. Blames self and others for one’s mistakes or
misbehavior
17. Has lack of interest in classroom/school activities
18. Thinks or talks repeatedly of suicide
19. Afraid of failure, rejection and embarrassment
20. Avoids work activities that involves contact
with others
21. Flatters and manipulates other people’s emotions.
22. Has the tendency to use and abuse prohibited
drugs and alcohol?
23. Defies and refuses to comply with rules and
teacher’s requests

Share your answer with the group.( Call 2 or 3 participants to share

their answers.)

Concluding Activity (10 mins)

Angry Paper Toss (Peterson, 2015)

Procedures

1. Let the participants list down on cartolina situations

or individuals that make them angry.
5|Page
 2. Post a cartolina on the wall.
3. Dip the tissue paper in the water and throw it at the
cartolina
4. Then, ask them how it feels after they tossed the
wet paper at the cartolina.
References
1. (Inciong, T., Quijano, Y., Capulong, Y., Gregorio, J., Gines, A.,
2007)
2. [Link]
Prepared by:

CRISPIN L. PAMPLONA,SPET -I
Region VI-Passi City Division

MELITA B. JAVIER,SPET- 1
Region IV- A- Lipa City Division

SHERLY K. LATDJAUDDIN, SPET-1

ARMM- Tawi-tawi Division

MARIA ELENA T. PARAS

Education Program Supervisor
Region VII- Cebu Province Division

LEARNERS WITH DIFFICULTY IN DISPLAYING

INTERPERSONAL BEHAVIORS

Session Guide II ( CATCH ME BEFORE I FALL )

I. Greetings
Good day everyone. I am ________________________ . I will be facilitating the
session on identifying learners with difficulty in displaying interpersonal
behaviors.

II Introduction

6|Page
 Say: Learners experiencing difficulty in displaying interpersonal and
those diagnosed with Emotional and Behavioral Disorder (EBD) by medical
specialists have to be provided with adequate instructional environment
supportive social-emotional climate, and systematic process of
identification and intervention in schools (Smeets 2009).

Objectives:
At the end of the session, the facilitator is expected to:
1. establish an adequate instructional environment for
learners
with Emotional and Behavioral Disorder
2. create a supportive social emotional climate
3. institute systematic identification and intervention

III. Time Allotment ( 150 mins)

IV. Materials
bond paper, Box, pictures of emoticons, Stress balls,
Play-dough, Bubbles, Calming music, Paper, pencil, crayons,
markers, Book

V. Procedure

A. Priming Activity (20 mins)

Lights, Camera, Action!

Procedure
[Link] group will be given a situation written on a strip of
paper .
2. Present in form of dramatization.

B. Analysis ( 20 mins)
1. What are the different behaviors being observed?
2. How will you handle such situation.

C. Abstraction ( 60 mins)

ADEQUATE INSTRUCTIONAL ENVIRONMENT

1. Arrange classroom setup to foster calm and safe environment and
accommodate wide range of motivational and developmental
variation among learners.
2. Provide ‘study buddy’
3. Provide equal opportunities among the learners
4. Clearly state posted expectations and consequences
5. Assist student in setting short term goals
6. Place the learners near a door to help them feel they can quickly
leave the classroom or sit beside the teacher.

7|Page
 7. Develop private signal from learner to teacher to request help or
directions
8. Instruct learner to answer in a moderate voice.
9. Adapt assignment to minimize writing
10. Give frequent short quizzes rather than long exam
11. Grade performance relative to own growth and improvement
12. Inform learner on his/her time to recite.
13. Ask simple questions regarding learners’ knowledge.
14. Extend time for enrichment/remediation.
15. Give clear instructions to the learners.
16. Allow tests to be taken in a quiet and distraction-free environment.
17. Modify test items based on the learners learning level.
18. Inform the learners’ schedule of the upcoming examinations.
19. Minimize destruction by providing individual desk, provide free
access to different parts of the classroom, make teacher desk
relatively accessible for every learner and classroom rules must be
visible.
20. Alternate short concentrated work periods with breaks.
21. Identify teaching-style/student match (e.g. structured, nurturing,
etc.)
22. Conduct small group instruction
23. Alternate high and low interest tasks
24. Provide choice of tasks
25. Utilize areas of strength to encourage expression
26. Reduce amount of required copying from board
27. Adapt assignments to require less writing
28. Reduce workload when signs of frustration are noticed

Activity
Treasure Box of Emoticons

Materials: Box, pictures of emoticons

Procedures

1. Let the participants sing a song.

2. Pass on the box with emoticon.
3. If the facilitator says “stop”, the participants holding
the box will draw one emoticon from the box.
4. The participants shows the emoticon and the
facilitator ask the following:

8|Page
 a. What are the things that make you happy?

b. What are the things that make you sad?

c. What makes you angry?
d. What makes you excited?
e. What makes you shy?

