Behavior Analyses and Response

2

Classroom Management: Reflection

Luther L Wilkes Jr

Classroom Management (EDU-506-1AO75, EDU-506-UAO75)

Dr. Tammie Brown

Belhaven University

April 15, 2023

Classroom Management: Reflection

Behavioral challenges affect both teachers and students in the learning environment. These challenges disrupt classroom learning activities and create breeding grounds for classroom conflicts. Levin and Nolan (2014) in their book advocate for the use of a decision-making model in influencing appropriate behavior in students. In the case scenario provided there are a number of interventions that would help in reinforcing right behavior in the students.

Interventions for Appropriate Behavior

One intervention is teaching and defining behavior expectations. This involves defining specific regulations or rules that are linked to expectations or routines. For instance, in an exam room it is necessary to teach students expectations such as avoiding interrupting others, avoiding fighting, or avoiding cheating during exams. It would be necessary for the teacher to spare some time to inform student A on why texting during exam review is discouraged. It would be also necessary to inform student B why it is bad to intimidate others during an exam. Hancock and Carter (2016) in their article explored how to build environments that foster positive behavior postulate that an instructional approach to teaching behavior gives students the opportunity to practice and learn how to behave in classroom (Hancock & Carter, 2016). I would therefore teach the students how they are expected to behave in the exam review room. I would also teach them how to behave in various contexts other than the exam review room.

Apart from teaching behavior expectations, the other intervention is employing the use of praises and recognition of learner accomplishments. Parsonson (2012) in his article that delved on evidenced-based strategies of behavior management in class advocates for praising the good deeds of learners both in non-verbal and verbal ways. Praising learners for their goods deeds not only encourages them to embrace the positive behavior, but also influences the behavior of those who sit next to them (Parsonson (2012). In the provided case scenario, I would encourage students A and B to stop interrupting other learners, but at the same time identify the students who behave positively and praise them. This would encourage the two students to adopt positive behaviors.

Logical Consequences

After helping the learners to realize their mistakes it is necessary to encourage them to learn from the logical consequences of their activities. I would encourage the student who is texting while other students are reviewing exams to write an apology note to the whole class. This would make the student learn that it is not appropriate to text while other learners are reviewing exams. As for student B who is physically intimidating other learners, I would encourage the student to participate in the process of solving any dispute between him and the other students he intimidated. I would encourage him to ask for forgiveness from each of the students that he offended. Ephesians 4:32 states “Be kind to one another, tenderhearted, forgiving one another, as God in Christ forgave you.” I believe this would be the best way for solving a potential conflict that could escalate into something serious. Asking for forgiveness would help reduce the tension between student B and those he offended. Logical consequences work better than punishment in modelling behavior, logical consequences provide an opportunity for students to learn from the effects of their activities or behaviors. It provides an opportunity for learners to see the interplay between their acts and results of those acts (Pepper & Roberson, 2013).

Domains of Social-Emotional Learning that Could be Utilized.

The social-emotional learning domains that could be integrated into the instruction for the purpose of modeling appropriate behavior are social awareness, relationship skills, and responsibility in making decisions. These are the domains that would help model the behaviors of learners to ensure that they can interact and coexist peacefully not only with other leaners, but also with other people in the society. Social awareness helps students acquire the ability to view things from diverse perspectives and respect other people’s feelings. Social awareness is necessary for the development of empathy which is essential when interacting with people. Individuals the with ability to empathize can understand and respect other people’s feelings (Bailey et al., 2019). For instance, if student A had the ability to empathize with other learners who were reviewing exams while he was texting, he would have stopped and apologized without the intervention of the teacher. Teaching social awareness entails encouraging students to exercise respect, fairness, active listening, empathy, and cooperation (Bailey et al., 2019).

Relationship skills are competencies that students require in order to interact and create connections with other people. The domain entails respecting other people’s emotions and establishing mutually beneficial and rewarding relationships. The domain can be encouraged in students by teaching them how to consider other people’s emotions, values, and thoughts. It also entails teaching students how to communicate effectively, embrace appropriate behaviors when intersecting with people, and developing ability to compromise (Bailey et al., 2019). If student B had relationship skills, he would have avoided intimidating other learners.

The third domain that will be included in the instructional aspect of teaching appropriate behavior is responsible decision making. This domain requires individuals to make constructive and positive choices in life based on social and personal factors. For instance, an individual must consider social norms, concerns for good health and safety, ethical standards, and personal life goals when making decisions. This domain can be taught by helping learners identify their goals in life, encouraging them to evaluate the consequences of every action they take before execution, and helping them identify their strengths and limitations (Bailey et al., 2019). For instance, if student B was aware of the consequences of physical intimidation he would not have engaged in the act.

Using Relationships to Prevent the Behavior from Reoccurring

I would use my relationship with the students to model the appropriate behavior. Luke 6:31 says “As you wish others to do unto you, do so to them.” I would encourage positive interaction with students that are aimed at solving behavioral challenges through the use of positive guidance to model the right behavior and ensure learners are aware of the consequences of undesirable behavior. I would use my relationship with family members to ensure that they are aware of the wrong behaviors that their children engage in while at school. I would help parents identify positive behavior modelling strategies when the children are at home. I would use my relationship with professional colleagues for consultation on the possible solutions or interventions for avoiding the reoccurrence of the behavior in students. Philippians 2:4 says to “Let each of you look not only to his own interests, but also to the interests of others.”

References

Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53-58.

Hancock, C. L., & Carter, D. R. (2016). Building environments that encourage positive behavior. Young Children, 71(1), 68-73.

Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision- making model. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.

Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga, 13(1), 16-23.

Pepper, F. C., & Roberson, M. (2013). Consequences: An alternative to punishment. In Techniques In Adlerian Psychology (pp. 429-440). Taylor & Francis.

Holy Bible, New International Version. (2011). Biblica, Inc.