Shrinking Classroom Behavior

751 Words2 Pages
bulb-icon

Recommended: Overview of classroom management

As a classroom teacher, what child behavior is the most annoying to you?
I am currently a long-term substitute while in graduate school at MCLA, and I have three students that are overly talkative with never-ending chatter, throughout the day. This group loves socializing, but they are not a group per say, they actually build social skills among the classroom because they talk to all the children in a pleasant, friendly outgoing manner starting from the moment they arrive, and enter the main doors. These three students do not sit next to each other in the classroom. They actually talk to staff and students outside of their classroom too. I get many comments from others that they are very sociable students. I realize these are great qualities, but this disruptive behavior is interrupting other classmates, and they have a hard time listening, or being quiet when appropriate so to address this I am working on the following, with approval from the regular classroom teacher during their absence.
1. A small handheld stress ball.
2. Pulling slightly on one of my earlobes.
3. A quiet game; the first of the three to break the silences loses, no reward.
4. A noise-o-meter board that I can walk to and point-out what type of voice (inside, outside, whisper or NO …show more content…

S.H.A.R.K an acronym: Sit up, Hands on lap, All eyes, Respect to teacher and classmates, and Kind listeners.
I am attempting to develop a skill set that requires them to listen when it is appropriate to listen, break the disruptive behavior with positive, reinforcing behavior techniques, and it is different for each child. My goal is to find the technique or techniques that works best for each student, and this is a process of elimination that takes some time. I do not want to reinforce negative behavior by making them have to sit next to me, or leave the classroom, so that is my last resort. I remain calm with each technique selected, and try to keep the focus on my needs, and not on their disruptive

Show More
Related

  • Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency

    675 Words  | 2 Pages

    ... Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding.

    Read More

  • Self-Contained Classrooms and Emotional Behavioral Disturbed

    2306 Words  | 5 Pages

    When employing and designing a research experiment, it is imperative for researchers to comprehend the thesis statement presented in depth. One technique to interpret and understand a research thesis statement is to dissect the thesis statement. In other words, it is important to categorize key vocabulary or concepts present in thesis statement. It is also important to examine past research conducted based on key concepts. Subsequently, in examining the thesis statement, this mixed method research design seeks to examine to what extent does social skills, self-management, behavioral modification strategies benefit middle school boys in self-contained classrooms classified with an Emotional Behavioral Disturbed (EBD), the following key concepts were examined: Social skills, self-management, behavioral modification, strategies (in classroom), self contained classrooms, and Emotional Behavioral Disturbed (EBD).

    Read More

  • Reflection On When The Chips Are Down

    1357 Words  | 3 Pages

    In the video “When the Chips are down” by Rick Lavoie, I learned not only the same information as mentioned above but also helpful solutions that Rick Lavoie offered for teachers in how to respond with negative and positive student behavior. The presenter suggested among the following that teachers: restrain from yelling too much, as that might leave students to be less responsive over time; to extend verbal praise and other positive reinforcement as change from negative behavior; reinforce behavior progressively as the child makes steps towards positive behavior; set deadline incentive challenges to have the student complete tasks with positive behavior; and also the ‘broken record technique’ in which to state the rule 3 times to the offending student after indicating the infraction that was committed by the

    Read More

  • Behavior Change Project

    1334 Words  | 3 Pages

    John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...

    Read More

  • Conscious Discipline

    400 Words  | 1 Pages

    For me, these are some of the hardest questions to answer, because in my opinion you can’t control someone’s social or emotional behavior in the attempt to facilitate an open learning environment. However, you can provide alternative avenues within the classroom for students to achieve academic success. I refer back to the current Conscious Discipline by Becky Bailey in that for a student to learn they must be open to information or positioned in their “frontal lobe”. When a student is in the defensive/fight flight mode, learning is practically, if not, impossible. With that said, you must keep an open mind that social behavior becomes a “status” pro-quo in that a student is always trying to position themselves in the classroom hierarchy and

