Transcript Shana Talley EP500 Strategic Plan PowerPoint

Shana Talley
A Strategic Plan for Managing Routine Misbehavior
in the Elementary Classroom
EP 500 Advanced Educational Psychology
October 4, 2014
Managing Routine Misbehavior
in the Elementary Classroom
In this presentation, I will address key issues pertaining to
managing routine misbehavior in the elementary classroom.
• Why do we need to address this current trend in the
elementary classroom and in our schools?
• How do we tactically overcome misbehavior without losing
the overall effectiveness of instruction?
• How do we successfully execute a strategic plan at our
school?
What Suffices as Routine Misbehavior
in the Elementary Classroom?
Some routine misbehavior can be identified by one or more of
the following examples…
Student-led distractions.
Students talking during instructional periods.
Students getting out of their seats without viable a reason.
Students not doing their work.
Students destroying another student’s work.
Why is my Strategic Plan
important in education today?
With the implementation of my strategic plan,
administrators and teachers, alike, will have a
better perception of how to effectively put a
handle on routine misbehavior without
disrupting the entire class as a whole.
Before we begin thinking about
handling routine misbehavior,
we need to ask ourselves why we
need to allocate an effective
instructional environment?
The answer is simple…
In order to create a healthy class environment “you should
involve students in setting rules and take student needs or
input into account in organizing the classroom, you are
ULTIMATELY the leader that establishes and enforces
rules by which students must live” (Slavin, 2015).
Why we need this strategic plan
in our school?
“A number of studies suggest that a direct link exists between
teachers' ability to manage classroom behavior and their
students' learning” (Ratcliff, 2010).
We need to ultimately implement this plan to
promote a healthy learning environment for all
students, no matter what behaviors we, as
administrators and teachers, need to address.
How are Learning Styles Affected by
Student Misbehavior?
Learning styles can be divided into four basic groups.
1. Visual/Verbal- Prefers to read information to gain
knowledge.
2. Visual/Nonverbal- Uses graphs or diagrams to obtain
knowledge.
3. Tactile/Kinesthetic- Prefers hands-on instruction.
4. Auditory/Verbal- Prefers to listen to instruction in order to
obtain content knowledge.
(Guiliani, 2003)
How are Learning Styles Affected by
Student Misbehavior?
“In education, we recognize a variety of differences in how
people learn and how these basic styles affect the individual
learner's behavior” (Guild, 2001).
When a student or students routinely misbehaves all learning
styles are affected.
If the teacher stops instruction to correct the misbehavior, all
learning styles are being deprived of genuine classroom
instruction, and all learning up to that point in the lesson may
become compromised.
Learning Styles Continued…
“All learning styles can be successful, but they also could
become a stumbling block when overused or applied
inappropriately. This concept explains the success or failure of
different learning approaches with different tasks, especially as
they relate to expectations in schools” (Guild, 2001).
Before taking any action to correct the misbehavior, teachers
should consider to do it without stopping instruction. One
simple way to do this is to walk toward the students that is
misbehaving. This will let the student know to cool it off. This
always does not conflict with teacher’s lesson. This can be used
as a simple warning.
Multiple Intelligences
“There are numerous ways to express oneself, and probably even more
ways to gain knowledge and understand the universe. Individuals are
capable, the theory of multiple intelligences advocates, of deep
understanding and mastery in the most profound areas of human
experience” (Matsuoka, 2004).
“An intelliegence is the ability to solve problems, or to create products, that are
valued within ore or more cultural settings.”
-Howard Gardner
FRAMES OF MIND (1983)
Differences in gender, ethnicity, linguistic ability, and
socio-economic status- How do these aspects effect
behavior in the elementary classroom?
“Gender, socioeconomic level, and cultural background have
a significant influence in a learner’s willingness and ability to
respond to and make use of the teaching-learning situation”
(Bastable, 2007). This can also take attribute as to why
certain student’s routinely misbehave in the classroom.
Continued…
“In order to prevent stereotyping and overgeneralizing (or on the
other extreme, denying that cultural differences exist which fails to
recognize and honor the characteristics that give a group their sense
of peoplehood) we need to remember that all behaviors are found
in all cultural groups. Some behaviors are demonstrated more so in
some cultures than in others, but the first point still applies.
Individuals within a particular culture display the traditional traits
and cultural markers of that group to varying degrees… from “not
at all” to “exclusively and intensely”. These variations can be due
to ethnic group differences with the larger culture, socio-economic
status, degree of acculturation to the mainstream society, gender,
religion, and myriad other factors. If a student displays a behavior
that is common and accepted within his/her cultural group, it
should be viewed as “a difference” from the ways of the
mainstream society that are promoted in the schools; NOT as a
‘deficiency’ or ‘disorder’”(McInyre, 1996).
