Disruptive Behavior Classroom

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

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).

How Joey’s behavior is disruptive. He constantly talks out of turn, loudly, and off topic. His behavior constantly interrupts the lesson. He might cause the class to go off topic. He is also disrespectful to the teacher and other students. In the classroom, the goal of the teacher is to ensure all the students learn and have an equal opportunity to interact with the teacher. To accomplish it, harmony in communication is essential. However, because he talks out of turn, he prevents other students from sharing. Moreover, he mostly veers off the topic, which might cause the teacher to lose the attention of other students (Rehmat & Bailey, 2014). Finally, his loud voice is a nuisance and contributes to classroom noise. It prevents others

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.

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

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

Inappropriate behavior will not be tolerated. You will be asked to leave that class period. This includes any behavior which does not enhance the learning environment or prohibits other students from receiving the full benefit of the classroom experience. For further explanation of disruptive behavior see the student handbook.

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 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.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

students. She sets out to learn how to effectively teach and provide an interesting, stimulating,

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.

Disruptive students trudge down the hallways to the principal’s office knowing their fate as soon as they walk through the door. Detentions, suspensions, or corporal punishment are usually their options and most students hope to decrease their class time when they misbehave and detentions and suspensions accomplish this. Corporal punishment is the spanking of students which creates fear. School punishments are ineffective and need to be altered toward counseling techniques between the student committing the offense and the teacher to lower student misconduct.

A teacher must deal with disruptive classroom behavior throughout their career. To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethical issues that may arise during their teaching career. This paper summarizes four

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.