VPK Learning Standards: Challenging Behavior Affecting Learning

These are all things to look out for. When I see child Y like this i try to distract him first by talking about his chart and how well he is doing and if that does’t work I remove him from the class room and take him to the green room as he has been known to be very aggressive.

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

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.

As explained before physical intervention should not be used unless it can be clearly justified why it was used, it is not always neccessary. When dealing with challenging behaviour you can use restrictive intervention such as language which may result in the young person changing their behaviour before it even leads to an incident. For example there is a young person in my care who we have observed that responds well to humour, so if he is beginning to display negative/challenging behaviour we try to make jokes with him and sometimes tickle him. This turns his mood around and prevents an incident even taking place. It is important to use the least restrictive interventions where possible as if you didnt it could lead to further dilemmas such as verbal abuse, physical abuse, damage to property etc.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

As a practitioner, it is important you deal with unwanted behaviour in a calm manner. This is because children and young people will copy what they see as their behaviour is affected by others around them. For example, if the practitioner shouts at the child saying play nicely or say go to the carpet for time out then the child will copy this behaviour and tell other children off. If adults show conflict then children and young people will get frightened and confused. This can also lead for the child to have unwanted behaviour. For example, if the parents be aggressive when dealing with conflict then the child is going to feel scared and confused on what is going on. It is important that practitioners and parents reassure the child and allow

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

If the teacher notice that the child is becoming emotionally disturbed then the teacher will take them into a quiet room to enquire if they are worried about something, so managing the situation into a proactive way. when conflict arises more suddenly, it is also wise to take the child into a quiet place to talk to the teacher without audience. The teacher always need to calm themselves and try to appear confident and they should not try to argue or glare to the child. Dropping an eye contact to the child is also helpful. For example in reception there are two sections, if the two pupils are always fighting in class, one of them will be moved into another section. Moving the other child in a different room can help prevent the two pupils from fighting.

There are both general and special education teachers who have reported that they “aren't adequately trained to deal with the aggression, defiance, and sometimes even violence that they witness daily which seems to be increasing in children at younger ages (Ruef, Higgins, Glaeser, & Patnode, 2009). Teachers' lack of time planning, there being a high number of students in the room and only one or two teachers, and lack of administrative support to apply behavior changes in general have all been noted as problems related to

Challenging behavior comes in various of reasons. Once you have gathered information to understand the behaviors of young children you can diagnose the child with the appropriate behavior and find a solution to fix the problem. I have been receiving some information on different ways on how to diagnose and find solutions through different materials which I will share.

Ignoring/Not Listening- Especially during an altercation or disagreement, the child may use this as a defense for protection and may not believe their voice is valued. I would first give the child some space and time to sort through the altercations meanings and motives, with a slight discussion. I would assign a task to help increase value and responsibility for the student. I

One of the perks of working in a public school system is changing grade levels. My first year teaching at my school I taught the tenth grade. I have since then moved to teaching the twelfth grade. Many things have changed since my first year. One thing that did not change is my favorite disruptive student. When I looked at my roster for the year, I saw Student X in my class of 30 students. In the tenth grade, this students was loud and always talking at the wrong times. He would argue with students and attempt to argue with me. He would not complete assignments unless it was in season for the sport he plays. Since the tenth grade and a new district technology policy, Student X has gotten worse. In addition to his previous behaviors, Student X is contantly on his phone and uses that to distract others. Many students become annoyed by his behavior and try to get him to stop being a distraction. This usually results in an shouting match. Student X becomes defensive and will use profanity to insult students and further disrupt the class. At this point, Student X is usually dismissed from the class and is sent to his Assistant Principal’s office. The other students cheer and get back to work, and Student X misses out on more valuable instructional time. Even though he is graduating soon, it is important that Student X learns how to act in a classroom setting. Creating a problem solving method is important to dealing with this student and students like him in the future.

Disorders of this nature alter the students’ brains and often lead to greater impulsivity and poor short-term memory. This translates into kids blurting out responses before asking for permission and forgetting what to do next in class. Thus, children cannot be held accountable for such outlandish eruptions and their actions should be treated as a disorder not disobedience. Furthermore, a teacher may disapprove of a student’s actions, but never of the child. For example, this quality is reflected with a teacher and a student named Maria in Texas, “Maria, your constant chatter during class is so annoying.” This comment communicates rejection of the child’s behavior, but not the person.

-What behaviors are your having to repeatedly correct? If your child is constantly doing something that is disruptive, look for the underlying need is and try to remedy that with an independent activity.

I observed a reading lesson during my practicum 2. The teacher, at the beginning of the lesson, showed students what kind the book they will be listening. The teacher read the title of a book, the author’s name, and showed them very colorful illustration pictures. The students liked this book and listened with interest. However, a boy with ADHD did not pay attention from the beginning of the lesson. During the reading time, this student had difficulty with remaining seating at the same position as other students, an attention problem, and inappropriate behavior in the class. Suddenly, this student stood up and walking around the classroom. Most classmates new his behavior and did not paid for him. But, couple students always looked at him and seemed did not listen to the teacher. In my opinion, in this case I would motivate him/her saying that I will reward for good behavior. Also, during the lesson, I will put him/her in front of me until he stops interrupting other students. I also will establish eye contact with all students in my classroom, and especially with ADHD student.