This paper will look at boys’ behaviour in an elementary school classroom from an education professional standpoint. Specifically, how to modify the aggressive behaviour of boys who speak out of turn in class. It will look at the effect that behaviour specific praise has on aggressive behaviour. Multiple forms of differential reinforcement will also be examined in regards to how to transform a boy who acts out for attention into a boy who understands his behaviour is not necessary. Differences between girls and boys in an elementary school classroom will also be considered. Through this process teacher, child and the rest of the class will benefit. This paper will begin with ideas for general classroom management and then narrow down specific recommendations for individual cases.
Boys’ Behaviour In An Elementary School Classroom
“Simply targeting interventions at individual children in the classroom may not actually solve a classroom behaviour problem” (Parsonson, p.16). There are many different factors that come into play when looking at a child who is misbehaving. Young boys who act out in class do not always have an exact reason for their behaviour. It is ambiguous as to why exactly they are speaking up or acting out – the antecedent cues are not always clear. As a teacher, one must be aware of this, understand that there are numerous reasons behind a child, and seek to find out what works best for each individual child to alter the negative behaviour while encouraging an alternative behaviour. Behaviour specific praise and multiple forms of differential reinforcement may be used to break the habits of the child.
Case Study
This paper will include a fictional case study about a nine year old boy named Austin. Austin frequentl...
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Ever wonder why many individuals are reluctant to changing their behavior? Some see change as a means of restarting their life while others do not know the first step to take. Due to this, psychologist has created a program known as the Behavior Modification Analysis to aid individuals who face these problems. Within this program, persons with behavioral issues will determine their issue and why it needs to be modified. Then this program will form various reasons as to why individuals portray certain behaviors. Next, the target behavior and the assessment of behavior will be examined, measured and observed. Then, a frequency tracking of the behavior will be completed and results recorded. After obtaining the results, realistic goals will be
...orce the good behaviour with rewards and decrease the likelihood of negative behaviour being repeated. The structured discipline of both parents and teachers help the child to appreciate that good behaviour is much more beneficial than bad behaviour but without this structure in one or both of these settings, could lead to the child not understanding, leading to it being much more difficult to correct behaviour that isn't wanted without resorting to drastic measures of physical or psychological punishment that would do more harm than good. Further research into helping the children in these sort of circumstances would be much more beneficial to the topic of child behaviour and punishment.
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...lating their own behaviour as they have had lots of practice doing so (NSW DET, 2003, p. 13). By most students demonstrating their ability to self-regulate throughout the lesson, it leaves the teacher the opportunity to better manage challenging behaviours such as Ray’s ADHD/ODD, Michael and Kendall’s tendencies to defy or be oppositional and refuse to engage and Bens’ inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in the quiet corner, coloured cups to display moods or a sense of urgency, social stories/scripts to assist with difficult and new situations, labelled praise and positive reinforcement or extrinsic motivation, extension activities of interest, ignoring minor inappropriate behaviours and redirecting when possible are used to help manage these behaviours (See lesson plan and Appendix A and B).
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
Noncompliance has several negative impacts on an individual. Firstly, noncompliance to requests or instructions can hinder a child from learning. This is especially so for children who engages in noncompliance behaviours maintained by escape. A child’s learning will be affected if he is often out of the class, taking away opportunities for him to learn new skills. Thus, compliance with teacher instructions in classroom settings is critical for effective learning (Martens & Kelly, 1993). In addition, noncompliance affects social skills development as the child may learn to engage in inappropriate behaviours to gain attention or escape from demand. These inappropriate behaviours may in turn affect positive social interactions with his peers and teachers. Secondly, noncompliance also limits access to potential job opportunities, especially for growing individuals with learning and developmental disabilities. Ability to comply to instructions and requests from supervisor is a necessary skill required of an employee. In addition, noncompliance are often made worse when individuals engage in aggression or self-injurious behaviours to escape from demands. Noncompliance, coupled with inappropriate behaviours, ...
Guiding children’s behaviour is an essential aspect of educating or caring for young children. The two biggest challenges that children normally experiences at their young age are ability to control their own behaviour and understanding acceptable behaviour (Australian Government, 2006). This paper describes about the case study of 4 years old girl Ashley’s inappropriate behaivour problems (e.g., getting disappointment, impatient and refusing to accept the failure), difficulties in following instruction, and physical aggression (e.g., kicking and punching other children) which are common in preschool (Conway, 2009). The below information portrays about the behvioural framework, effective strategies, plans, intervention and, theories to support
First, be sure to recognize the difference between reinforcement and punishment. To increase the desired behavior, reinforcement should be used. Punishment is used to decrease unwanted behaviors. Second, when an adult begins to use positive reinforcement and ignoring the inappropriate behavior, some students may begin to exhibit behavior that get worst. This abnormal behavior is referred to as “extinction burst”. The student is acting out in an effort to generate the reinforcement they use to get from the adult. Thirdly, teachers and adults should use positive reinforces that are attainable quickly and easily. Sometimes, food is not accessible and is not appropriate so positive phrases work well. Lastly, inappropriate behaviors should always be ignored, unless they are
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
In almost any college class you walk into you will find that there are more female students than male. This wasn't the case years ago. David Thomas' article " The Mind of Man" points out that women are progressing readily in today's society, but where are the men?
Bonomo, V. (2010). Gender matters in elementary education: Research-based strategies to meet the distinctive learning needs of boys and girls. Educational Horizons, 88(4), 257-264
My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...
In handling his students’ inappropriate behavior, Mr. Swan should follow this approach. If the students continue to talk loudly, use tools inappropriately, and hit at each other, he should use a punisher. These behaviors could include the verbal or nonverbal communications for the purpose of stopping behaviors or even a detention. When the students start doing well, they should be reinforced and rewarded for doing good. Reinforcement improves student motivation and it will be effective in helping Mr. Swan handle these students’ inappropriate behaviors.