The Importance Of Behavior In The Classroom

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

A behavioral matrix creates the expectations for student behavior in the classroom and school campus. A school wide behavioral matrix lists the school wide expectations for various times, location and transitions. Classroom teacher specific to that classroom creates a classroom behavioral matrix. Both school wide behavioral matrix and classroom matrix should contain the rules that are listed in the school wide expectations. These rules and expectations are displayed as a matrix, which is posted in classrooms, gym, cafeteria, hallway, and bus. According to Knoff (2007), behavioral matrix sets the behavioral expectations expectation within specific settings and contexts for students and hold them accountable. Table 1 reflects dangerous behavioral problems categorized in the Level IV as explained in the 2015-16 Fort Wayne Community Schools Code of Conduct. Part 3 integrates all the results of fourth grade teachers who were asked to choose student behaviors and corrective action from the given list by the intensity levels. As a result, table 3 can be used as a behavioral matrix among the fourth grade teachers to replace negative behaviors with positive behaviors.

How Joey’s behavior is disruptive. He constantly talks out of turn, loudly, and off topic. His behavior constantly interrupts the lesson. He might cause the class to go off topic. He is also disrespectful to the teacher and other students. In the classroom, the goal of the teacher is to ensure all the students learn and have an equal opportunity to interact with the teacher. To accomplish it, harmony in communication is essential. However, because he talks out of turn, he prevents other students from sharing. Moreover, he mostly veers off the topic, which might cause the teacher to lose the attention of other students (Rehmat & Bailey, 2014). Finally, his loud voice is a nuisance and contributes to classroom noise. It prevents others

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.

Behaviour for learning refers to the pressure on schools to constantly attempt to raise attainments (Department for Children, Schools and Families 2009). This has come about because of schools trying to raise standards for their students that can be identified in the teaching standards which promotes the raising of standard for students. Adams (2009) says 97 percent of new qualified teachers believe managing student behaviour is one of the most important issues for them in the teaching field. Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). Behaviour for learning therefore becomes one of the most important issue for newly qualified teachers and trainee teachers. This reflective writing will look at how the trainee teacher will building relationships in the classrooms as a means of promoting behaviour for learning.

Firstly, it is important that you are respectful of your teachers and upperclassmen. Often, your class stops walking in the hallways and stands in large, loud groups. This results in others being late to class, an inconvenience for both students and teachers. You can also show respect by not shouting in the hallways. Talking to your friends between classes is reasonable, but yelling only causes

Overall, I really enjoyed doing the behavior modification project this semester. Originally I did not think I was going to be able to take much away from the project since I was not the one who was having a behavior modified, but surprisingly I was able to learn a lot from the project. After a while of watching and observing my partner, Karley, who was the participant in the project, have success with the stress management techniques, I decided to apply some of the techniques to my life as well. Even if it wasn’t part of the project, I still felt I could benefit from the techniques.

In an ever-evolving world, it is natural to hold on to historical views of how to manage behaviour within society and the classroom drawing from our own perspectives and childhood experiences. Categorising children as inherently good or bad as a direct response to the behaviour they display is viewed with a certain sense of bias when bound by what is deemed normal and acceptable from an educator’s own viewpoint. In response to the view stated by Bulotsky-Shearer, Dominguez & Bell’s (2012, p. 421) where “the evidence is unequivocal – children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties”, this paper will take a behavioural theory based view to understanding some of the behaviours children exhibit. It will view how a child’s behaviours present themselves within in a socio-cultural construct due to influences upon a their life and how behavioural theory only approach to future learning will lead to lapses in a child’s developing learning skills.

University of Phoenix Material Classroom Misbehavior Worksheet Complete the tables in relation to discipline and misbehavior. Table 1 ? Locate at least three school codes of conduct to identify common discipline issues. You may use the Internet to find examples. ? Choose and list at least 10 discipline issues you think most closely pertain to your situation. ? List the sources for the codes of conduct. You might use the completed list as a job aid as you develop a discipline plan. Discipline issue Horseplay Tardy Violation of Class Rules Failure to complete work Bus Violation Disrespect Disrupting Class Hit/Kick/Push Why it pertains to your school situation Horseplay usually takes place in hallways or bathroom when students are unattended.

The first tier in Response to Intervention for Behavior services all students within the school system with approximately 80% of students needing no further intervention beyond this tier. In this tier, school-wide positive behavioral supports are provided to students to reduce inappropriate behaviors throughout the school. Several school-wide supports are provided in this tier including "rules, routines, and physical arrangements" (Florida's Positive Behavior Support Project, 2009, p. 6) that reduce/prevent initial occurrences of behaviors that have been deemed inappropriate. Before these supports can be implemented school staff members must develop them. After development staff members go through training on how to properly implement these

a usual routine changed? All these questions and many more could make a huge difference when

Classroom rules are very simple if you do what's needed and obey each and everyone. You will be expected to respect everyone in class and outside of class. Being respectful not with just your teachers but our fellow students, guest, teachers and staff. No getting out

In this paper I talk about my experience and how it turned out to be fascinating. I mention how my visit to O’Brien allowed for me to gather up enough information to compare and contrast the teachers I got to meet. The two teachers I compare and contrast are Mrs. Gray and Mrs. Raber. I talk about their similarities, one of them being how both their teaching styles are teacher-centered and another similarity being that both teachers share the same theories. I explain how both Mrs. Gray and Mrs. Raber use behaviorism in their classrooms. After talking about their similarities I talk about their differences. The differences I mention is how Mrs. Raber uses humanism in her classroom by allowing her students to choose what game they’d love to play

‘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.

Classroom reward systems provide teachers and students with guidelines to follow when dealing with behaviour. Every school has some form of behaviour management in place to deal with both good and bad behaviours and children with special needs who often need structure, planning and daily goals. Integrating technology into classroom reward systems, rewarding good behaviour, hard work or improvement, can have a positive impact on students, as Merrett, A., and Merrett, L. (2013) described, due to the materials being more stimulating and more interactive than other methods commonly used. Also digital rewards systems are easier for educators to edit and tailor to students or classrooms, individual needs, abilities and/or year group.