SUPPORTIVE SOCIAL-EMOTIONAL CLIMATE

1. Use positive reinforcement in the class
2. Provide reassurances and encouragement vs. correction/lecturing
and criticism
3. Catch them being good: complement positive work and school
behavior or compliant behavior
4. Establish and regularly use a hierarchy of consequences for rule
infractions. Make sure that the student understands the expectations
and consequences.
5. Identify the reasons of misbehavior
6. Strengthen social skills among learners
7. Validate learner’s perspective and feeling
8. Provide opportunities that will help learners achieve sense of
competence, control, and relatedness.
9. Provide learners with techniques to take instead of misbehaving
(e.g., options to withdraw from a situation or to try relaxation
techniques)
10. Help learners enhance their motivation for overcoming misbehavior.
(e.g. developing a positive attitude towards school)
9|Page
11. Assign leadership tasks among learners with EBD
12. Notice when any change in the routine expected
13. Entrust the learners to school nurse, a resource teacher, the
librarian. whom they feel comfortable with.
14. Form a buddy system in a class or seat near good role model
15. Set clear rules with the learners and post them visibly within the
classroom. State the rules in positive terms, use clear, concrete, and
concise language, identify specific expected behaviors and use
illustrations when necessary.
16. Give privileges daily, weekly or quarterly and must only be given for
every
positive behavior.
17. Provide frequent realistic and constructive feedback on learner’s
successes
and areas of concern.
18. Involve the parents and discuss with them the problem and what
interventions will be given
19. Explain how they can avoid the misbehavior to happen again
20. Make an agreement with the parents to work with the teachers in
monitoring the learners
21. Avoid using learner as negative example to others
[Link] and utilize areas of strengths, talents and accomplishments
23. Provide opportunities for students to display responsibility and
provide
assistance to others
[Link] cooperative learning tasks.

Activity

Calm Down Box

Anyone can make someone feel more at ease. It is everyone’s

duty to help someone with anxiety to become aware of the
causes that triggers misbehavior.

Materials:
Box
Stress balls
Play-dough
Bubbles
Calming music
Paper, pencil, crayons, markers
Book

Procedures:
1. Instruct the participants to go near the box.

10 | P a g e
 2. Let the participants get an object that can help them calm
down and relax.

3. Let the participants share to the group the reason why they
choose that object.

SYSTEMATIC IDENTIFICATION AND INTERVENTION

1. Identify reason for misbehaving, if not sure, try to assume that

misbehavior is unintentional and clarify the reason.
2. Identify sets of problem behaviors with matching interventions or
steps teachers must follow before, during and after learners exhibit
such behavior based on gravity and urgency.
3. Formulate a plan on how the matter will be resolved such as policy
on appropriate interventions to teachers, guidance counselors,
parents could use: reinforcement(positive, negative or differential);
precise requests; clear, unambiguous behavior rules; continuous
positive feedback; and hierarchy of sanctions ( Fletcher-Campbell
and Wilkin, 2003; Landrum, Tankersley, and Kaugmann, 2003,
Smeets, 2009), behavioral contracts, time out procedures, social
skills instruction (Montana Office of Public Instruction)
4. Provide direct and systematic instruction in social skills(Gresham,
Elliot and Black 1987, Chen, 2006, Smeets, 2009)
5. If the misbehavior persists, revert to a firm but no authoritarian
statement indicating it must stop or else consequences indicated in
the school book shall be implemented
6. As a last resort use crises back-up resources (ask learner’s
classroom friends to help or call for help from back-up personnel
such as school guidance counselor
7. Throughout the process, keep the situation calm and handle it with
protective demeanor.
8. Speak softly in non-threatening manner if agitated
9. Provide feedback: positive feedback for attention to task, short term
reinforcers (happy face, check mark, star, in-class rewards) and
long-term (accumulate points for rewards at home)
10. Prudent use of negative consequences
11. Establish a behavior contract with realistic goals
12. Use time-out procedures appropriately.

