Disruptive Classroom Behavior

Rachel has several unwanted behaviors that need guidance on how to change o modified in her science class. From the case study, it's notable that Rachel rarely pays attention as she dedicates most of her time talking to her classmates. Moreover, she doesn’t follow teachers orders on how questions should be answered in the class in that she bursts with her answers. To add on to her behavior, she lacks the basic

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.

Class Websites: Class websites are a great communication tool that allows the teacher to communicate with parents, students, and the global community at large. These websites can be used to communicate basic information, such as the teacher’s background and classroom policies (Dunn, 2011, pg. 60-62). Different levels of complexity allow teachers to decide the purpose of the website and how much time needed

Question 2 Follow the schools approach to challenging behaviour by use of behaviour management. For example: cooling off period in an allocated place, support from other staff or removal of pupil to head teacher. Inform the head behaviour professional and inclusion manager of any concerns you may have about individual children and their behaviour. Inclusion meeting – these will provide opportunities to highlight concerns about individuals and offer necessary approaches to behaviour to staff.

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.

Through the last two weeks I noticed some behavioral changes in my first grade class; to be more specific I noticed increased rate of violence, increased rate of conflicts, increased rate of complains from two students, increased rate of bulling and increased rate of crying and screaming.

OM does well in his academic having no grade lower than a B on his latest report card. However, his conduct grade average 60%.

My behavior intervention strategy was implemented to try to reduce Billy Joe’s outbursts. These outbursts included behaviors such as loud noises, moving arms around everywhere, and getting out of his seat. Sometimes his outbursts included yelling extremely loud and running out of the room. This behavior could go on for minutes at a time and was quite distracting to other students. This behavior almost always kept Billy Joe from his learning.

After reading chapter 5, I learned that one effective strategy to de-escalate acting out behavior within the inclusion classroom is to make the child aware of his negative behavior by simply making a private signal such as a hand gesture, or standing next to the student without saying anything. Perhaps the student just simply needs a reminder to conduct himself on a calmer manner, without embarrassing the student in front of the class, which can cause the student to continue with a disturbing behavior.

‘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.

School can become tedious. Everyone can agree with that, yet students know they must endure the long days and heavy workloads to further their education and stay out of trouble. Those who refuse to behave have no concept of the consequences of their disorderly actions. These students continually disrupt classrooms and prohibit others from receiving a full education. In addition to being a distraction, they can also pose a threat to the safety of their classmates. Alternative schools are a logical solution. These correctional facilities are beneficial to not only the delinquent but also to the community because they help to produce a productive member of society. Disruptive students should be placed in alternative schools because it will allow

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

“Throughout the first weeks, the effective managers spend quite a bit of time teaching rules and procedures. Some use guided practice, others use rewards to shape behavior” (Woolfolk 525). By making clear class-room rules, teachers can establish procedures for rule breaking, or disruptive behavior in class. If I saw a disruptive behavior such as a student who repeatedly calls-out in my classroom during a lesson, I would handle the situation by understanding that this student WANTS to answer questions, they want my personal reassurance because they are answering the questions I ask, just not how I want them to respond. I would be sure to make eye contact with them, and go over the class-room rule of not calling out, “we must raise our hands”. If the behavior continued and was becoming a real problem during lessons, I would pull them aside quietly and explain to them calmly that I appreciate their eagerness and wanting to respond to my questions, but I need them to be respectful to the classroom rules and wait their turn to answer. I feel if you assure them that you understand them, they may respond better to your

One behavioral issue that can be observed in schools is disrespect. Being respectful means that you show others you care about their feelings and well-being. Whereas, disrespectful behavior shows little regard for the feelings of others. Disrespect towards teachers specifically, can present as disruptive and confrontational behavior (McNeely, 2017). For example, a student displaying disrespectful behavior may say that they do not care about the lesson, or say that their teacher is stupid.

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.