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Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
A Functional Behavior Assessment is beneficial for the student, parents and teachers. As stated within the definition of FBA, it helps determine the purpose of the undesirable behavior. By knowing this, the parents and teachers can create strategies to use with the student or teach the student to help decrease and possibly fade away that undesirable behavior. The FBA also help determine the best educational placement for the student and other services that can be provided for him/her to help the behavioral issues that is displaying. Using a FBA can also help the student identify appropriate behavior to use within different situations as a substitute for the ones that caused him/her to get in trouble with.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
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A Functional Behavior Assessment (FBA) is not one single thing. FBA is a broad term used to describe different methods. These methods or assessments are typically used to identify the causes of challenging behaviors. Though various methods are used to carry out an FBA, they all have the same goal in mind: to identify the function of a child’s challenging behavior. This is done, so an intervention can be put in place to help decrease the child’s problem behavior and replace that challenging behavior with a more desirable/appropriate
Wallace is student who had problems sitting during class and tends to stand up and walk around distracting the teacher and other students in the classroom. The strategy used by the teacher to address the target behavior by Wallace was to use positive reinforcement intervention for Wallace’s in-seat behavior while disregarding his out-of-seat behavior which is known as extinction. The technique Mr. Weber used included both a positive and negative reinforcement, resulting in differential reinforcement of incompatible behavior. After understanding that Wallace’s behavior was attention seeking, Mr. Weber chose to give attention to the target behavior which was staying in his seat, rather than
At times it may be possible to modify the environment of the student by implementing preventive strategies. Some examples of these are teachers stating clear expectations, modifying seating arrangements, adapting the pace of instruction, avoiding exposing the student to long delays, providing a choice of activities, and allowing the student to take breaks. There are three types of alternative skill instruction. Replacement skills or behaviors must serve the exact same function as the problem behavior. More general skills alter the problem situations and help prevent the need for the problem behavior. These skills may include academic instruction if academic deficits are the main reason the student has behavioral issues. Coping and tolerance skills such as anger management are things the student learns to do when he or she is faced with difficult situations. Replacement Behaviors must serve the same function and have meaning for the student. It is important that the behavior be something the student is capable of doing and be socially acceptable in the context. The behavior must be immediately effective and tolerable to the
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.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et.al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence.
Behaviour is dynamic, in order to make socially significant changes to behaviour that contribute to the well-being of an individual and reframe from harming the individual an ethical code must be followed. Ethics guide the decision making and actions of an individual (Brodhead & Higbee, 2012, p. 82). The Behavior Analyst Certification Board (BACB) codified a set of ten fundamental ethical guidelines to be followed by all behaviour analysts. The BACB guidelines are intended to be used as an aid for behaviour analysts in the process of finding answers to ethical and professional quandaries relate to the field.
Teachers nowadays have constant struggles in behavior management. The outcome of this model if to strengthen the teacher’s abilities in managing future behavior problem in the
The developmental model takes into consideration the developmental characteristics of students that are deemed essential to classroom management. In-class activities should be designed in accordance with the physical, mental and affective developmental steps of the learners. Finally, the holistic model not only prioritizes the preventive model, but also allows teachers to adopt any action from other models to eliminate undesirable behaviors and situations (Başar, 2005; Şentürk, 2006). In today's schools, teachers face problems posed by a shortage of classroom management models and methods for dealing with ever-changing student profiles. As such, further research is needed to determine the best classroom management model for both teachers and students in state schools (Roadhouse, 2007), particularly in light of the fact that the transition from behaviourism to
Thinking in a proactive method regards to behavioral management is considerable in the awareness that it decreases the risk of a problem behavior before it begins. Setting the classroom up with required equipment and removing unnecessary substances can avoid children from aiming at items and pitching tantrums for things they cannot want while a lesson is being
According to Piazza, “Negative reinforcement plays a significant role in the maintenance of problematic behavior (Iwata, 1987)” (Piazza, 1997). In a study done by Wahab in the article “Managing Learners’ Behaviors in Classroom through Negative Reinforcement Approaches” “it examine discipline management in classroom from the aspect of the types of disruptive behaviors among students in classroom, the practice of teachers’ negative reinforcement approach in managing and tackling these disruptive behaviors in classroom as well as to identify if there is any significant difference of various negative reinforcement approaches practiced by teachers (warning, scolding and punishment) on students that display disruptive behaviors based on the teachers’
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
Guidance and discipline are an essential parts of helping children develop appropriately, both directly and indirectly they influence children’s behavior. The teacher behavior continuum is a guidance system made up of three levels that is applied to children’s mistaken behaviors. The three levels of the continuum are the relationship listening face based on the humanistic theory, confronting contracting face based on adlerian theory, and the rules and consequences face based on the social learning theory. Each theory takes a different approach to direct pervasive behavior. Relationship listening face uses looking and naming as a way to state what we see and acknowledge the struggle going on. While the Confronting contracting face uses questions