Factors Influencing The Teacher 's Perspective

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

Teachers who are in a classroom might have experienced one time or other students who are disruptive or find learning boring. Teachers understand that if this behavior continues in the classroom and if they do nothing to prevent this from happening, the outcome proves to be disastrous for both types of participants. The student will conclude that his or her behavior is permissible, and will draw away from learning; therefore it is essentially important for the teacher to explain to the child the importance to learn. Though we understand that learning cannot be forced, learning becomes a process for an individual where he or she feels comfortable with learning whether it’s in a classroom or at clinics.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

We started Positive Behavior Intervention Support (PBIS) Program with a survey to all staff including aides, teachers, and noon-duty supervisors. We identified different locations and times for behaviors seen in those areas. Looked at behaviors tickets and categorized the different reasons for referrals. Then we developed a discipline plan of expected behaviors in each area. Presented the to entire school community. School Site Council (SSC), Parent Teacher Administration (PTA), English Learner Advisory Committee (ELAC). Discussed positive rewards for models showing how they followed rules. We continue to teach

In order for a control-oriented teacher to motivate their students, they use “rewards, grades, and threats” whereas the autonomy-supportive teacher wants students to make their own choices. Students need to be able to make choices in the classroom whether its choosing which activity to work on or where they want to sit while they complete their assignments. Being able to problems solve and coming up with solutions without the input of their teacher is a skill they will use throughout their lifetime. I think it is extremely important for students to set goals for themselves and have a love for learning.

My results from the Teaching Perspectives Inventory (TPI) were not a total surprise, I was aware of some very dominate preferences in my approach to teaching. Interestingly my results are concurrent with Collins Pratt findings of the majority of teachers. With the most common dominant perspective being nuturing, with apprenticeship, developmental and transmission following with very little difference between those scores. Social reform trailed in last place.

The first approach that was analyzed was the directive control behaviors approach. This approach is when a supervisor has established a teacher’s problem through teacher observations, collecting data, and information on the teacher’s performance. At this time the supervisor will take over the teacher’s problem in determining a concreate plan for solving the problem during a conference held between the supervisor and teacher. The supervisor is not humiliating or reprimanding the teacher, but providing candid, concrete assistance to a teacher who is experiencing serious complications (Glickman, 2014, p. 114).

Many teachers, especially new teachers, struggle with off-task behaviors in the classroom and finding ways to implement strategies that will correct or improve those behaviors. When teachers systematically implement class-wide interventions, teacher-student interactions become more positive, students are more engaged, and teachers are able to focus on teaching appropriate behaviors (Conroy, Marsh, Snyder, & Sutherland, 1987). The Good Behavior Game (GBG) is a contingency group game designed to improve the teachers ability to define tasks, set rules and discipline students, reduce disruptive aggressive, off-task and shy behaviors in elementary aged

(2011), Thirty one percent of the teachers in the GREAT intervention report that while the certified officers where teaching the GREAT lessons, they use that time to grade school work or prepare future class lessons. Also, some of the teachers ignore the student’s misbehavior, leave the classroom for breaks, and use the time to speak to students about non-GREAT topics. In addition, one of the component of the GREAT program encourages teachers to reinforce some of the intervention’s content during regular school hours, but eighty four percent do not do so (Esbense et al., 2011). The classes that do not have teachers involved are more likely to lead to some issues with time and class management. It was noted that a small percentage of GREAT instructors are forced to eliminate some context of the weekly lessons due to lack of time, which was directly related with students misbehaving (Esbense et al., 2011). These obstacles that the GREAT instructors face do not hinder the effectiveness of this particular

Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33(3), 326–343.

Countless studies have been organized and carried out which have examined the use of behavior modification within classrooms. In many classrooms, especially early childhood settings, behavior modifications have been used. Teachers use behavior modification in their classrooms in order to alter classroom behavior. In order to rework unwanted behaviors into acceptable behaviors, teachers may use a series of reinforcements or punishments. Some reinforcements, or positive stimulants, that teachers have

While providing increased intervention sounds like a workload increase, many teachers may already be utilizing effective classroom management skills that can be increased in frequency to provide needed behavioral support. Madson, Becker, and Thomas (1968) were the first to examine the effect of social reinforcers (smiles, praise, contact, nearness, attention) in establishing and maintaining effective behaviors in children. They concluded that showing approval for appropriate student behavior was key to effective classroom management. Subsequent research in the area of social reinforcers continues to demonstrate the further effectiveness of praise and teacher feedback. Reinke (2007) found that a vital characteristic associated with effective classroom management is the amount (and quality) of praise provided by teachers. Additionally, The use of positive comments can assist in the establishment of an environment conducive to learning (Hawkins, 2010).

Aggressive and disruptive behaviors usually decrease with time and school wide tier-one interventions such as time outs. These interventions are aimed at eliminating problem behaviors, usually by form of some sort of punishment or aversive. However, there are interventions that focus on positive aspects of behavior to fulfill the initial behavioral function. Daddario, Anhalt and Barton (2007) found that using differential reinforcement of other behaviors helps eliminate these problem behaviors. Daddario et. al (2007) observed

After this Mr Braithwaite spoke to his class the next morning. He told them of his teaching intentions and what they could expect and also what he expected of them. He told them of certain courtesies which he would expect. After this Mr Braithwaite found teaching easier. In the pupils' weekly review, he had made more of an impression. The pupils wrote how they thought some of the courtesies Mr Braithwaite had implemented were stupid, but they also wrote how they were glad that he treated them like adults.

A wealth of empirical research has been carried out to investigate teachers’ understandings of TBLT and the implementation of it, aiming to identify the appropriate ways to adopt TBLT in different contexts for the reason that many scholars (Ellis, 2003; Littlewood, 2004) have pointed out that TBLT is a highly context-specific approach. They believe that its implementation is predicated on a wide range of contextual factors not only in the classrooms but also outside of the classrooms.