Elementary Classroom Observation

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.

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

very hard to cope with a change, so it is important to let the child

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

Boys & Girls Clubs of America is a program that was introduced in the 1860’s in Hartford Connecticut. “Believing that boys who roamed the streets should have a positive alternative, they organized the first Club. A cause was born.” Now made up of more than 4,300 clubs and in their 103rd year, the goal of these clubs is “to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.”

Regardless of age, we all like to be noticed and praised for something good that we have done. Research has shown that in order to balance out a negative, we need to be given 6 positives. It is important therefore, to recognise and reward positive behaviour, especially for those pupils who perhaps need to be reprimanded more than others. Whilst it can be easier to simply react to the negative aspects of a child’s behaviour with “don’t do this, don’t do that”, it is also really important to point out what they are doing well, whether it’s sitting nicely, listening well, joining in, following instructions, etc. It is also important not to forget those children who always behave appropriately and openly praise them too. In the 1940’s BF

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

Classifying how the income statement needs to be coded for Lads & Lassies is a two step processes. I will be using the data provided in the case along with information from FASB's Accounting Standards Codification. FASB's coding system is being used to help prepare the layout and ensure proper reporting of the items listed in the case analysis. Some minor changes need to be done to the income statement format to make it presentable which will be noted in the analysis. Please reference Appendix A throughout the analysis to see how the income statement is ultimately being

Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

The contributions of Behaviourism can still be noticed today in approaches to disciplining children in school; behaviour management systems are often governed by positive

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.

1.) To what extent could Dean expect to apply the philosophies and techniques of JIT described in this chapter to the running of a staircase cell.