Behavior management is difficult for many instructors in the classroom. One trait that makes it tough is trying to get students to have appropriate behavior. Appropriate behavior can be accomplished through behavior management.
In today society there are many ways that one can deal with a student with a disability using Positive Behavior Supports. Since punishment can be defined as an undesirable result, it can lead to adverse consequences. Some strategies were viewed as the first step in helping to reduce problem behaviors through preventative means. Collective supports consist of monitoring and assessing all students, and can include district-wide, school-wide, as well as classroom positive behavior supports. (Micek, 2014)
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Kurth, 2016) In fact, SWPBS has increased in prompted positive results improvements in academic achievement, school attendance, social competence, and safe learning environments for many students at-risk of developing or maintaining problem behaviors. (Jennifer A. Kurth, 2016) It is assumed that when a student is having a behavior, it is intentionally, and some instructors would rather focus on the negative instead of the positive. Therefore, it is suggested through research that if instructors and administrators incorporate Positive Behavior Support (PBS) instead of suspension once a problem occurs would allow the student to be successful in the school. (Kelly L. Morrissey, …show more content…
PBS is a process that is system wide and involves teachers, students, parents, administrators and community members. (Kelly L. Morrissey, 2010) In fact, first-hand proof of PBS is successful with students with or without exceptional requirements. (Kelly L. Morrissey, 2010)Still classroom management and supporting students with individualizing is the key to success. Equally, some features SWPBS has consisting of promoting and supporting the appropriate behavior of all students by setting and teaching clear behavioral expectations for everyone to know and understand for examples be safe, be responsible and respectful. Certainly, consistently reinforcing positive behaviors is important. As a result, redirecting, office discipline referral procedures, and other actions to respond to undesirable behaviors (Micek, 2014)So what are Teachers, Parents, and Administrators take on Positive Behavior Support? Reporters indicated that Teachers are having success when they incorporate school-wide positive behavior supports, using organization styles and tactics. Surveys were given demonstrating study, statistics collected through the use of self-efficacy surveys from( 48 teachers at the secondary level and 15 teachers at the elementary level was examined at the individual and school level). (Micek, 2014). In conducting the surveys an overall increase of
Having a well thought-out comprehensive behavior management plan, and well- designed lesson plans, which addresses the various learning styles of the students in the class and gets all the students engaged in the learning activity.
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
Writing Assignment Two Introduction 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 be 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.
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
A Positive Behavior Support System (PBSS) is a school-wide approach to help establish the social culture and behavioral supports that are needed for all of the children in a school to ensure the achievement of both social and academic success. Because school principals play a pivotal role in the success of the school community it is, without a doubt, important that the principal play an important role in developing and implementing a PBSS in their school.
I believe every student is entitled to a safe learning environment where they can reach their full potential academically and behaviorally. Students will reach their full potential in a positive learning environment. The positive learning environment will be established from the beginning of the year providing a lasting impact on the students academic, and behavior performance throughout the entire year. The positive learning environment will be a classroom setting, which allows students to feel welcomed, safe, and important on daily basis allowing learning to occur to its fullest potential. To ensure my students are in a positive learning environment there must be a behavior management plan clearly explaining the expectations I have for my students. Throughout my behavior management plan I will explain how I plan to implement expectations so students act accordingly. My behavior management plan will be individually tailored to my students allowing me to push them to their fullest potential to by taking into consideration each student’s behavior and personal needs.
Positive Behavioural Support (PBS) is a new applied science by applying the education and system procedures to build behaviour repertoire and arrange people environment in order to encourage quality of life, and reduce the challenging behaviour. PBS was originally created within the area of developmental disabilities and based on three major sources: Applied Behaviour Analysis (ABA), normalization, and person-centred values (Carr et al., 2002).
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
When students succeed, teachers and schools are recognized as outstanding. When the behaviors of students are improved the whole administration within the school improves. The atmosphere is one of a happy and inviting place. All who work there enjoy coming to work. Overall, when implementing is done correctly and effectively, PBIS has positive outcome such as decreased discipline issues, such as office referrals, and increased academic work (Molloy, et al., 2013). Also, decreases instances in bullying and a more collaborative, friendly, and positive work environment (Molloy, et al, 2013).
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 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.
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
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...
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.
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the