Unit 6-506

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Behavioral Interventions Laneisha Maye Belhaven University Edu 506: Classroom Management Dr. Claudia Nisbett November 17, 2023

Behavioral Interventions 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. Two behaviors that are common in the classroom are texting during a review for an exam and physically intimidating other students. 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 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

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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. In summary, addressing texting during a review for an exam and physically intimidating behavior requires 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

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