SPD 200 Classroom Management and the Inclusive Classroom PDF

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SPD 200 Topic 4 assignment. Classroom management matrix table....

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Classroom Management Matrix Part 1: Classroom Management Strategies Examples of Misbehavior or Disruptive Behavior

Potential Causes of Misbehavior or Disruptive Behavior

Misbehavior or Disruptive Behavior Classroom Management Strategies

Research and identify five possible misbehaviors or disruptive behaviors that could occur in the inclusive classroom.

Research and explain potential causes for each of the five misbehaviors or disruptive behaviors previously identified.

For each cause, describe two research-based strategies for addressing and managing the misbehavior or disruptive behavior. Strategies should include specific elements of Positive Behavioral Interventions and Supports (PBIS) Tiered Framework.

1.Showing aggressiveness and confrontational behaviors.

2. A students always out of their seats, very jittery.

Students may be showing aggressive behaviors for many different reasons some being environmental stress, neurological issues, or as an emotional coping deficit. (Watson, 2020) Students may also be showing aggression because they seek attention. They like the attention of all their classmates looking at them while they are using this aggressive behavior.

1. When a student is acting out with aggressive behaviors it is important to stay kind and be consistent. Never ignore this behavior, but do not get drawn into a power struggle (argument). (Watson, 2020) 2. If the student has become a danger to themselves and the others around them then the teacher must step in and remove the student from the classroom until the student is calm. It is important to discuss the event with the student after they are calm.

Getting out of their seats is a disruptive behavior 1. Tier 1 intervention includes assigning class jobs, which can be characteristics for ADHD or ADD. break down assignments, redirection, more The student may not actively be trying to break the structured routine, take a break, use seating disk. rules of the classroom, but may feel the need for (PBIS World, n.d.) constant movement. (Dendy, n.d.) © 2020. Grand Canyon University. All Rights Reserved.

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3. Showing defiance and disrespectful behaviors.

4.Students bullying and gossiping about others.

5. Always talking during group or quiet times.

40% of students that have been diagnosed with ADHD have also been diagnosed with Oppositional Defiant Disorder (ODD). This is a pattern of consistent negative behavior that are purposely annoying or upsetting others, explosions of anger, defiance, and blaming others for their own behaviors. (Parrish, 2018) Stress and trauma, when some sort of trauma has happened in a child’s life they may not have anyone to show them support. This is when bullying may become a form of stress relief.

Students may be speaking out of turn because they are seeking the attention from their peers and/ or teachers. They may also be doing this because they have forgotten classroom rules or were too distracted and do not know what is going on in the classroom in that moment. ADHD may come into play with this behavior as well.

2. Tier 2 intervention includes behavior contract, sensory tools, reward system, peer tutoring, and non-verbal cues. (PBIS World, n.d.) 1. Avoid any power struggle, remain calm when talking to them, keep clear instructions, and be consistent of the classroom rules and expectations. 2. If Tier 1 and Tier 2 have failed to help with this behavior, then move on to a Functional Behavior Assessment, to be able to gain more data on to why the student is acting using defiant behavior. 1. Tier 1 includes praising the good, take away privileges, teach social skills. 2. Teach the whole class about bullying. Create an anti-bullying lesson to teach to the entire classroom. 1. Reminding students of the classroom rules. Letting them know that if there is something they want to say then their hand should be raised, or they should be the one holding the “talking stick”. 2. Trying different strategies so the students know why they can be talking. Talking stick, or noise light.

Part 2: Narrative Compose a 250-500 word narrative the addresses the following. Include real-world examples to illustrate your ideas. 1. In your own words, describe what inclusion is and what it means when working with students with disabilities. 2. Describe the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom. © 2020. Grand Canyon University. All Rights Reserved.

3 3. Explain how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior and help to create a safe environment in which the students can engage in meaningful learning and social interactions. An inclusive classroom means there is a general education teacher working together with a special education teacher to be able to teach student’s that have a disability alongside with their peers that do not have a disability. This is when the two teachers, along with any therapists or service providers, are all working together to ensure that each student is getting all of the appropriate tools that they need to be successful in the classroom. Most of the behavior strategies that I had found or came up with have to do with talking to your students. It is important that yourself, any other teachers in the room, and the students are all aware of the behaviors that are not allowed in the classroom. It is also important that each teacher is aware of what techniques to use when these behaviors do arise. The goal is to make a safe inclusive learning environment with very little disruptive behaviors. Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered system for improving data, systems, and practices that affect student’s outcomes every day. The three tiers are Tier 1 (Universal Prevention), Tier 2 (Targeted Prevention), and Tier 3 (Intensive, Individualized Prevention). (PBIS, 2021). Schools can use PBIS to help manage and create a safe learning environment for their students. While facing with difficult and challenging behaviors is inevitable, when using the three-tiers educators will have a better sense of what actions to take when facing these behaviors.

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4 References Watson, Sue. (2020, August 26). How to Handle Aggressive Behavior in the Classroom. Retrieved from https://www.thoughtco.com/the-aggressive-child-3110252 PBIS World (n.d.) Tier 1 Interventions for Out of Seat. Retrieved from https://www.pbisworld.com/tier-1/interventions-bybehavior/out-of-seat/ C. Dendy (n.d.) My Student Keeps Blurting Out and Getting Up From His Seat. Retrieved from: https://www.additudemag.com/disruptive-behavior-classroom-teacher-tips/ N. Parrish (2018) Addressing Persistent Defiance. Edutopia. Retrieved from: https://www.edutopia.org/article/addressing-persistentdefiance Positive Behavioral Interventions and Supports (2021) What is PBIS? Retrieved from: https://www.pbis.org/pbis/getting-started

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