Behavior Management Approach
BEHAVIOR MANAGEMENT APPROACH 7
Disruptivebehavior amongst students is harmful to their academic success basedon various reasons. According to Martella et al. (2011), the reasonsencompass: it obstructs the procedure of learning both for thedisrupter as well as others in the classroom setting, hinders thetutor’s capacity to teach efficiently, and points out aconsiderable degree of individual predicaments or anguish on thedisrupter. There are numerous kinds of disruptive behaviors that areportrayed by students in the classroom. They encompass grandstanding,prolonged chattering, sleeping in class, side discussions, extremelateness, repeated interruptions, disrupting the tutor’sproficiency, and use of noisy electrical devices (Colvin, 2010). Thecurrent paper investigates a disruptive behavior of a student and theapplication of behavior management approach to mitigate the concern.
Thedisruptive behavior being investigated in this case is sidediscussions. Side discussions are assertively disruptive consideringthat they impede the teaching process. In addition to beingdisrespectful to the tutor, side discussions signify the quality ofteaching being offered.
Inthis case, a close observation of the student showed that he had aproblem of side discussions. This was evidenced by the fact heusually engages in side discussions while the tutor is instructingthe class. He does this with his immediate neighbors and once askedby the instructor, he never gives a satisfactory answer. He alwaysargues about enquiring something that he did not understand. Thedisruptive behavior is not only detrimental to the student’slearning process, but it also affects learning by other students. Inspite of being warned to stop the behavior by the instructor, it hasemerged futile. As a result, rigorous corrective measures need to betaken in order to support an effective learning environment.
Responsesto the Behavior
Thereare a number of responses that the instructor can use with theintention of mitigating the disruptive behavior. These includeprevention, intervention and reporting. Showing concern andconsideration towards the student is believed to be an efficientstrategy of assisting the student. The instructor should tell thestudent regarding his observation and come up with interventionmethods of rectifying the same. Considering that the behavior isalready taking place, prevention cannot be a good strategy. In thiscase, the instructor will employ the intervention approach to rectifythe student’s disruptive behavior.
Interventiontechniques are used where prevention methods have failed. Actingearly enough prevents the instructor from losing classroom control,prevents other students from getting frustrated, and generates afavorable learning environment (Newell & Jeffery, 2013).Interventions are of various kinds including mild, extreme, andout-of-class intervention (Herbert & Wookey, 2004). The currentpaper employs assertive discipline as the behavior managementapproach.
Ithas been shown that the use of efficient behavior managementapproaches can assist in correcting or preventing most behavioralproblems (Newell & Jeffery, 2013). In this case, assertivediscipline would be used in correcting the student’s behavior. Theaforementioned behavior approach is aimed at correcting the existingdisruptive behavior. Besides, it equips the interventionist withimportant skills in empowering the student to deal with the problem.The instructor gains knowledge of addressing the behavior moreefficiently therefore, amplifying the probability of the studentchoosing more optimistic actions. Applying the behavior approach incorrecting the student’s side discussion problem is believed toemerge effective.
Assertivediscipline approach was developed by Canter together with hisassociates. The approach was founded on nine key elements. Assertivediscipline depends on how the instructor responds to the disruptivebehavior. The original version of the behavior approach attempted tomake the instructors become strong heads in the classroom setting.This means that its main aim was to make and keep them in control.Nevertheless, in the contemporary time, assertive discipline hasgiven emphasis to the significant of centering on a student with thedisruptive behavior (Martella et al. 2011). It is achieved byspeaking more with the student as well as instructing him on thesuitable ways of behaving. Thus, the behavior approach was revisedwith the intention of making it center on constructive disciplinetechniques instead of employing intimidation or force.
Assertivediscipline consists of various steps which the instructor can use inthis case to assist the student’s problem of side discussions. Asdepicted by Newell & Jeffery (2013).The initial step entailsthe acknowledgment by the instructors that they impact the student’sbehavior in some way. Certainly, the student engages in sidediscussions due to various reasons. By recognizing this, the teacherwould be in a position and know the tactics to use in order to helpthe student rectify the same.
Thesecond step involves learning how to present an assertive responseapproach (Herbert & Wookey, 2004). It is deemed as the mostefficient approach which the instructor can employ. This is followedby making a discipline plan comprising of efficient rules as well asunderstandable outcomes. The instructor should explain and offerinstruction regarding the discipline plan. By doing this, the studentwould have the capacity to understand the consequences of hisdisruptive behavior. Lastly, the instructor should couch the studenton the appropriate ways to behave in the classroom. These are deemedas responsible behaviors that would ensure a favorable learningenvironment.
Insummary, the instructor should establish and implement rules whichshould be followed by the student in the classroom. After this, anumber of negative and positive repercussions should be developed.These consequences are put in place to ensure that the student isawarded for following the rules, and punished for the failure tofollow the rules. The last step is to apply the approach with thestudent. Assertive discipline is founded on the presupposition thatinstructors are the classroom heads. In order to correct thebehavior, the instructor should employ punishment in some cases withthe aim of bringing order into the classroom. Assertive discipline isbelieved to work in a way that can repress the disruptive behaviorthus, bringing control into the classroom and guaranteeing afavorable learning environment. Reinforcing suitable behavior to beadapted by the student can work in promoting a motivating learningenvironment for grade K through grade 6. Other strategies that can beused to promote such an environment encompass setting of appropriaterules, establishing positive and negative repercussions for themisconduct, and implementing the same.
Inconclusion, this paper has focused on assertive discipline as thebehavior management approach to be used by the instructor to correcta student’s disruptive behavior in the classroom. In this case, thestudent has a problem of side discussions. He tends to discuss withhis immediate neighbors while the teacher is instructing the class.As a result, this behavior impacts the entire classroom learning andis also disrespectful towards the instructor. In order to correct thebehavior, the instructor would employ assertive discipline approach.By following the various steps of implementing the approach, theinstructor would not only correct the behavior but also create afavorable learning environment.
Colvin,G. (2010). Defusingdisruptive behavior in the classroom.Corwin Press.
Herbert,M. & Wookey, J. (2004). Managingchildren`s disruptive behaviour: A guide for practitioners workingwith parents and foster parents.New York: John Wiley & Sons.
Martella,R. C., Nelson, R. J., Marchand-Martella, N. E. & O`Reilly, M.(2011).Comprehensive behavior management: Individualized, classroom, andschoolwide approaches.London: SAGE.
Newell,S. & Jeffery, D. (2013). Behaviourmanagement in the classroom: A transactional analysis approach.New York: Routledge.