Behavior Plan for Violence in a 1st Grade Class

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

Violence in society is increasing dramatically and not only is it out in the streets, but it’s in the school systems as well. However, school violence has been becoming more and more of a problem all over the nation in the past several years. School violence needs to stop because no one should be afraid to go to school without feeling like it’ll be their last day.

Universal school-based violence prevention programs represent an important means of reducing violent and aggressive behavior as found by Hahn et al (2007) in their study about the United States. The findings by Durlak et al (2011) from a meta-analysis of school-based, universal social and emotional learning (SEL) programs involving pupils from kindergarten through high school, have also added to the growing empirical evidence regarding the positive impact of SEL programs on improved social and emotional skills, attitudes, and behavior.

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

The participating students were observed for a period of two days. It took place during reading class. The observation had to be during the beginning of class until

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

Recently, as kids get older, kids have less time to enjoy and get to play outside. It’s because of the ideas of parents or education administers who want their children to learn more and experience more at school. For instance, some parents want their child to learn high school math, even-though, their children may not in high school. However, interestingly, many researches have showed that having recess gives a lot of benefit to the student.

As a supervisor at the Royalton MAP program, a before and after school child care program offered through the Elementary school, I see multitudes of different kids: kids who interact well with others, with a small group of friends, with one single friend, those who choose not to interact at all, and those who do not know to interact appropriately with others. Managing these different kinds of kids can be very difficult. It requires an understanding from me as to why they play with the students they do, why something might have happened, and how to get to the bottom of it. The students who do not know how to play with others are the most difficult to manage. If an argument occurs between them and another student, they use violent words and physical actions to communicate their emotions because most times they do not know how to express them. A perfect example of this kind of student, was Oliver Clemens at the beginning of the 2016-2017 school year.

There are both general and special education teachers who have reported that they “aren't adequately trained to deal with the aggression, defiance, and sometimes even violence that they witness daily which seems to be increasing in children at younger ages (Ruef, Higgins, Glaeser, & Patnode, 2009). Teachers' lack of time planning, there being a high number of students in the room and only one or two teachers, and lack of administrative support to apply behavior changes in general have all been noted as problems related to

When dealing with behavior, remain calm and positive. Do not allow yourself to get in a power struggle with a student. Use system of least prompts to help the child work through the issue.

It is my hypothesis and opinion after the indirect assessments, interviews and direct observation, that Shunaysha is a bright, likeable, young lady who exhibits the non-compliance, argumentative behaviors and aggression, because she needs to develop more social appropriate skills to handle peer conflicts and disagreements. In addition, she has to learn how to follow instructions as given by her teachers although it may be an activity or academic assignment that is not her preference. Throughout the observation, it was apparent that Shunaysha has the capability to handle herself appropriately and complete the necessary task within the classroom. The target behaviors were noticed sparingly, as

As much as four times a day OM gets upset and start to scream at me or his follow students if something does not go exactly the way he wanted. He often cruse at his classmate and even push or hit them if the situation escalates.

During my inquiry, I considered theories when planning, taking action, reflecting, evaluating and finally documenting. Sometimes we can feel pressure to handle disruptive behaviours immediately. Taking the time to understand the behaviour and to consider various options often results in a more constructive resolution. After an event is past, taking the time to evaluate the effectiveness of our response can help to improve our reaction in the next situation (Kuhlenschmidt & Layne, 1999). During my inquiry, I made questions about student behaviour and made assumptions. As an example student behaviour during Friday, last period was really disruptive. I assumed, that may be their energy supply is low or excitement about the weekend (mood). Discussion with teachers proved me this was a very common experience. Research showed that It’s natural for student attention levels to vary according to motivation, mood, perceived relevance of the material, and other factors (Briggs, 2014). Based on my understandings, knowledge, readings and other experts’ ideas, I developed an action plan for behaviour management in year 8

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.