Behavior Management Approaches

Scenario

Raymond is a 4th grade student who enjoys school and gets along very well with the majority of his classmates. He, however, likes socializing with his friends a bit more rather than paying attention during instruction. Raymond has an excellent sense of humor but most of the times he can be irritable especially during instruction. Also, he is quite talkative when around new people and he has no problem starting conversations with strangers. Raymond’s parents and teachers have tried to talk to him concerning his irritability many times without any success. He is also highly verbal and dislikes writing. In class, Raymond is increasingly disruptive as he does not pay attention to lessons in class. He often has verbal outbursts when the lessons are ongoing. He does this by engaging in needless chats with other students in class, disrupting the overall attention of the entire classroom. The teachers have tried to discourage his disruptive behavior in futility. Additionally, Raymond often engages in conversations that are not related to the lesson being taught. This behavior leads to other students failing to concentrate on what the instructor is teaching. 

Introduction

The above scenario highlights some of the effects of disruptive behaviors on students. Such students with troublesome behaviors usually face disciplinary measures from their instructors and also in many cases, face detention. Troublesome behavior in students can be termed as the most challenging and stressful situation experienced by parents and educators alike in their effort to provide necessary educational programs to the children. The disruptive behaviors exhibited by students in the above scenario can be detrimental totheacademic achievement of the students. It is important to note that children who show or engage in disruptive behavior during lessons may experience various academic challenges. Some of these challenges includean overall decline in their educational outcome and detention. The behavior theory postulates that disruptive behaviors entail a perceived environment system that encompasses models, social controls, and support. Also, it comprises of the behavior system of both the conventional behavior and troublesome behavior. An educator can utilize point system reward to curb troublesome behavior among his or her students. By using this behavior management approach, children can be taught to appreciate and be proud of their achievements and not in material rewards (Xenos, 2012). Therefore, point reward system is the best approach to ensure elimination or reduction of disruptive behavior among 4th graders in an effort to promote a stimulating learning environment.

Step 1

The initial step when applying point reward system as behavior management approach entails planning the seating arrangement. It is highly suggested that the instructor organizes a semi-round understudy work position with the instructor in the inside. With this kind of seating arrangement in the classroom, the educator hasthe fringe perspective of each learner from the class, can urge all the students to take part in the lesson, and can have a proper view of every student. The instructor should also attempt to keep satisfactory space around every learner to reduce thickness. The thickness of space in educational settings has been alleged to be linked with student disappointment, off-undertaking demeanor, and expanded forcefulness (Sprick, 2013). Another important thing is for the educator to develop associations with the students who come from diverse backgrounds. This is crucial in assisting the instructors to be mindful of how their social and racial legacies can affect their learning environments. By doing this, students will feel engaged and a part of the lesson; hence, reducing disruptive behavior among them.

Step 2

The influences on a student’s learning may be termed as being contradictory in nature. Therefore, to determine the relevance and accuracy of information from instructors, classroom material, and peers may be alluring. This step emphasizes that the relationships among the students in a classroom context are a normal part of the learning process. Usually, some learners are more receptive as compared to others (Lavey et al., 2015). With an admission into education, the relevance of peer declines. Different individuals often have distinct opinions and demands of peers, and at times can overwhelm the individuals themselves. This implies that the relative effect of peer relationships normally increases with student development and age. Therefore, the educator should consider the complex dynamics of peer relationships from the perspective of application of a point reward system approach. The behavior management approach provides that peers foster developments via the support of basic human needs for empathy, which is the necessity to be related to peers or to belong to a certain social group. 

Step 3

It is the educators’ responsibility to always be on the watch and identify any form of disruptive behaviors that may occur in a classroom setting. In the application of the point reward system, the best approach is to teach the students to have respect for each other and understand the consequence of having low points. However, most instructors rarely teach their learners about the disadvantages of not paying attention in class or even encourage them to respect one another (Jordan &Porath, 2006). The 4th-grade students are capable of comprehending that they are being disruptive and that it is wrong to engage in disruptive behaviors while inthe classroom. In a professional academic setting, disruptive behaviors may affect other learners and may be distressing and extended into adulthood if not curbed earlier. Such troublesome behaviors as chatting and having needless conversations during class time are detrimental in the classroom setting as they contribute to depression, social rejection, and disrupted learning. Moreover, learners who observe others engaging in disruptive behaviors in classrooms may tend to adopt the same (Kaamenui&Darch, 2010). Thus, educators should undergo proper training to ensure they are capable of developing strategies for assisting students with troublesome behaviors.

Conclusion

Efforts to manage disruptive behaviors in students should concentrate on the educators. They are the ones with the pivotal roles of confronting the difficulties associated with educating the young people. In order to manage the most difficult disruptive demeanors in students, the instructors can learn and apply the reward systems available as part of psychotherapy amongst the respective learners. Notably, it seems to be especially important to offer specific systems to manage what can be termed as the issues that restrain the students in their learning efforts. By following the listed steps, the educators can successfully ensure the implementation of the point reward system in the classroom setting in order to facilitate better learning atmospheres. In the range of classroom administration, it is imperative that the educators continuously discover methods and approaches of building proper associations with all the learners, from the most troublesome to the most roused. It is also important that disruptive behaviors among the students be curbed early to foster stimulating learning environment with all the learners getting involved in the learning process. By applying the point reward system, the educator can succeed in creating a conducive learning atmosphere for all the students in a classroom setting. 

References

Jordan, E. A., &Porath, M. J. (2006).  Educational psychology: A problem-based approach . Boston: Pearson.

Kameenui, E. J., &Darch, C. B. (2010). Instructional Classroom Management: A Proactive Approach to Behavior Management . Longman, 10 Bank Street, White Plains, NY 10606..

Lavay, B., French, R., & Henderson, H. (2015). Positive Behavior Management in Physical Activity Settings, 3E . Human Kinetics.

Sprick, R. S. (2013). Discipline in the secondary classroom: A positive approach to behavior management . John Wiley & Sons.

Xenos, A. J. (January 01, 2012). A Point System Approach to Secondary Classroom Management.  Clearing House: a Journal of Educational Strategies, Issues and Ideas, 85,  6, 248-253.