Classroom Behavior Management Is The Most Important Factors That Determine Students Disruptive Behaviors

Classroom Behavior Management Is The Most Important Factors That Determine Students Disruptive Behaviors

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Classroom behavior management is the most important factors that determine students disruptive behaviors. With that being said, the study evaluated classroom behavior strategies that are aligned with Positive Behavioral Interventions Supports (Reinke, Herman &Stormont, 2013). According to research, the impact of SW-PBIS has reduced problem behaviors and increased academic performance. However, despite the increase of PBIS many teachers continue to struggle with managing student behavior in the classroom (Reinke, Herman &Stormont, 2013). Often times ineffective classroom management negatively impacts students behaviors because they receive less academic instruction. This is important because teacher’s implementation of effective practices becomes affected by their job demands. Teachers are therefore, less likely to have effective implementations if they are emotionally exhausted or lack self-efficacy (Reinke, Herman &Stormont, 2013). More importantly, if teachers implement PBIS expectations in their classrooms with positive stated rules they are more likely to praise their students and reduce behavioral problems. Whereas, teachers with higher rates of student disruptive behavior are more likely to have lower self-efficacy and emotional exhaustion (Reinke, Herman &Stormont, 2013). By all means, support has to be given to teachers in the field to protect children from having negative teacher-student interactions. The study underestimates the necessity to access behavior and instructional management practices in the classroom setting (Reinke, Herman &Stormont, 2013). Additionally, finding ways to teach practices that are adapted to SW-PBIS will positively impact students and increase effectiveness in teachers (Reinke, Herman &Stormon...

... middle of paper ... administrators in helping teachers with students who have behavioral problems? Overall, I agree with the findings because teachers who are emotionally exhausted transmit their exhaustion to negative classroom management. The key is to be positive and help students who have behavioral problems. For this reason, having effective SW-PBIS regulations in the classroom should help. This study is relevant to the PBIS project because it describes the importance of having effective classroom procedures to reduce behavioral problems. The study also helps us understand the importance of having someone who can guide teachers to implement PBIS effectively. The project can include the struggles teachers face and how that affects students behaviors either positively or negatively. This could help observers understand the issue of behavioral problems in various school districts.

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