    Read More

  • Essay On Behavioral Intervention Plan

    1170 Words  | 3 Pages

    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

    Read More

  • Neil Postman's 'Order In The Classroom'

    1193 Words  | 3 Pages

    I can guarantee that punishment is not the answer. Punishment is a suggestion made by reformers (Postman, 311), but it is the absolute worst decision that can be made in our schools. When students get out of school suspension (OSS), they treat it as a vacation day and most of them use it to play video games, and they still get to make up the work they missed. A countless amount of kids in my high school did exactly that. On another side of that, punishment is giving a student attention. Not a great kind of attention, but attention nonetheless. If a student really wants attention, it won’t matter to them what kind. If something is awry in the classroom, it should be ignored. Usually in situations where students are causing a disturbance, it is because they crave the attention. Punishing them is falling right into their

    Read More

  • Functional Behavior Assessment

    1044 Words  | 3 Pages

    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...

    Read More

  • Philosophy of Classroom Discipline

    749 Words  | 2 Pages

    “Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault)

    Read More

  • Nonparticipants: Inappropriate Interrupting

    235 Words  | 1 Pages

    There are many different behaviors that can be disruptive. Nonparticipants are people who rarely every partipate or contribute, they can be helped by being encouraged to participate. Texters are people who's technology disrupts a meeting, and this problem can be fixed by setting rules about the usage of technology. Loudmouths are people talk so much that no one else has an opportunity to share, this can be fixed having a person listen or write. Interrupters are people who do not have control when they are speaking out. This can be fixed by being assertive and interrupting them when they interrupt. Whispers are people who have conversations during meetings that make it difficult to listen. This behavior can be fixed by directing eye contact

    Read More

  • Desired Behavior Case Study

    874 Words  | 2 Pages

    Cue and model appropriate social behavior with other students during transitions between activities/class as well as during class time.

    Read More

  • Behavior Management in the Classroom

    1692 Words  | 4 Pages

    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.

    Read More

  • Philosophy Statement: My Classroom Management Plan

    1274 Words  | 3 Pages

    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

    Read More

  • Classroom Reflection

    1127 Words  | 3 Pages

    The rule that was one of the first ones that I encountered being in this classroom was her noise level rule/chart. There was a chart hanging in the very front of the room that enforced and reminded the students of her noise level rule, and she frequently referred to it. This rule was one that the students new well and followed it without a problem, it is also one that I wouldn’t mind using in my own classroom. The rule is that the students have different noise levels that are expected from them, the level they are supposed to be at is given by the teacher after the students are given the rules of an assignment or test. The first level is level 0 it means that there should be absolutely no talking, then there is level 1. Level 1 means that the student can whisper to their neighbor (shoulder buddy) but the person that is sitting across from them shouldn’t hear them nor should the teacher. The next level is level 2, it means that you can quietly talk to your group, this would be used if there was any group work going on, but the tables surrounding you should not be able to hear you. Then there is a level 3, level 3 is the classroom discussion level meaning that anyone in the room can hear what you are saying. I really like this classroom management technique because I personally think that the noise level and talking of students is the hardest classroom management to maintain. She also uses a

    Read More

  • My Experience and Reflection on Teaching Kindergarten Social Studies

    3373 Words  | 7 Pages

    My class is a typical kindergarten group, in that they are very active and learn best by doing. They are a very talkative group and are in constant competition to share their ideas and to have "their turn" to participate. I have some particularly active boys, one of which is on medication for ADHD, another who has autism, but is currently not receiving special services, and a 3rd who came to me from another district's developmentally delayed kindergarten classroom. The majority of my students can sit still for 20-30 minutes but I have 5 boys who have trouble sitting for just 5 minutes without being disruptive or inattentive. I am challenged to constantly engage my students in their learning, rather than "feed" them information.

    Read More

More about Shrinking Classroom Behavior

Open Document