discussion 2
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University of Wisconsin, Eau Claire *
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623
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Arts Humanities
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Apr 3, 2024
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docx
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Uploaded by kdpritzlaff
Identify a challenging classroom behavior such as tardiness, inappropriate use of technology, or excessive talking. Use your textbook and at least 1 scholarly resource to describe and defend 1 strategy for counting and 1 strategy for graphing the behavior. Discuss how your chosen strategies are most appropriate for the behavior described, the student’s grade level, and the classroom environment.
Excessive talking is a major problem in every classroom. I have talked to many teachers about this issue and we all still struggle with this. Students at younger ages have these social butterflies and are so eager to always be talking. “Direct recording of students’ behaviors helps us avoid the problem of inferring the meaning of students’ behavior” (Maag, 2018). When we document behavior, it gives us information about what that
student is doing and how many issues they are causing to disrupt the classroom. If it is a continuant behavior or is this just a once in a while thing. I believe it is so important to document and understand where behavior stems from.
“ABA is based on direct measurement of behavior because we are counting and recording students’ behavior before, during, and after implementing interventions in classroom situations” (Maag, 2018). I believe counting the behaviors and how many times it is occurring is beneficial to the teacher and also the students. “The better approach to trying to solve the problem of a disruptive behavior is to determine why the student is engaging in that behavior”(Glenn and Waller, 2007). If we count how many times a student or students are engaging in excessive talking, we can try to get to the root cause of why it is happening and how we may stop it. “When students either see graphs of their behavior or actually graph their own performance, they are more likely to evaluate their own performance” (Maag, 2018). Students are often visual learners so when they see a graph of their behavior and read it and recognize it they may take it into account to evaluate how they are doing. They might ask themselves why do I feel the need to talk excessively and how many times it is happening. It is important to look at the graph and see where the problem is and how we can help manage it.
Working in a kindergarten classroom right now and excessive talking is something I struggle with
every day. It can stress me out when I cannot get the classroom to stop. I have noticed that a lot of excessive talking comes after meals. I have also talked to the students about ways to prevent this. As a class, we have to work together to find transitions of reading games and circle games to get their body moving but also, they know they have to be quiet. My classroom environment used to be very stressful in the beginning of year because I couldn’t get them to stop talking. Now I have them play a game in whisper voices and they know once I have cleaned up the meal, that I am ready to teach again, and they are ready to listen. “The words of the wise heard in quiet are better than the shouting of a ruler among fools.” (Ecclesiastes 9:17). The quiet is where more can be heard I believe and more can be taught. Maag, J. W. (2018).
Behavior management : From theoretical implications to practical applications
(3rd ed.). Cengage Learning.
God. (1611).
The Holy Bible
. God.
Glenn, J. H. & Waller, R. J. (2007). Reducing irresponsible talking out during class in a 7th grade student with an emotional / behavioral disorder. TEACHING Exceptional Children Plus, 3(6) Article 2. 2/28/24 from http://escholarship.bc.edu/education/tecplus/vol3/iss6/art2
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