Marvin's Aggressive Behavior

I plan to establish discipline by warning those students who misbehave at first giving them two chances to act appropriately. If a student still misbehaves, I will cut their privilege to go outside down by five or ten minutes according to the severity of their inappropriate behavior. If a child still misbehaves, I will take the issue to

Aside from punishment for the entire class; an educator can establish positive reinforcement to encourage the more appropriate behavior. It can be proven that punishment only teaches a student what not to do, but without a reinforcement; the student will only be made aware of the negative behaviors he/she is exuding instead of what is also expected of them. One technique a teacher can use is shaping; when the final response is clearly identified and is begun by reinforcing any behavior that approximates a step towards the final response, no matter how remote. In the case of Billy, an educator should initially define expectations in detail; explain to the students what is to be expected of them while an educator is teaching a lesson and post classroom expectations up on the walls or go a step further and model the expectations. Because the students in this scenario are in elementary school, it is conducive to provide concise instructions about appropriate behavior and have the students practice; allowing them to fully understand what is accepted as appropriate behavior. Furthermore, the teacher should complement Billy when he is behaving in a positive manner such as, sitting quietly or paying attention to the lesson. Granted, Billy will still strive for the attention; this strategy

Expected behavior: Michael must be quiet before he gets into the classroom, hand of self, go straight ahead to his seat and start his assignment.

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.

The article “No! I will not! Understanding and responding to student defiance” is published by Andrea Smith and Elizabeth Bondy, 4-th grade teacher and a University of Florida College of Education professor respectively, in Childhood education magazine. It contains a thorough analysis of the defiance issue as well as a manual, regulating the conduct of a teacher, who pursues a goal of effective students’ behavior management.

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

If the child misbehaved 3 times then they would have to move down their clip on the behavior chart. If the clip got to low on the chart, a note would be sent home to the parents/guardians. I feel that my CT had great ideas for her behavior management in the classroom. I know that I will my CT’s behavior management techniques in my classroom. I also made note of the class’ behavior daily goal, “We will keep working on good behavior so we can be successful learners today.” By posting daily behavior goals, the students were becoming aware of their actions and how they can affect other

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

There are many problems that new teachers face in the classroom and many were unexpected to me and I was unprepared. Class sizes were large, classes were diverse and funding was scarce. The largest problem I encountered was finding solutions for dealing with misbehaved students. The Tough Kid was written to address these problems and guide new teachers in the classroom. The authors state the many problems of discipline and classroom management for new teachers and provide a guide or as they say “cookbook” for all teachers to follow. Most of the discipline issues are from the unpreparedness of the teacher. This was definitely a skill I did not have when I started the job as I wasn’t prepared for the forty-eight students that would be arrested over the course of the year. The chapters of this book show tactics, lessons, and practical information that gives you an opportunity to keep your students disciplined and engaged.

2) Chris’s history of behavioral difficulties has been well documented. Chris has a history of violence towards peers. This includes: spitting on other students, stabbing a student with a pencil, kicking another student in the testicles and making derogatory comments towards students of different ethnic backgrounds and the opposite sex. Chris has also been kicked out of a preschool after school program for behavioral difficulties. Chris while in school wrote a story about weapons. It is also documented that Chris checked out a book in 7th grade about pistols and revolvers.

As much as four times a day OM gets upset and start to scream at me or his follow students if something does not go exactly the way he wanted. He often cruse at his classmate and even push or hit them if the situation escalates.

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

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)