Methods for ensuring positive results
when trying to bring about a change in
an educational setting
To ensure positive results when dealing with routine classroom
misbehavior is too look at all of the different aspects that we
have covered this far in the presentation. It will take a
cumulative approach to ease the tension that may be present in
the classroom.
Always stay positive. Even the worst behavior problems can be
addressed if properly approached from the beginning.
Create a chart and document times that the behavior peaks. Do
this for a number of days. You may see a pattern arising. If so,
look at all other aspects of that student’s life to create a direct
corrective behavior approach.
Step-by-step implementation of
my plan
Materials/Information Needed
A Positive Outlook
Commitment to Reach a Solution
Notebook or Premade Chart to Record Student Misbehavior
Visual Reinforcements- such as a behavior chart (lower
elementary) or student classroom journal (upper elementary)
The student classroom journals provide older elementary students
with a visual way to track and set goals for their academic and
character growth.
…Continued…Step-by-step
implementation of my plan
Timeline for ImplementationNo one can predict the duration of behavior correction. Each
student is different and as stated in previous slides, all aspects of
that students should be addressed. For example, a lower-class
student may ignore the teacher; therefore, her grades have
dropped. The teacher may delve a little closer and notice that
the child has issues that need to be addressed at home. The
teacher may need to get that particular student help from the
school counselor before any consequence is set forth in the
classroom.
…Continued…Step-by-step
implementation of my plan
Step 1: Evaluate the student. Determine if other sources are
causing the problem.
Step 2: Depending on the severity of the misbehavior, try to
start off without disrupting the class. Let the disrupter be
aware that you are onto him/her. This can be a look or a
gesture.
Step 3: Create a running record to show when the action
occurs. This will let you know if your intervention is
working and if the frequency of the action is increasing or
decreasing.
…Continued…Step-by-step
implementation of my plan
Step 4: Give the student a visual representation of how
his/her behavior is panning out each week. Try to talk with
the student after an instructional session to see if he/she can
compromise with the rules that have been set forth in the
classroom.
Step 5- Use positive reinforcement when you se a change in
the student’s behavior. This can be as simple as saying “Great
Job”. You could always give the student a sticker to place on
his/her behavior chart.
**If revisions need to occur, try looking to other teachers and
administrators for additional assistance with the matter.**
Final Thoughts
When managing routine misbehavior in the elementary
classroom, remember to consider these small measures.
1. Develop routines and rules that apply to all learning styles
and multiple intelligences. Remember no two students have
the same personalities or background.
2. Be cautious not to use corporal punishment every time a
student misbehaves and interrupts instructional periods.
3. Patience and positive reinforcement works well for
elementary students.
4.
NEVER GIVE UP!
Resources
Bastable, S.B. (2007). Gender, Socioeconomic, and Cultural Attributes of the Learner. Jones and Bartlett Publishers,
1- 54. Retrieved from http://www.jblearning.com/samples/0763751375/46436_CH08_000_000.pdf
Giuliani, J. (2003). Teaching Style versus Learning Styles: Something You Should Know. McHenry County College.
Retrieved from http://www.ion.uillinois.edu/nstitutes/fsi/2003/Breakouts/Giuliani/
TeachingStyleversusLearningStyles.pdf
Guild, P. (2001). Diversity, Learning Style and Culture. John Hopkins School of Education- New Horizons for Learning.
Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/Learning%20Styles/
diversity.html
Matsuoka, B. (2004). Concept to Classroom: Tapping Into Multiple Intelligences. Educational Broadcasting
Corporation. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/index.html
McIntye, T. (1996). Does the way we teach create behavior disorders in culurally different students. Education and
Treatment of Children, 19(3), 354-370.
Ratcliff, N. J., Jones, C. R., Costner, R. H., Savage-Davis, E., & Hunt, G. H. (2010). The Elephant in the Classroom:
The Impact of Misbehavior on Classroom Climate. Education, 131(2), 306-314.
Mowat, J. (2011). The development of intrapersonal intelligence in pupils experiencing social, emotional and
behavioural difficulties. Educational Psychology In Practice, 27(3), 227-253. doi:
10.1080/02667363.2011.603531
Slavin, R. (2015). Educational psychology: Theory and practice (11th ed.). New Jersey: Pearson Education.