Problem Behavior: The Case of Bob

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

A student named Jamie refuses to do her work. She is constantly talking and interrupting the other students and makes no effort to participate in class. The teacher has to constantly reprimand the student and it is causing less learning due to the interruptions within the classroom. She seems somewhat clear of the rules and procedures in the classroom, but is not motivated to follow them.

I had built this relationship with Brandon based upon implementing morning “check- ins” with him in a social and emotional learning aspect. I would make sure he was feeling okay before entering his classes and seeing what I could do to fix any problems that had happened that morning or could arise as the day goes on. Soon later this student was expelled due to continuous defiance and interfering with the safety with himself and with other students. I believe this could have been avoided if Brandon had received social and emotional learning experiences with other

I imagine this to be a first grade classroom. The student, George, can get out of control, hits other students and staff, and is also prone to throwing his books and papers on the floor. George creates a disturbance in class that directly interferes with the teacher's ability to instruct class and other students' ability to learn. This disruptive behavior interferes with teacher's ability to teach effectively. It requires large amounts of teacher's time and attention and may require lessons to be stopped.

When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The

Teacher stated individual was hollering at her and the students, throwing things, and hitting on others.

There was a young boy in the class who has many behavioral issues, he would tend to disrupt the class, or start interfering with another student’s learning. Seeing him “as the problem child” in the class; I would assume when he was involved in confrontation with another student it was his fault right away, until I would listen to the whole story. I think this is just

Punishment. Mr. Matherson kept her in from recess, shaking his head, and scolding her. I believe there should be some type of punishment for students. If not students will fill like its okay to do anything they want to without getting into trouble over it.

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

Documentation from the school notes that teachers have written up Justin an average of 17 times a month, mainly for being insubordinate. In the last month Justin received 4 write ups for disrespect and 8 for insubordination. The principal reported to this social worker that he sees Justin more than any other student in his school but adamantly noted that Justin is not a trouble maker, but he just cant

When dealing with behavior, remain calm and positive. Do not allow yourself to get in a power struggle with a student. Use system of least prompts to help the child work through the issue.

Jerry has a hard time focusing on his classwork. He is easily distracted and distracts his classmates from learning due to his disruptive behavior. He constantly blurts out when I’m trying to teach, and gets up out of

Behavioral therapist believe symptoms stem from learned responses that are caused by dysfunctional renforcement (Metcalf, 2011). An example of a dysfunctional behavior is if a child was scared of escalators (ie. myself) and the parents avoided the escalator to avoid the child anxiety (Ie me kicking and screaming every time I was close to one). The extra time taken to find other means of the family to get around has cause problems with getting to appointment on time, fights with other sibling that have to accommodate my fear, and avoiding going places that only has escalator access. Although the child is calmer by avoiding escalators it seen as a negative reinforcement. Now the child has learned to avoid escalator most of her life creating

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

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)