Effects Of Low Level Disruption On The Classroom

“… behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties, never mind the notion of prevention”

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.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Teachers complain constantly about children misbehaving in their classrooms. Some blame it on a lack of home training and others blame it on laziness or a lack of work ethic. However, that is not always the case. Say for instance, a young man is “always misbehaving and showing a lack of

Both seasoned and fairly new teachers struggle with managing disruptive students in their classroom every year (Sebag, 2010). “A 2004 study conducted by the nonprofit research institute, “Public Agenda”, even states that 77 % of teachers acknowledge that disruptive behavior negatively impacts their ability to teach effectively” (Sebag, 2010, p.22). With this being said, it’s important for teachers to have a diverse behavior management tool to use in the classroom. The self-advocacy behavior management model, also known as “SABM” is a diverse management tool that differs from the traditional behavior management models (Sebag, 2010), in that “its student centered, student directed, and student driven” (Sebag, 2010, p.22). The teacher only steps

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

The classroom environment can be a trigger for some students to exhibit continuous challenging behaviours. Behaviour triggers or antecedents are events that occur before challenging behaviours occur (O'Donnell, et al., 2016). Antecedents includes the time of day, the physical environment, people who are present, or activities that are occurring within a setting. Identifying behaviour modification opportunities are essential because “…any behaviour that significantly interferes with the child’s own learning, other children’s learning or responses, or the teacher’s ability to operate effectively” (Merrett & Wheldall, 1984, p.87). Additionally, Housego (as sited in Giallo & Little, 2003) argues, and O’Donell et al. (2016) agrees that teachers with low self-efficacy, confidence and being unprepared comprise their ability to maintain an effective learning environment. The most common undesirable behaviours in the classroom include inattention, calling-out, non-compliance, and the inability to sit for an appropriate length of time to effectively learn. The aim is to identify strategies that can be used to prevent or control undesirable behaviours in the classroom where students can self-regulate. Self-regulation involves a student’s ability to manage emotions and control bodily functions as well as maintain focus and attention (Gillespie & Seibel, 2006). Self-regulation, as a desirable

Coming into this lecture, I had little knowledge about responding to behaviour problems and the strategies that work. The definition of Behaviour management is the indicator of success is the reduction or cessation of a behaviour. Learning about the strategies and how to respond to difficult behaviour. The strategies used by Bill Rogers are Behavioural direction, Tactical ignoring of secondary behaviours, deferred consequence, directed choice, rule reminder, take up time, assertive comment/direction/command, partial agreement, non-verbal cues-getting group attention and pausing. These strategies are there to help promote learning and manage behaviour, and focused on reducing unwanted behaviours in order to improve learning and behaviour in group settings of a classroom. This will help me when dealing with children and people as it gives me ideas on how to get a sense of order as a future teacher but also when interacting with others they could be potential clients.

Chater (2007) discusses what he believes to be the initial important factors of sustaining effective behaviour management in the classroom, he talks about the ‘classroom environment, the expectations of the teacher, the daily routines and, crucially, the process leading up to the formulation of

Main & Hammond (2008) found that pre service teachers are just copying the same behaviour management strategies as the teacher they are observing. The strategies copied were mainly reactive rather than proactive. They also found that young people with disabilities actually require

As preventative strategies’ strength has reached maximum level and students still misbehave although they know what punishment they will get when break the school and class disciplines, interventions will operate. Interventions are required to reconstruct a positive classroom learning environment and minimise disruptive behaviours when classroom management failed (Lyons et al, 2014). Teachers will attempt to correct inappropriate behaviours by using some intervention strategies when preventative strategies are not working.

Disruptive behavior can be defined as excessive noise, disrespect, disobedience, disorderly conduct, and fighting (Debra Mayes Pane, 2014). Disruptive behaviors may also include irritability, anxiety, fear, aggression; therefore, students have an increased difficulty to with obeying instructions from teachers. Most of the time it takes for the teacher to understand that disruptive children, who stress for attention, do need attention. That is not a terrible thing at all. Honor their feelings, and help them find ways of getting what they want without disruptive behavior. Being punished more is not the solution for disruptive behavior, the teacher may adjust their skill to learn to create a relationship with students (Carla R. Monroe, 2017).

An important issue in a classroom has to do with disruptions. Disruptive actions of students causes interruptions and disrupts teachers from teaching and disrupts students from learning. One of the major goals of education is to provide an appropriate curriculum to teach in order to reduce this issue, while another important goal is to rehearse transitions that are consistent in order for students to know what expectations are to come from them. In this study we will determine what classroom management strategy leads to fewer classroom disruptions in third grade classrooms, either rehearse transitions or appropriate curriculum.

A similar preventative strategy that was practical for outdoors was for the teacher to hold one arm straight up. This was a cue for students to mirror the teacher’s actions. All strategies appeared to have a ripple effect, as each student noticed another quieting or raising an arm they followed until all students were cued in. Such strategies are likened to Bill Rogers’ Decisive Discipline model, which requires teachers to be assertive, provide explicit routines, expectations and rules, and model positive behaviour for students (Rogers, 2009). These strategies were simple, positive, age appropriate for students in primary school, and they were practised across the whole school so every student understood them and they worked to prevent disruptive behaviour. The success of these strategies relied on students realising the teacher would not engage with them

In large classroom, more students that can be taught; less teachers that need to be employed; more of the budget that can be used elsewhere. Classroom sizes influence students and teachers. It affects students who may not fully understand so they choose to act out and it affects educators’ ability to give students an education. The main conclusion is that classroom sizes can have effects on disciplinary issues, individualized teaching structures and can cause stress on educators.