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.