Framing—A Strategy for Responding to Challenging Behaviour
According to classroom management experts Richard Curwin and Allen Mendler, framing (or reframing) is a way to respond to challenging behaviour based on the assumption that the motivation for a particular behaviour is positive, but expressed in a negative way.
Framing is the best strategy for responding to any difficult situation. It de-escalates rather than escalates conflict.
Steps in Framing
- Assume that no matter how bad the behaviour, the student is not motivated by negative forces.
- The response identifies the problem behaviour.
- [Framing] often involves a question.
- [Framing] invites rather than commands a response.
How to Frame Responses
- Ask questions.
- Be calm.
- Give the student space.
- Avoid becoming personal; focus on the behaviour.
- Use nonconfrontational tone of voice and language.
Diffusing Statements
Use diffusing statements to de-escalate power struggles.
- I think I understand what you are saying. Let me rephrase it. Am I right? Is this what you mean?
- You are right—I know I cannot make you say you are sorry; however, we do need you to apologize because in this school we believe that it is important to respect other’s property.
- Do you think this way all the time? If so, can we talk about it after class?
- You are dealing with something I do not know about or understand; I worry that this will hold you back. Is there anything I can do to help you? Please come and see me after class.
- I would appreciate it if you could sit down now.
Collaborative Problem Solving
Five-step process:
- Seek to understand—“What’s up?”
- Clearly define the problem—“I noticed that you were having difficulty _____________.”
- Ask the student, “What can we do to solve this problem?”
- Determine a course of action.
- Determine future consequences.
Originally from Green, R W. 2016. Lost & Found. 1st ed. San Francisco, Calif: Jossey-Bass. Reprinted in ATA 2018 Classroom Management Workshop: What Works? Participant Guide, 8–10.