The Importance Of Students In Education

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.

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.

One of the main strategies to meet this goal is the PBIS implementation. According to the PBIS committee leader at Flat Rock Middle School, PBIS stands for Positive Behavior Intervention and Support. It is a proactive and social culture strategy and needed for all students in a school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve the lifestyle results (personal health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, relevant, and desired behavior more functional. Even though, PBIS has made a positive impact on the percentage of disciplinary incidents within the school.

The chosen signature assessment, Personal Position Paper, is an assignment from EDUU 602, Positive Behavioral Supports. This signature assessment expresses the Program Learning Outcome (PLO) number 1, Ethics, which demonstrates knowledge of ethical standards of teaching. The course was a study of theories, practices, and ethical issues in modifying and remediating behavior with emphasis on creating positive, productive school climates and implementing effective, positive and respectful applied behavior analysis techniques. The course included a minimum of 25 hours of authentic field experience. The books used for EDUU 602 were, Comprehensive classroom management: Creating communities of support and solving problems

3. Implementing school wide Positive Behavior Intervention Support (PBIS) in these schools decrease the amount of serious and dangerous behaviors displayed by students. It also increased the amount of students who refrain from using physical aggression.

This application paper describes, analyzes, and revises a sample behavior management plan. The intervention plan is focused toward a young student with conduct problems and attention deficit disorder. A behavior management plan sample is used due to the lack of classroom teaching and/or parenting experiencing. The sample plan is referenced at the end of this application paper.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

PBIS is a counter agent framework, which moves schools away from reactive and punitive models of discipline. It offers appropriate establishment and options of positive and proactive ways, of teaching behaviour expectations. (Dunlop.T.2013)) It came out literature by Suagi & Horner in 2002 to create safer schools and a more positive school climate, that can increase learning opportunities and teaching time. PBIS is a method of behaviour support implementation that increases in relation to the needs, along a continuum, of individual, classroom and school wide levels.

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

The PBIS framework provides behavior supports through essential strategies that enhance academics and social outcomes in schools, (Responsive Classroom and PBIS Can Schools Use Them Together, n.d). According to the Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, OSEP TA Center on PBIS (2013) it is reported that school-wide PBIS has been implemented in 50 states and over 19,000 schools across the United States. Hence, the PBIS framework is a structure that provides a strong foundation in positive discipline. Using positive discipline and positive reinforcement centers the attention on desired outcomes and redirection. Some of the strategies include a focus on skill teaching, the use of positive statements through respectful practices, data-based decision making and the implementation of three tiers of positive behavior support to meet the variety of student needs. Tier one is intended to support all students in all situations (Responsive Classroom and PBIS Can Schools Use Them Together, n.d). This is done through the use of common language, positive reinforcements, frequent verbal connections of behavior to expectation, morning and closing classroom meetings, logical consequences and problem-solving

4) children are not born antisocial with behavior problems they become this way through social interactions with others at home and in the community. This shows how a PBSS is integral to a child's social development at a young age and can be viewed differently at the elementary level. According to a study done on grades k-5 doing a pre and post study which examined program outcomes of student problem behavior and social skills, based on teachers’ perspectives, before and after early behavioral intervention services, results prove that this is very beneficial (Rineya & Bullock, 2012, p.1). Based on the assessment the researchers gave, 5th graders showed the least amount of improvement in behavior after intervention increasing just 2.91 from their original mean average (Rineya & Bullock, 2012, p.13). This shows a drop in corrective behavior once a child is leaving elementary age and entering into middle school and formative years. The importance of behavioral and social intervention at the elementary level is important to a child's success throughout the rest of their schooling and

Many such measures are based on PBIS in an effort to provide teaching environments that are safe, secure, positive, inclusive, competent, and accommodating (Tidwell, Flannery, & Lewis-Palmer, 2003.) Based on the idea that ‘one size fits all’ does not apply to behavioral interventions, PBIS helps to empower educators to create effective behavioral practices for all students through three basic principles. First, PBIS encourages educators to use positive approaches to behavioral interventions such as teaching appropriate behaviors rather than relying solely on punishment. Second, PBIS encourages educators to match the level of intervention resources to the level of behavioral offense presented by students. Third, PBIS encourages educators to create multiple positive intervention systems that deal with the different levels of behavioral challenges schools face (Muscott, et al. 2004; Walker, Colvin, & Ramsey,

Behavior is communication and for young children behavior is used to have their needs met. Howard is a sixth grader that has been referred to the office six times in four month by his first-year teacher Ms. Anderson. Based on Ms. Anderson’s observations Howard exhibits specific weakness in mathematics resulting in incomplete in-class work and homework assignments, and avoidance behaviors when asked to work at the whiteboard. Howard’s outbursts according to Educator Richard Lavoie M.A., M.E. students would rather be bad than dumb. Creating an intervention plan will accurately document the function, and communication behind his behaviors. Howard displays behaviors that may be misinterpreted as misbehaviors in the classroom at times. The purpose of this to create an intervention plan based on Howard’s Functional Behavior Assessment (FBA).

For students in a self-contained classroom, cueing and behavior modification are frequently used components of behaviorism. Cueing is using a method other than a verbal reminder as a way to encourage appropriate behavior, or discourage inappropriate behavior (Standridge, 2002). Behavior modification, as outlined in Foundations of Workforce Education, is used “to elicit better classroom performance from reluctant students” (Brewer, Campbell, & Petty, 2000, p.17). Behavior modification involves several components, such as determining what is desired, creating specifics within the environment, identifying appropriate rewards, reinforcing behavior patterns,

What can and will be viewed as an important part to enhance the effectiveness of a student’s learning; educators, software vendors and a student’s parents have supported the notion of involving technology into the classroom. This notion is increasingly valid in the area of post-secondary education where students primarily young adults, have to pay high amounts of tuition in the goal of obtaining a degree and obtain skills to translate into landing a job in a very competitive market. A now common tool among post-secondary institutions to aid students is the use of learning objects. For this research assignment, I will