Research Focus
The focus of this research is centered on a student with a behavior disorder. I always assume that a student is having an outburst for a reason and it is up to the general education elementary teacher to discover what that reason is. If they cannot or if they need help, then it is my job as the special education resource teacher to help figure it out. It may take several observations to find out why a student behaves the way they do and to determine what the triggers are. I believe that once the triggers are identified then most behavior outbursts can be avoided or minimized. I can also put together a positive intervention behavior plan to redirect the student and teach him to think before he acts. I believe all students can learn and it is our jobs as educators to teach them, even if what we are teaching them is how to deal with their emotions so they can be successful in the classroom.
I. Functional Behavioral Assessment
There are generally two important issues that teachers must deal with as regards their students, first, those who are active and inquisitive and those who are commonly sent to the principal’s office because of their disruptive behavior. Notwithstanding the manner by which they behave in class, there is no doubt that students are expected to follow the same rules and regulations while thee are in school. “In the same manner, teachers are also expected to treat their students without discrimination,” (Bos & Vaughn, 2002). Nevertheless, there remains that duty on the part of the teacher to ensure that required and expected student behavior is observed.
“The functional behavioral assessment is tool commonly used in order to address the issue of student problem behavior,” (Bos & Vaughn, 2002). Essent...
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... persistent and/or serious discipline problems to succeed in school. CA: University of British Columbia.
Loman, S. & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training Manual for School-Based Personnel. Special Education Faculty.
Martinez, M. (2011). Bad behavior? Understanding the correlation of racial mismatch and student behavior. Journal of Applied Behavior, 26(5).
Oliver, R.M., Wehby, J. & Reschly, D. (2010). Teacher classroom management. 2011 SREE Conference.
Pas, E., Bradshaw, C. & Mitchell, M. (2011). Examining the validity of office discipline referrals as an indicator of student behavior problems. Psychology in Schools, 48(6).
Peters, T.J. (2012). Parental Involvement and Student Success. Proquest, 2012.
Sheldon, S.B. & Epstein, J.L. (2002). Improving student behavior and school discipline. Education and Urban Society, 2002.
1. Based on what you read in the text and viewed in the modules, what do you believe are some effective strategies for dealing with students with behavioral issues? Please be specific to information from the modules and the text. Show me what you have learned!
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
Yell, M.L., & Rozalski, M.E. (2008). The impact of legislation and litigation on discipline and student behavior in the classroom. Preventing School Failure, 52(3), 7-16.
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
Feindler, E. L., & Engel, E. C. (2011). Assessment and Intervention for Adolescents with Anger and Aggression Difficulties in School Settings. Psychology in the Schools, 48(3), 243-253. Retrieved from EBSCOhost.
When teaching it must be expected that there will be students that have behavioral disorders. These disorders must be taken into consideration when giving these students the best education possible. Teachers must accommodate to these children and incorporate them into the daily classroom. Every teacher has their own methods of doing this and can use their creativity to come up with these strategies for teaching. Some strategies may not work, so instructors must put much thought into how they are going to accommodate to these particular students.
The utilization of positive reinforcement is a possible technique for enhancing students’ behavior for a variety of school conditions for individual and as well as for the group of students (Wheatley, et al., 2009).
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
College classroom incivility refers to some form of disruptive behavior which shows disrespect or disregard for the trainer and fellow students. Classroom courtesy has been declining over the years to the point where the mood in the college classroom has greatly changed. It is common to hear tenured and untenured college instructors complaining about the misconduct of students in their classes both at undergraduate and graduate levels. The problem is that, even the mildest form of incivility has significant negative impacts on the learning process and the retention of students. When students engage in disruptive behavior like answering phone calls in class, they waste a lot of their valuable time and also interfere with the learning process of those around them. They also reduce the chances of engaging in meaningful classroom discussions through productive dialogues. This paper seeks detailed insight on college classroom incivility.
Yell, Mitchell L., and Michael E. Rozalski. "The Impact of Legislation and Litigation on Discipline and Student Behavior in the Classroom." Preventing School Failure 52.3 (2008): 7-16. EBSCO MegaFILE. EBSCO. Web. 19 Nov. 2010.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
One of the ultimate trials that educators face currently is giving students with behavioral disorders and inappropriate behaviors, tools that will help them function self-sufficiently in a suitable manner. Teachers are facing classrooms where students parade various academic and behavioral characteristics; therefore, teacher are constantly looking for effective instructional strategies and classroom management skills. Classroom teachers tend to be more appealed to flexible, tranquil to implement and inexpensive teaching strategies and techniques that keep students energetically involved.