Final Project 2-506

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Dec 6, 2023

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Behavioral Analyses and Response Laneisha Maye Belhaven University Edu 506: Classroom Management Dr. Claudia Nisbett December 2, 2023

Behavior Analyses and Response According to the IRIS center resources, both new and seasoned teachers find it difficult to control disruptive conduct in the classroom. Actually, one of the hardest things about their jobs, according to teachers, time and time again, is dealing with disruptive conduct. Not only is it one of the areas where teachers most frequently ask for help, but it's also a major cause of work discontent, teacher attrition, and even leaving the field entirely. Even though the majority of disruptive behaviors in the classroom are modest, they can persist and worsen if they are not appropriately and regularly addressed. Disruptive behavior can cause loss of instructional time, lowered academic achievement, decreased student engagement and motivation, teacher stress and frustration, and teacher turnover. A few behaviors that are common in the classroom are texting during a review for an exam, students physically intimidating other students, students continually talk during lessons; forgets to bring pencils, books, and paper; refuses to complete work, and reacts rudely when the teacher approaches, and students who were usually very engaged in class, is now excessively tardy, lethargic, absent a great deal, and falls asleep in class. Texting during a review for an exam is a behavior that can negatively impact a student's academic performance and disrupt the learning environment. Reflecting on this behavior involves considering various aspects, including interventions, logical consequences, social- emotional learning (SEL) domains, and the role of relationships. In addressing texting during a review, it's crucial to consider proactive and reactive strategies. Levin and Nolan (2022). Non- verbal cues and verbal reminders are initial steps to redirect the student's focus. Offering alternatives and implementing a reward system can motivate positive behavior. The goal is to engage the student in a way that supports their learning while maintaining a positive classroom atmosphere. Logical consequences for texting during a review should be fair, related to the

behavior, and promote responsibility. Loss of privilege, such as limited use of electronic devices, can serve as a consequence. Involving parents through communication and seeking their support reinforces the idea that academic engagement is a shared responsibility. The social-emotional learning domains are crucial in addressing and preventing texting during academic activities. By focusing on self-awareness, students can recognize the impact of their behavior on their own learning. Teaching self-management strategies helps them regulate their behavior, fostering a more positive learning experience. Social awareness is developed by helping students understand how their actions affect the learning environment and the well-being of their peers. Building positive relationships is key to addressing inappropriate behavior. Levin and Nolan (2022). Engaging in a parent-teacher conference provides an opportunity to collaborate with parents in supporting the student's academic engagement. Promoting positive peer relationships helps create a classroom culture where students support each other in adhering to academic expectations. Physically intimidating other students is a serious behavior that requires careful consideration and intervention. Reflecting on this behavior also involves examining strategies to address the immediate situation, implement logical consequences, apply social-emotional learning (SEL) domains, and leverage relationships with students, parents, and colleagues. Immediate intervention is crucial when addressing physical intimidation. Ensuring the safety of all students involved and providing a private conversation with the aggressor allows for a deeper understanding of the underlying reasons for the behavior. Engaging in conflict resolution, possibly mediated by a teacher or counselor, can help foster empathy and communication skills. Additionally, referring the student to counseling support can address any emotional or behavioral issues contributing to the intimidation. Logical consequences for physically intimidating

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behavior should be designed to both hold the student accountable and promote positive change. Restitution, where the student makes amends for their actions, and a behavior contract that outlines expectations and consequences are appropriate measures. These consequences aim to instill a sense of responsibility and encourage the development of healthier interpersonal behaviors. Addressing physical intimidation involves targeting specific SEL domains. Social awareness is essential in helping the student understand the impact of their behavior on others. Teaching and modeling appropriate relationship skills, such as conflict resolution, can contribute to improved interactions with peers. Responsible decision-making becomes a focus as students learn to consider the consequences of their actions on themselves and those around them. Building and leveraging relationships is crucial in preventing and addressing physically intimidating behavior. Collaborating with parents through open communication and involving them in the development and enforcement of behavior plans can provide a consistent approach between home and school. Working with colleagues ensures a coordinated effort in supporting the student's social-emotional development. Addressing a student who continually talks during lessons, forgets to bring necessary materials, refuses to complete work, and reacts rudely when approached by the teacher requires a thoughtful and multi-faceted approach. Interventions for a student who continually talks during lessons can include implementing non-verbal cues, such as proximity or a quiet signal, to redirect the student’s attention. Consider having a private conversation to understand the reasons for the talking and discuss the importance of focused learning during lessons. Logical Consequences can be to gradually increase the level of redirection or implement a loss of privilege, such as limited participation in class discussions if the talking persists. When it comes to SEL domains,

