Challenging Behavior As A Class Teacher

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.

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Challenging behavior is the term emphasizes that the behaviors constitute a challenge to other people to find effective ways of responding to them. It underlines the idea that the person is not seen as problematic in them. Rather, the problem lies in the interaction between the person, their behavior and their social environment. Some examples of challenging behavior are destructiveness, self-injury, and stereotypes mannerisms and so on. Aggression is one of the challenging behaviors. Aggressive behavior typically refers to the intended infliction of harm or injury on another person.

Since the ‘golden age’ the misbehaviour of students have been recognised both within the parental and school environment. This is still a noticeable issue which has been highlighted further by news reports, technological advances and government discussions, leading to many prevention measures being designed and implemented (e.g. Guidance for school staff members has been provided and published by the government entitled Behaviour and discipline in schools). Whilst practicing and attending Edge Hill lectures it was evident that within

When a child is demonstrating challenging behaviours is invited to sit near by a caregiver to express their feelings.

I chose this area to focus on because, as a student teacher on a teaching placement, behaviour in schools is one of my biggest concerns and also

Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques a logical flow to this section is established.

Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management. Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests. Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. School discipline issues such as disruptive behavior and violence also have an increased effect on teacher stress and burnout (Smith & Smith, 2006). There is a significant body of research attesting to the fact that classroom organization and behavior management competencies significantly influence the persistence of new teachers in their teaching careers (Ingersoll & Smith, 2003). New teachers typically express concerns about effective means to handle disruptive behavior (Browers & Tomic, 2000). Teachers who have significant problems with behavior management and classroom discipline often report high levels of stress and symptoms of burnout and are frequently ineffective (Berliner, 1986; Browers & Tomic, 2000; Espin & Yell, 1994). The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving both positive educational outcomes for students and teacher

In a classroom and a misbehavior is beginning to form, one of the most critical decisions a teacher needs to keep in mind is when and how to respond to misbehavior. “An intervention is an action taken by the teacher that is intended to stop the disruptive actions and return the student to the academic activities. Intervention decisions are typically based on the teacher's knowledge of who is misbehaving, what the misbehavior is, and when it occurs. Decisions about the type of intervention may depend on the student's history of inappropriate behavior. However, you should not automatically jump to conclusions if an incident involves a student with a history of behavior problems. It is helpful to discuss the problem with the student to clarify the problem from both your perspective and the student's before considering possible interventions (Burden, 2017).”

Furthermore, behavior issue is a problem in every classroom. I do not feel that any educator can state that they never had to deal with misbehavior. Nevertheless, knowing how to distinguish the behavior and have the correct strategies or techniques to decrease them is essential. The article have given some insight into the behaviors that are low level disruptive but cause the most problems constantly, those are called disengaged behaviors. Disengaged behaviors are the behaviors that teachers are constantly talking to students about, which are talking out of turn, getting out of seats as stated prior.

In regards to the recent incident that involved student, K. Harris, bellow are details that lead to his arrest of drug possession on school property:

Therefore, to manage and promote good behaviour I would involve students in creating ground rules (evidence 3). I feel it is a crucial element of the first lesson. That would give students a clear view what I, as a teacher, expect from them, but also what their expectations in relation to my role are. Developing the ground rules with the learners would help them to feel valued as an adult learner; it would also give them a sense of belonging to a group. Ground rules should be underpinned by Northamptonshire County Council policies. It is important to abide to them as this is a part of creating positive environment, where nobody feels embarrassed, humiliated or excluded. I would seriously challenge bullying or racism, because I believe that learning is possible only when everybody feels equal and are treated with respect. Daines et al. (2006), state that tutors play an important role in promoting the diversity. Clearly, teachers are constantly watched by learners, which would give me a great opportunity to set a good example in creating environment which promotes, understands and accepts differences. Every individual deserves to have equal opportunities to learn and I would adapt my teaching methods to meet their needs (evidence

Off-Task is defined but not limited to following a direction within 10 seconds, talking to others as class is expected to be quiet, using computer or other materials during unintended time or purpose during class time.

JR is in Mr. Cohen’s 7th grade homeroom. He has the propensity to be pleasant and jolly. JR will do work when he applies himself. However, I have observed disruptive behaviors during class. This behavior not only impedes his learning, but that of his classmates as well. Several behaviors I’ve observed:

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.