Once students are uncontrollable, such as arguing with others, leaving their seat and chatting loudly, we need to take some time to cope with them, which may affect the class progress. As a result, it is vital for me to build classroom discipline on the first day of class and execute them consistently. Otherwise, disruptive students would affect the process of the
There are various reasons why teachers may not be as consistent as they would like to. For one, some teachers have an unfortunate habit of trying to convince students to behave rather than relying on their classroom management plan. For instance, when disruptive behavior is seen in the classroom, teachers are steadfast to discipline the students. Teachers will result to scolding and raising their voices to students rather than putting into effect their rules and consequences to serve its sole purpose (Ayebo & Assuah, 2017). Moreover, teachers are not 100% sure what does and does not constitute breaking their own class rules.
I work at a restaurant, and I am well accustomed to seeing children misbehaving and throwing tantrums. Most of the time the kids are well behaved, but there were this one family in particular during the week that stood out. I have seen plenty of kids who lash out at their parents, acting like they run the show, but this child suffered absolutely no punishment and appeared to have zero discipline. This boy, who I will name Child A, was around 6 years old, and he had quite an ego. Both of his parents were completely permissive, and it showed the moment they walked through the door.
There has been an email sent to our department form an education provider staff who has requested for our services as behavior analysts. To be specific, the client has asked us to meet with the other staff members from their institution so as to develop a behavior intervention plan for one of a third grade student in a local elementary school. The student in question is said to have been demonstrating disruptive behaviors in both the classroom as well as in other school settings. Disruptive behaviors reveal themselves where a individual is uncooperative in any setting resulting to unnecessary distractions. The behavioral assessment plan which is aimed to be developed is a plan which is based on the functional behavioral assessment results and
It depends on how a child is able to control such aggressive impulses. These impulses include fighting other children, bullying others, being temperamental and finding it difficult to control both their physical and psychological behaviour. School life of both the child with aggressive behaviour and his or her victim is affected as a result of aggression (Fearon, Bakermans-Kranenburg, van IJzendoorn, Lapsley & Roisman, 2010). Within the school environment, children with aggressive behaviour are highly likely to find it difficult to interact appropriately with others within the environment. Aggressive behaviour such as fighting and bullying other children within the environment can easily
The caregivers smiled and used eye contact as they spoke to the child. The teacher did a good job by giving respectful care to the toddler. The teachers made sure the toddler was treated just like a person should be. The action was done in a leisurely manner giving the toddler enough time to get comfortable. Each toddler had their quality time with their teacher and the teacher respected the way the toddler preferred to do each action.
Carla’s tantrums and destructive behavior continues to be problematic in her other classes as well. A behavior intervention needs to be put in place that will help Carla’s behavior decrease. So, we first use a behavioral assessment which will include direct observation and then recording the behavior as it occurs (Miltenberger, 2016). I would start out by having interviews with Carla and her parents along with the teachers that are involved. We would discuss Carla’s behavior and figure out what her target behavior.
You notice that one of your students has been showing certain behavior problems. He refuses to complete classroom assignments, gets out of his seat, and disturbs his classmates. Although you have attempted to talk to him about his behavior, he continues to cause disruption and refuses to follow classroom rules. You finally decide to call his mother when he hits another student in the classroom. The behavior problems of your student are examples of externalizing behaviors.
The teacher has allocated a special seating arrangement for the best learning quality when the learners need to sit on the carpet for theme discussions and morning ring. To help with monitoring the teacher has a sticker chart and reward system and follows through with rewards and discipline. The teacher has a “five magic rules” which she does not negotiate on. The teacher is constantly assessing, has a tick system and all class and group activities are monitored by the teacher and the teaching assistant. The teacher uses a lot of resource such as charts, pictures, videos, books, toys, songs, singing, sounds, music, repetition, physical movement (running, jumping, walking), and search and find games.
Web. 30 June 2010. https://files.eric.ed.gov/fulltext/EJ988197.pdf Kathleen Allen wrote this article in 2010. This article is consisted of research conducted to investigate the link among classroom management, school bullying, and teacher practices. It is stated that schools and classrooms that responds to inappropriate behavior with punishment tend to have negative hostile environment. This article is good to coincide with my response to bullying because it shows the importance of complying with our schools Positive Behavioral Intervention Supports.