Why Kids Misbehave Can Drive Almost Any Person Crazy

When a student is misbehaving the educator needs to work out who ‘owns’ the problem. If the problem is interfering with the teaching or students learning it is a teacher owned problem. If it is not it is a student owned problem. These problems may be as simple as their friends are not talking to them anymore to problems at home. Educators need to actively listen to their students when it is a student owned problem to resolve the issue.

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

“Throughout the first weeks, the effective managers spend quite a bit of time teaching rules and procedures. Some use guided practice, others use rewards to shape behavior” (Woolfolk 525). By making clear class-room rules, teachers can establish procedures for rule breaking, or disruptive behavior in class. If I saw a disruptive behavior such as a student who repeatedly calls-out in my classroom during a lesson, I would handle the situation by understanding that this student WANTS to answer questions, they want my personal reassurance because they are answering the questions I ask, just not how I want them to respond. I would be sure to make eye contact with them, and go over the class-room rule of not calling out, “we must raise our hands”. If the behavior continued and was becoming a real problem during lessons, I would pull them aside quietly and explain to them calmly that I appreciate their eagerness and wanting to respond to my questions, but I need them to be respectful to the classroom rules and wait their turn to answer. I feel if you assure them that you understand them, they may respond better to your

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.

Also can mirroring the aggressive behavior of other children around them and lack of adult supervision Code of conduct sources http://www.ccsdschools.com/Families/documents/StudentCodeofConduct20152016.pdf file:///C:/Users/Teacher/Downloads/2014-15_CodeofConduct_Elementary.pdf http://www.forestlake.k12.mn.us/_asset/vc0ksk/Elementary-Student-Code-of-Conduct---English.pdf Table 2 Define and provide examples of behavior, misbehavior, and discipline. Behavior Misbehavior Discipline Table 3 Definition The totality of one’s physical and mental activities Behavior that is considered inappropriate for the setting or situation in which it occurs. Action by a teacher towards students after breaking rules. Example Follow directions, coming to school on time, Disrespecting teacher and students Bullying others Destroying school property Verbal Warning, Lunch detention, Office referral, phone call to parent ? Read the conditions that promote misbehavior in Ch. 1 of Building Classroom Discipline. ? List the conditions in your school, or a school familiar to you, in order of importance, the first being the biggest problem. ? Identify your observations of the

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

- Ask students what happens if they are being disrespectful to the teacher and other classmates.

These interactions can both prevent and cause behavioural issues within the classroom, as they are the basis upon which the lessons and relationship are built. All of these interactions are planned to a degree by the class teacher in their short term planning, allowing for a certain degree of behaviour management to be planned. Haydn (2007) suggested that the key to behavioural management is in good preparation, however it is impossible to plan for every aspect of behaviour as not every issue can be predicted. It is suggested that children often behave undesirably when they do not know what to do and the correct communication can reduce this; planning for the right levels of teacher/child talk at different points in the lesson is vital. During the introduction to a subject or lessons, when instructions are given it is important that the class teacher has the full attention of the class, and so the transmission method of teaching would be appropriate, as an unclear understanding of instructions can cause children to misbehave (Dean 2001). However throughout the remainder of the lesson, in order to keep children engaged in their learning, and reduce negative behaviour, the type of talk within the classroom should be varied. The use of group or paired work has been argued to be a factor in reducing negative behaviour as it allows children to witness alternative ways of behaving through working with

There are a variety of ways a student might behave in a disruptive manner. Some are minor and often easily ignored, but a few types of disruptive behaviors go beyond rudeness. A student who monopolizes discussions or speaks on particular subjects with no relevance to the current lesson is exhibiting a disruptive behavior called grandstanding, or showing off. (Citation)

For teachers the requirements of their job is more than just educating, your managing children, you’re a role model, and some cases your even a father or mother figure to some students. One element of the job that every teacher will encounter at least once if not on multiple occasions are students that are disruptive. There are various scenarios on how students can be disruptive in a learning environment it’s on teachers and school administration to getting these situations in order. The best behavior management approach to use in a hypothetical situation I believe that would generate the most success would be creating a belonging classroom environment rights and responsibilities. I believe treating children as human beings first before students will play a teachers favor as it applies to disruptive behavior. Letting students know that they have rights and responsibilities within the classroom is the best way to express this action.

A huge aspect of creating a effective classroom is establishing classroom routines that are beneficial for both the students and the teachers. By establishing a consistent and predictable routine serves a number of classroom functions. In my current practicum placement every period taught in my classroom follows the same routine. It is important that students have structure within their classroom

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.

As a teacher having one student that cause disruptions and distractions in the classroom can be a problem. This is due to the distractions that the student poses for those around them and the typical disrespect that is shown to the teacher. Behavior modification can be done for students but this process can take time, but the time it takes can also yield rewards. In this case study we will be finding ways to modify a Mark’s behavior, who is a 6th grader that poses problems within the classroom.

Throughout the years parents all over have asked themselves the same questions over and over again. Why is my kid misbehaving? How did my kid end up following the wrong path? And although there are many reasons why a student may misbehave in school, there are some facts out there that can prevent one from being a victim of bad behavior. For example, causes may vary from things such as ones financial situation, to things such as being surrounded with the wrong type of people. Whatever it may be, the conclusion is that although students tend to misbehave, those individuals can be held to blame, but it’s not always themselves alone that are to be blamed.

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)