the teacher can focus on social awareness to help the student understand how their behavior affects the learning environment. Develop relationship skills by fostering positive communication and cooperation during class. Interventions for students who forget to bring materials, is to provide reminders or visual cues to help the student remember to bring necessary materials. Consider setting up a system, such as a checklist or designated space in the classroom, to organize and store materials. A logical consequence can be to encourage responsibility by allowing natural consequences, such as having the student borrow materials for a limited time if they forget their own. SEL Domains can be to work on self-management skills by helping the student develop organizational strategies. This contributes to their self-awareness regarding the impact of forgetfulness on their academic performance. Interventions for students who refuse to complete work can be to identify the underlying reasons for the refusal. Offer choices or alternative assignments to increase engagement. Provide additional support or differentiated instruction if the student is struggling with the task. A logical consequence can be to implement consequences that are directly related to the refusal to complete work, such as additional work time during breaks or loss of certain privileges. When it comes to SEL domains, teachers can address self-awareness by helping the student understand their own resistance to completing work. Focus on responsible decision-making and the long- term consequences of not engaging in academic tasks. Interventions for students who react rudely when approached, teacher should approach the student calmly and privately to discuss their reactions. Teach and model appropriate communication and conflict resolution skills. A logical consequence would be to implement consequences related to the rudeness, such as a brief cooling-off period or a reflective

assignment. When it comes to SEL domains, the teacher should work on relationship skills by promoting positive interactions. Encourage the student to express their feelings in a constructive manner, fostering emotional intelligence. Interventions for student who was usually very engaged in class, is now excessively tardy, lethargic, absent a great deal, and falls asleep in class can include individual meetings, health check, academic support, family collaboration, and flexible learning options. Schedule a private meeting with the student to discuss the observed changes in behavior. Use open-ended questions to understand any underlying issues contributing to tardiness, lethargy, and absenteeism. Recommend a visit to the school nurse or encourage the student's parents to consult with a healthcare professional to rule out any potential health concerns contributing to lethargy and excessive sleepiness. Assess if there are any academic challenges causing disengagement and provide additional support, such as tutoring or differentiated instruction, to address potential learning difficulties. Engage in open communication with the student's family to gain insights into potential changes at home or family dynamics that may be impacting the student's behavior. Provide flexible learning options, such as alternative assignments or project- based assessments, to accommodate the student's needs and interests while maintaining academic engagement. Logical Consequences for this behavior can include progress monitoring, individualized support plan, and parental involvement. Implement a system for monitoring the student's progress in attendance, engagement, and academic performance. Regular check-ins will allow for ongoing assessment and adjustment of interventions. Develop an individualized support plan, outlining clear expectations, consequences, and positive reinforcements based on the student's

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needs and preferences. Communicate regularly with the student's parents to keep them informed about the progress, any challenges faced, and strategies being employed to address the behavior. Social-Emotional Learning (SEL) Domains include self-awareness, self-management, relationship skills, and social awareness. Help the student identify and understand the emotions and factors influencing their behavior. Encourage self-reflection to promote awareness of personal challenges. Teach strategies for time management, organization, and stress reduction to improve the student's ability to handle academic and personal responsibilities effectively. Foster positive relationships by encouraging the student to communicate openly with both peers and adults. Strengthening interpersonal skills can contribute to a more supportive social environment. Develop the student's understanding of how their behavior affects the classroom community. Promote empathy and consideration for the impact of their actions on others. The way one could use relationships with student, family, and colleagues to prevent the behavior from happening again is create an individualized support team, have regular check-ins, and professional collaboration. Collaborate with the school's support staff, including counselors, psychologists, and special education professionals, to form an individualized support team for the student. Establish a routine for regular check-ins with both the student and their family to discuss progress, concerns, and adjustments to the support plan. Work collaboratively with colleagues to share insights, strategies, and successful interventions. This collaborative approach ensures a consistent and supportive environment for the student across different classes. In summary, addressing these behaviors require a comprehensive approach that considers immediate intervention, logical consequences, SEL domains, and collaborative relationships. It's an opportunity not only to correct the behavior but also the underlying factors contributing to it, fostering a positive and safe learning environment for all students.

References: Levin, J. and Nolan, J.F. (2022). Principles of classroom management: A professional decision- making model (8th ed.). Pearson Education. The IRIS Center. (2021). Classroom behavior management (part 1): Key concepts and foundational practices. https://iris.peabody.vanderbilt.edu/module/beh1/ Mississippi Department of Education. (2021). K-12 SEL resource guide: Social-emotional learningstandards. https://www.mdek12.org/sites/default/files/Offices/Secondary %20Ed/sel_standards_final_upda ted.pdf

Final Project 2-506

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