Disengaged Behavior Analysis

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.

The chances that a misbehavior will occur in the class are likely. Now that the misbehavior has happened what are you as the teacher going to do about it? I like the way that Barbara Colororoso would approach this misbehavior by helping the students learn self-control by following a list of four steps. The steps would include showing the students what they have done wrong, giving students ownership of the problems involved, when necessary guiding them to strategies that might solve the problems, and making sure students’ dignity remains intact. I think that all of these pieces are important because as the teacher you are helping the student learn to deal with that behavior and not just pushing it under the rug until it happens again. As

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.

Zirah Ahmed P4- Explain two theories of ageing IS/12- Discuss 2 major theories of ageing in relation to the development of the individual D2- Evaluate the influence of 2 major theories of ageing on health and social care provision.

Behavior issues. Disobedient behavior stirs conflict in the classroom leading to disciplinary actions and disruption for learning. A large reason boys receive grades that lead to retention is

minimize disruptive behavior such as disrupting group time, running and shouting in the classroom by using different strategies. To minimize disrupting froip time is to make changes in the activities where it can be interesting and enjoyable for the kids to participate in a length of time. Let each child know what behavior is appropriate and not appropriate,  praise the child for appropriate behavior. If a child continue to show inappropriate behavior during group time, I will gave a child a warning if the behavior continue remove to child from the group. To stop kids from running in the classroom I have to  rearranging the classroom by eliminating  any straight  and empty stretches. Creating activities to replace  running  and praise the child

The primary behavioral and psychological factors associated with disengagement can be seen through the factors that initiated radicalism initially. Like studied in our class the previous week; radicalism is generated through the individuals perspective of feeling injustice. First, injustice is when individuals perceive their actions are restrained and a fair trial is not given. Second, social or group dynamic behaviors and or media are important factors that could push the individual to the final level of commitment.

Theories of Ageing The Disengagement Theory: This theory claims that it is natural and normal for the elder to detach from personal relationships and society as they age and withdraw from the roles they played in adulthood. The Disengagement Theory was created by social scientists Elaine Cumming and William Earle Henry and it was published in the Growing Old book in 1961. These two theorists had 9 postulates that confirm the disengagement theory. • “People lose social ties to those around them because they expect death, and their abilities to engage with others deteriorate over time.

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.

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).”

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

Students will always display disruptive behaviors in classrooms. Sometimes one teacher is responsible for twenty-five students, so disruptive behaviors will surely happen. I think what is important is how educators handle these situations. Some common disruptive behaviors for a third grade classroom are calling-out, talking, breaking the classroom rules, talking-back, not focusing on the lesson, yelling, and staying seated. The key to managing disruptive situations and maximizing learning in a third grade classroom is good classroom management. Being an effective classroom manager is the most important role for a teacher, and with good classroom management, a teacher can stop the disruptive behaviors from continuing. Classroom management is difficult for early teachers. If students are not following rules and procedures, the classroom can

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.

Where other students are affected and involved, they may have to be taught how to respond to the inappropriate behaviour as part of the corrective strategy. Likewise, as the behaviour disorder involves the interaction between the student and teacher, changes in the teacher’s behaviour will have to be given serious

Challenging behaviour has always been and still is an issue for schools. It is known if behaviour is not dealt with adequately in the classroom, a vast amount of teaching and learning time is lost on a daily basis. Carpenter and McKee-Higgins (1996) argue that even though a classroom free of disruptive behaviour does not ensure academic gains, order is generally a prerequisite for the smooth running of the classroom. This is an issue that does not only concern those new to the profession, but also those whom are experienced. As a class teacher, it is my responsibility to manage and improve children’s behaviour effectively. The process of explicitly unpicking my thoughts and feelings about an experience linked to this, has helped me to analyse and develop my thinking and to utilise the knowledge that I gained for my future teaching practice. Although this differs to my group symposium, having explored this journal entry in the group discussions has offered me different possibilities and interpretations of this experience; some that I may not have otherwise considered.