Cause of Misbehavior in the Inclusion Classroom |
Strategies/Possible Solutions (use citations) |
| Psychological factors- it is one of the causes of disruptive behavior in an inclusion classroom and it emanates from a disorder caused by factors such as illness, being tired, hunger, new experience in something, excitement among other factors. | The possible solution to this behavior is to fro the teacher to be in close contact with the learner in order to monitor their changes and give them advice and direction accordingly. This includes involving parents and advising and seeking medical attention |
| Issues with curriculum can also be a major contributor of misbehavior in a class because when the curriculum does not meet the needs of the learner they become bored and engage in other activities that are not in line with what is being done in class, | In case of curriculum issues the teacher s should change their content and direct the student on what matches with the needs of the learner (Capella, et al .2013) . Direct them on what will help them in achieving their goals this ways the students will see sense and concentrate in class. |
| Besides students seeking attention of others in class may misbehave by making unnecessary movements, talking, deriving jokes of what others do among others. Such students can do anything to be noticed | When there is a problem with students seeking attention the teacher should be firm in class control and advise the learners with such behavior to engage in extra curricula activities where they can be recognized for their performance. |
| Additionally some students may cause disruptive behavior in the event of revenging against another for a wrong that is or was done to them (Sharma & Forlin. 2012) .It can be revenge against fellow learners or teachers. Such students are likely to bully or make fun of the offenders. |
In case of the desire to revenge the teacher should engage reconciliatory measures and create a peaceful environment for the learners (Macsuga, et al. 2012) . Besides, they should also involve disciplinary measures. |
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Finally desire for power can be a reason to misbehave in class ( Aloe , et al .2014) Students who desire power May misbehave by doing something that others are not doing in class in order to attract attention such acts make them feel power and in control. |
When students desire power they can misbehave as a way showing control over others.in such cases them should be allowed to vie for leadership positions in school and guided on good leadership skills. |
Reflection
There is a correlation between collaboration and mitigating disruptive behaviors in an inclusion class. When the management comes together with their colleagues and students they can easily identify the sources of the problems and share the possible ways through which a solution can be obtained.it is significant because students understand fellow students issues and the management will play a vital role in guiding them appropriately
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References
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review , 26 (1), 101-126.
Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American journal of community psychology , 52 (3-4), 367-379.
Garland, D., Garland, K. V., & Vasquez, E. (2013). Management of classroom behaviors: Perceived readiness of education interns. Journal of the Scholarship of Teaching and Learning , 13 (2), 133-147.
MacSuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective Teaching Practices: Effective Teaching Practices that Promote a Positive Classroom Environment. Beyond Behavior , 22 (1), 14-22.
Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs , 12 (1), 12-21.
Shook, A. C. (2012). A study of preservice educators’ dispositions to change behavior management strategies. Preventing School Failure: Alternative Education for Children and Youth , 56 (2), 129-136. es
(Shook, 2012)
