Student Reflections
docx
keyboard_arrow_up
School
Belhaven University *
*We aren’t endorsed by this school
Course
506
Subject
Health Science
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by kuawannagilliam
Student Reflections
Kuawanna Gilliam
Belhaven University
EDU506:
Classroom Management
Claudia Nisbet
11/18/2023
2
Student Reflections
Teaching and learning form the core of the educational process, and any disruptions, whether
individual or collective, pose challenges to academic success. In tackling disruptive behaviors, it is crucial
to implement strategic interventions based on a comprehensive understanding of the specific behaviors
exhibited. This essay discusses two distinct scenarios involving Student A and Student B, each requiring
tailored interventions and logical consequences.
Student A's texting during an exam is identified as a surface behavior with a low threat level. To
address this issue effectively, a hierarchical use of remedial intervention involves physical movement
towards the student. This approach aims to capture their atention and motivate them to refocus on the
task at hand. A logical consequence for this behavior could include staying or returning to the classroom
to retrieve missed notes or complete any work missed due to texting. This intervention aligns with
Domain 2 of Social-Emotional Learning (SEL): self-management. By allowing the student to control their
impulse and involving the parent in reinforcing the challenge to complete the class without texting, this
intervention fosters self-regulation and responsible decision-making.
Student B, exhibiting physically intimidating behavior, necessitates a more assertive and teacher-
directed intervention. Verbal redirection and the implementation of the Glassier method are chosen to
swiftly address the threatening behavior. This aligns with SEL Domain 5: decision-making, as it
emphasizes the missed opportunity for responsible decision-making in social interactions. Additionally,
communication with the parent is essential. Sending a message detailing the student's actions, along
with a list of rules and intervention plans, seeks collaboration with parents to reinforce behavioral
expectations. Requesting a signature from both parent and student ensures shared responsibility.
To prevent the recurrence of these behaviors, building and leveraging relationships with
students, families, and professional colleagues is vital. Utilizing the insights from Levin & Nolan's
textbook, IRIS Center resources, and the K-12 SEL Guidebook, teachers can proactively engage with
3
students from the first day. Understanding students' cultures, personalizing interactions, and establishing
positive, caring relationships align with the textbook's guidance. Collaborating with families through
open communication ensures a unified approach to reinforcing behavioral expectations.
In conclusion, addressing disruptive behaviors requires a nuanced understanding and application
of intervention strategies. By tailoring interventions to the specific behaviors of Student A and Student B,
incorporating logical consequences, and utilizing SEL domains, teachers can create a supportive learning
environment that fosters self-regulation, responsible decision-making, and positive relationships,
contributing to the overall success of both students and the classroom community.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
References
Levin, J., & Nolan, J. F. (2021).
Principles of Classroom Management
(8th ed.). Pearson Education
(US).
htps://reader.yuzu.com/books/9780135210178
Mississippi Department of Education. (2021).
Mississippi Social and Emotional Learning (SEL) Standards
.
htps://www.mdek12.org/sites/default/files/Offices/Secondary
%20Ed/sel_standards_final_updated.pdf