OTHER SUGGESTED STRATEGIES/INTERVENTION

Learners with Difficulty in Displaying Interpersonal Behavior
(EBD) has difficulty controlling their behavior which causes disruption of
classes. They commonly lack emotional balance which is needed in
handling social interactions.

11 | P a g e
 1. Keep class rules simple and clear.
2. Reward positive behaviors
Verbal Approval Non-Verbal Physical Pleasurable Material Tokens
and Praise Approval Contact Activities Object
Good job! Smiling Patting the Helping the Toys Stars
Magnificent! Nodding shoulders teacher Art Marks
Excellent! Clapping Shaking Hearing a Materials on
Thanks so much hands hands special Snacks
activity
for helping me Winking story Stickers
cards/
You’re such a Bring first in line
sheets
hard worker
Smileys
Wow you have got
a good memory

3. Allow for mini-breaks

Learners with difficulty in displaying interpersonal behaviors (EBD)
lack emotional balance and maturity. Mini-breaks may help these learners
maintain their focus on lengthy tasks. They should be given sufficient time
to finish their assigned tasks. They should also be allowed to stretch, get
out of their seats and move around a bit.
4. Fair treatment for all
Learners with difficulty in displaying interpersonal behaviors (EBD)
do not respond well to situations that appears unfair to them.
These situations may trigger negative emotions and acting-out
behavior. To ensure fair treatment among learners, teachers should not
bend the classroom rules and should always enforce expected
consequences for every learner.

5. Use motivational strategies

To avoid disruptive or off-task behaviors, motivate learners with EBD
through giving of incentives for achievements done. Acknowledge their
hard work and praise their efforts every time.

6. Behavior chart

Behavior chart may help teachers to monitor and correct negative

behavior. Teachers record every day misbehavior that needs to be

12 | P a g e
 corrected. They may be corrected through intervention such as
storytelling and creative lesson planning.

The following is an example of a behavior chart:

Name: Jose Dela Cruz

Grade: VI - Apitong

BEHAVIOR Monda Tuesda Wednesda Thursday Friday

y y y

Hitting III II I I I
Classmates

Talking Back IIII II I I I

Spitting on
II I 0 0 0
the floor

Jose de la Cruz was observed to hit his classmate three times on

Monday. His teacher gave him rules to follow. The hitting decreased as he
was given rules to follow. The teacher also helped decrease the
misbehavior by reading stories on the ill-effects of bullying in order to help
him realize that hitting is wrong.

7. Providing Learning Contracts

Learning contract serves as an agreement between the teacher and

the learner in maintaining positive behavior. Implementing learning
contracts begins with the identification of the target behavior followed by
the formulation of contract. After the contract has been formulated, both
the learner and the teacher sign the contract. All learning contracts must
be posted in a place that can easily be seen by the learner. The leaner is
advised to read the contract regularly in order for him to remember his
promise.
13 | P a g e
8. Fostering an Environment of Respect and Acceptance

Learners who are misbehaving in class may come from families that
do not foster an environment of respect and acceptance. The teacher
should always model respect in class and should deal with the issues
presented.

Application (20 mins)

Drama Mo Toh!!
Procedure
[Link] group will be given a situation written on a strip
of
paper .

2. Role play and apply appropriate intervention.

Concluding Activity( 10 mins)

Video Presentation
Successful Strategies to Guide Learners with EBD

References
1. ( Fletcher-Campbell and Wilkin, 2003; Landrum, Tankersley, and
Kaugmann, 2003, Smeets, 2009
2. (Gresham, Elliot and Black 1987, Chen, 2006, Smeets, 2009)
3.[Link]
search_query=highly+successful+strategies+to+guide+young+children
%27s+behavior+

Prepared by:

CRISPIN L. PAMPLONA,SPET -I
Region VI-Passi City Division

MELITA B. JAVIER,SPET- 1
Region IV- A- Lipa City Division

SHERLY K. LATDJAUDDIN, SPET-1

ARMM- Tawi-tawi Division

MARIA ELENA T. PARAS

14 | P a g e
 Education Program Supervisor
Region VII- Cebu Province Division

15 | P a g e