Running Head: CLASSROOM BEHAVIOR 1
Classroom Behavior
Student’s Name
Institutional Affiliation
CLASSROOM BEHAVIOR 2
Classroom Behavior
Teachers usually do not know the behavioral challenges that their students will present
during a lesson, making it challenging to manage the classroom's unexpected behavioral
incidents. Excessive talking is typical challenging behavior in classrooms on any given day.
Excessive talking not only distracts learning but also brings frustration in the classroom
environment.
Handling challenging behavior in the classroom requires the teacher to identify and
eliminate the conduct quickly to prevent learning disruptions. Thus, counting and recording
students' behavior during, after, and before the lesson can help identify those students who have
challenging behavior and handle the situation before it spreads in the entire classroom (Maag,
2018). Continuous and direct counting reduces the error when implementing behavior
management strategies because it does not infer the challenging behavior's meanings.
Subsequently, graphing data on challenging classroom behavior gives a visual impression about
the problematic classroom behavior, which provides teachers with immediate feedback on
students' behavior (Şanlı, 2019). Plotting data points and connecting them with lines on a graph
provides a visual trend on the challenging student behavior.
Counting and recording behavior and graphing behavioral observations can significantly
reduce excessive talking during a grade five classroom lesson. Counting and recording instances
of excessive talking and graphing the data for each student before, during, and after the classes
can help identify the triggers and the students who start the engage in the behavior for early
mitigation. Some of the behavioral triggers for excessive talking are difficult academic tasks and
sitting next to a talkative classmate (McDaniel et al., 2017). Graphing and counting help identify
CLASSROOM BEHAVIOR 3
this trend, making it easier to eliminate the triggers and prevent excessive talking during an
assignment.
Like other behavior management strategies, effective counting, and recording and
graphing require a combination of different approaches. The teacher should clearly define silence
in the classroom, what it is, what it is not, and let the students experience it. “Train up a child in
the way he should go; even when he is old he will not depart from it” (Prov.22:6, KJV). The
teachers should also tell the students why silence is good and its benefits to them. Lastly, the
teachers should enforce behavior management strategies immediately to fix excessive talking in
the classroom effectively.
CLASSROOM BEHAVIOR 4
References
Maag, J. W. (2018). Behavior Management: From Theoretical Implications to Practical
Applications. In Behavior Management: From Theoretical Implications to Practical
Applications. Boston, MA: Cengage Learning.
McDaniel, S. C., Bruhn, A. L., & Troughton, L. (2017). A brief social skills intervention to
reduce challenging classroom behavior. Journal of Behavioral Education, 26(1), 53-74.
Proverbs 22:6. (2021). “Train Up a Child in the Way he Should Go: And When He is Old, He
Will not Depart from It.” In King James Version. Bible getaway.
Şanlı, Ö. (2019). An Evaluation of the Teachers Classroom Management Problems. Educational
Research and Reviews, 14(8), 282-292.
