The Students Cause Interruptions That Affect Instructional Time

My third grade class at P.S 45 is an ICT class where half of the students are low-functioning and half of the students are general education. My classroom contains 29 children, 15 boys and 14 girls of mixed heritages. The majority of my students are Hispanic and African American; however, there are a few students who are Caucasian and Asian, too. The class consists of many students who have an impulsive tendency of constantly getting out of their seats. When this happens, it breaks the focus of other students and disrupts the lesson. Most students come ready to learn, but some of the students lack focus due to insufficient sleep and nutrition. Some students are more skilled than others; however, most of the class is struggling academically. My class requires special and differentiated instruction. Twelve students in this class

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

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

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.

Remember, this is a strategy to help decrease negative behaviors by developing and fostering positive relationships. When you see an improvement in the student's behavior, indicate it on the form. If you don't see an improvement, you can extend the time with the student (continue past 10 days) until you see a change. Please remember to include some of your students who exhibit positive behavior in this process. Please don't tell the students what you are doing. Just try and keep it casual and school-appropriate. You may have to guide students if the conversation crosses over into inappropriate content. Make it a teachable moment, if possible, but redirect.

It is also evident that family is very important to these students, one threat from the teacher to call home to mom or dad usually invoked a positive behavioral adjustment. I was almost positive one of the students was about to cry, but the teacher gave him redemption and told him she wouldn't call home if he could answer one of the questions she was asking correct. He was ready to answer all of the questions, but of course I noticed he was using his cheat sheet, which the teacher standing on the opposite side of the room did not

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

In regards to behavior management, I use a combination of positive discipline and discipline with dignity. As defined by Fredric Jones, positive discipline emphasizes that teachers can help students to support their self-control (Gage, 2015). This management theory aligns with behaviorism and is carried out in my classroom through strong classroom structure where the rules and routines are clearly defined. Additionally, there is a leveled behavior chart hanging on the front wall where each student can visually see and monitor their behavior for that

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.

When these reinforcement systems are not working, then individual intensive interventions are necessary. One intervention I have seen during my Level II experience is support groups which are lead by the school counselor. Accoring to Brown and Sayeski (2011) “Specific skills that can be taught include alternatives to aggression, dealing with feelings, dealing with stress, negotiating interpersonal communication such as joining a group or conversation or convincing others of your point, and planning skills such as goal setting or decision making” (p.16). Another intervention I would use in my classroom is an individual written agreement. According to Crowe (2009), “The purpose of individuals written agreements is to give students who need it highly structure intensive support to change behavior that get in the way of their learning or functioning of the group” (p. 227). I prefer this strategy because it gives teachers a tool to use when students top responding to other interventions but it requires a lot of

Mr. Gonzales and Mrs. Staha both agree that you have to start out tough and have a discipline plan in place. However, every student is unique, so if a behavioral plan does not work, you need to accommodate it for that student’s needs. After Mr. Gonzales explained a discipline scenario, I believe he follows Dr. Spencer Kagans, Win-Win discipline. This approach is when a teacher “handles discipline problems at the moment of disruption with powerful and proven discipline strategies” (Kagan, 2002). Although Mr. Gonzalez has his basic rules and expectations, he does access the type of behavior before he takes action. The main idea of Win-Win Discipline is to first identify the behavior (ABCD) and

Not only do you calm their interfering behavior in a school/ workplace setting, but will help you understand the positive and functional approaches to understanding their behavior by analyzing a behavior chain and conducting a Functional Behavior Assessment.

Initial thoughts: There is many technique Ms. Rollison can use to help with her students behaving appropriately in the classroom. One technique she could use is at the beginning of the year ask the students what type of rule they would like to have in the classroom. The student will more likely obey the class rules because they had a part in

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,

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)