Managing Behavioral Problems in the Classroom
ManagingBehavioral Problems in the Classroom
Managingbehavioral problems in the classroom
Topic1: Identifying and serving students with behavior problems
The topic helps the learner to describe the process that used indetermining their needs for behavioral support and educationalservices. This includes the assessment data, which students shouldobtain to help the educator to make decisions. In fact, Kerr &Nelson (2009) maintain that an instructor assists a learner indescribing the continuum of positive behavior support for thestudents and how decisions regarding levels of intervention are made.The chapter also addressed litigation affecting the education ofstudents who have emotional and behavioral disorders. This includesthe major changes in IDEA that affect the discipline and behavior ofthe students and how they interact with their colleagues and seniorsat institutions of learning. The chapter discusses the role ofschool-based teams with regard to assisting students with negativebehavior and serving students in special education programs. Thediscourse also gives a rationale for creating systematic changes inlearning institutions as a move to mitigate the challenges that thesestudents face.
I learnt new information about school-based teams and their roles inassisting students with behavioral problems. Should a teacher observea student to be struggling in the classroom after the teacher hasmade some adjustments, and after consultations with the parents,other channels such as learning assistance teacher, resource teacherand child-care worker may be sought to address the problem. The topichelped me to understand how the teacher can embark on a process ofconsultation and collaboration with school based resources. I alsolearnt that for many students, collaborative planning and otherrelevant interventions might be useful in helping such students. Iwas amazed to learn how effective these interventions can be, and howthey have been applied in many schools and helped the students withbehavioral problems to adjust. The most interesting element aboutthis topic is that it helps the learner to understand the concepts ofidentifying students with behavioral problems step-by-step, andoffers solutions to problems that may seem to be out of control. Iconsider this topic as one of the most important in the entire book.
Topic2: School wide positive behavior support
This is a broad set of research-validated strategies that educatorshave created in order to help promote school environments thatpromote as well as support appropriate behavior for all the learners.These are designed through the identification of some commonlyobserved behavioral exceptions that can be set aside and valued bythe entire school community and encouraged upon all students tofollow. The aim of this is to help the students to note what isexpected of them at all times, without exceptions. The chapteraddresses how the students are encouraged to behave in the mannerthat they have been taught. The chapter also focuses on therelationship between positive behavior and school-wideinterpretation, that is, the universal prevention of problembehaviors in all learning institutions. It emphasizes on theimportance of recognizing positive behavior promotion system andlooks at the behavioral needs of small groups of school goers who aremost vulnerable to negative behavior. One of the most basicconsiderations is the importance of teaming, which is described asthe process of working as a cohesive unit witch one goal.
Under this topic, I learnt about a number of difficulties that arefaced by schools today. These include multiple expectations such asacademic performance and social competence, having to handle studentswith diverse backgrounds who have different understanding of what issocially acceptable as right and what is considered wrong and thetraditional approaches that have been used to help influence learnersto behave correctly. I learnt that the major aim of school-widediscipline systems is to establish a social culture that is bothsocially and academically positive. The information that I learntfrom this topic would help me to categorize students and to point outthose that exhibit unbecoming behavior, as the first step towardsimplementing school-wide positive behavior norms, with the aim ofreducing and mitigating spread of negative behavior to others. I wasastonished to learn that most educators use exclusion and punishmentas the response to conduct disorders in schools. However, I learntthat applying modern methods such as teaching the students withnegative behavior about its effects through school-wide positivebehavior support system is more effective. In fact, most instructorshave observed support systems as effective elements to stimulatestudents thus, allow them to cultivate positive behavioraltendencies or orientations.
Topic3: Intervention planning
This topic looks at some of the principles of interventions planning,identifies the range of behavioral enhancements and behavioralreduction procedures, which influence school situations, anddiscusses the professional and ethical guidelines that affect the useof behavioral interventions. It also looks at the appropriate andinappropriate intervention alternatives circumstances, and furtherprovides a rationale for each. Since its inception, positive behaviorintervention and support has developed a framework that can be usedby learning institutions to help improve the social and learningbehaviors of the students and to cut down the distractions that canaffect the running of the institution. The topic addresses howschools can detect the behavioral needs of all the students andprovides strategies to implement positive behavior. Given that thisis a prevention model, it is based on the premise that every learnercan benefit from a system that has been well implemented and isfocused on improving his or her general behavior. At the same time,the educators are supposed to be in a position to know which theright manner is to implement the interventions.
Inthis chapter, I learnt about the two tiers of implementation of PBIS.The first step of tier one is to establish commitment and gettingstarted. There is need to have a firm and active administration inorder to implement school wide PBIS, meaning that there should becommitment at all levels in supporting the system (Kerr & Nelson,2009). The second step is the formation of a school PBIS team andconsequently teaching positive behavior expectations. One of the mostimportant things I learnt from this topic is that there is need tocreate a consistent approach to help everyone aboard to get on thesame page with other colleagues, and creating predictability for allthe stakeholders. The information learnt from this chapter isrelevant in a school environment as it helps the administrators tocreate a neutral and firm stance against negative behavior. It alsohelps the educators to build on their ethics and principles, as aprerequisite to teaching the learners what is expected of them. Forinstance, the system helps the behavior influencers to be more directwhile giving instructions and acknowledging compliance from thelearners.
Kerr, M. & Nelson, C.M. (2009). Strategies for addressingbehavior problems in the classroom 6th Ed.Upper Saddle River, NJ: Pearson.