Classroom Behavior Analysis

The article opens with a case study on a seventh grader named Jason. Jason is considered low achieving and performs below grade level. Mr. Monroe does not want to bore the high achieving students during class but also does not want to leave anyone behind. One day he is using the smartboard to explain simplifying fractions. Because they consider this a waste of time, the high achieving students talk amongst themselves and distract the students that are paying attention as the low achieving students complain about the complexity of the material. Mr. Monroe warns them to stop talking and to pay attention but this only makes the situation worse. Jason states aloud that all teachers suck. After being threatened with an office referral Jason says that he would rather be there than in the classroom. This is a classic example of nonviolent misbehavior. The article outlines three key elements to remember when dealing with classroom misconduct: behavior is predictable, behavior is preventable, and preventing problem behavior requires attention to instruction. All behavior, good or bad, is related to environmental factors. Although these factors come and go, through consistent observation teachers can identify how a student may react to a
The main factor in reducing misbehavior is to create an active and engaging classroom environment and engage students throughout the lesson. As a teacher, it is crucial to get to know your students and understand their mannerisms and personalities. The better you know your students, the easier it will be to pinpoint the predictors for misbehavior. Another thing I took away from this article is that I must ensure that every student is engaged in class and actively involved through various means of feedback and questioning. In my inclusion classes, I will constantly have to remind myself that behaviors can be taught and