M4 U4 Activity 1: Strategies for Managing Student Behavior
Project Description
Overview Even when teachers set clear classroom expectations, build routines and procedures, it is always important to remember to expect the unexpected. In managing the learning environment, teachers must be prepared with a variety of strategies and interventions for behavior management in response to disruptions in the classrooms. Professional learning communities (PLC) exist to provide both behavioral and academic interventions to students who are not thriving. Students are identified and placed into intervention groups by their teachers. Whole brain teaching is another approach to managing student behavior in which you look at engaging students’ whole brain and not leaving any room for disruptions. Social-emotional learning (SEL) is the process through which all young people acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals. Performance outcomes
Candidates explore different ways of managing disruptive student behavior
What will you do?
When students disrupt the classroom, the first step is to discover the reason(s) for the disruption. As a cohort, gather examples of disruptive behavior in the physical and online classrooms and analyze possible reasons behind the misbehavior. Use the case study in the Activity Resources as a starting point for your research.
Work in small groups to review one of the following strategies for managing student behavior:
Whole Brain Teaching
Professional Learning Communities
Social Emotional Learning (SEL) Note: Ideally, each group should select a different strategy.
Choose one case study or example of disruptive student behavior in the physical classroom as well as an online classroom (2 examples in total). In the Discussion Forum, discuss with your group how you would implement the selected strategy.
Meet with your group in Zoom to role play how you would implement the selected strategy with students in the physical and online classrooms. (5 minutes per example). Record the meeting, edit the video, and upload it in the Video Library.
Individually, peer review the role play videos of other groups to get an understanding of the other two strategies. Comment on what aspects of those strategies you would like to apply in your own classroom.
Report requirements
Two examples or case studies of disruptive student behavior in the physical and online classrooms respectively
Role play video of implementing a behavior management strategy in a physical and online learning environment (max. 10 minutes)
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
Our group work: Whole Brain Teaching (WBT)
Case Study in person#4 Problem:
Ms. Hendricks was concerned about the frequent teasing that had begun in her third grade class. It reached the point where there was constant bickering among the students. Notes making fun of other students were being passed and, on two occasions, students became so angry they began yelling, shouting, and shoving one another during class. Response: Ms. Hendricks sat down with the students and had several discussions regarding being "nice" to one another. She made a special effort to praise students she noticed getting along in a positive manner with other students. On several occasions, she became angry and kept the entire class in from recess and, when two students shoved each other in class, she sent both of them to the principal.
Case Study online #5 Problem:
The resource room teacher, Miss Jackson, works with students with learning disabilities from grades 4-6. She sees groups of approximately 8 students, three times a week, for 35-minute sessions. Every time a new group of students comes into her virtual room, it takes a minimum of 10 minutes to get them settled down with their materials. The groups that come in after their lunch break and are very energetic, have a hard time focusing and often are not prepared with their materials.
My Feedback
(1) Let students be a part of the decision-making process to establish norms and ensure that students understand definitions and expectations and know why they should or shouldn’t do something to consistently follow the rules.
(2) Rehearsing the class norms or rules, with gestures as many times as possible, or even randomly calling a rule number to practice. So that when something goes wrong, we can remind and ask students to respond with the rule and its gesture immediately.
(3)Giving a disruptive student very simple and achievable behavior goals such as sitting up straight, and rewarding incremental improvements and not just ability which builds towards a larger goal.
(4)When we create a reward system, can set students into different team and use the power of their peers.
Instead of telling students how to behave, we should guide them through the entertaining practice of incorrect and correct behavior.
(1) Ask kids to demonstrate Wrong behavior and then Right behavior—for example, routines for entering the classroom. Reward improving students with Super Improvement.
(2) Set the timer to record the time of transition in front of students and tell them how long it took them to transition and set an initial goal for beating that time.
(3) Let students discuss how the transition went, talk about what was done well, and address any areas to be improved further. Then set a timer to beat the previous record and reach the goal.
(4) If students improve, let us celebrate!!
Group Work: Social-emotional learning (SEL)
Case Study in person#2 Problem:
Jeffrey was one of the most provocative and disruptive 10th grade students Miss Hall had ever taught. Throughout class, he continuously talked to girls and teased students sitting near him. He made inappropriate and sarcastic remarks in response to almost anything Miss Hall said. When confronted by her, Jeffrey grinned charmingly and responded with exaggerated courtesy, to the delight of the other students. Response: Miss Hall tried setting limits with Jeffrey. She sent him to the detention room on several occasions, but he did not show up. She also sent him to the vice principal, but Jeff had "charmed" him and no remedial action was taken.
Case Study online
Problem: Mr. Lewis repeatedly had problems when leading a class discussion with his eighth graders. No matter how involved in the topic the students were, there were usually several students who did not turn on their camera, were off task in the chat or visibly distracted on the camera. Additionally, many students would not participate at all.
My feedback
I would like to appreciate you for uploading the video to YouTube so that I can use the Chinese subtitle to understand much better as English is my third language.
It was my first time knowing about 2x10, and I like and agree with the idea of establishing a relationship that doesn’t involve scolding. For example: Ask student’s favorite video game, and play it, then ask them for advice.
Think pair share seems a cool idea and workable that I can try to use in my class next time.
I think using a better method to praise or admire students by focusing on the process our students engaged in and the part they are able to change, rather than something they can not handle and control is good and can also build their growth mindset. Personally, I like to give feedback with the SBI method (Situation- Behavior- Impact). For example,
Situation- During the class meeting this morning.
Behavior- Everyone remembers to raise their hand before speaking.
Impact- It was very respectful, and made me so proud.
I would like to share this 3-minute video. It talks about supporting children with 4 steps when they become emotional and also some ideas about cooling down corners.https://hmumei.wixsite.com/website/post/how-to-support-children-when-they-become-emotional
Group Work: Professional Learning Community(PLC)
Case Study 1 Physical Classroom
Mr. Lewis repeatedly had problems when leading a class discussion with his eighth graders. No matter how involved in the topic the students were, there were usually several students sitting in the back who would talk, shout out silly answers, and play with objects they had brought from home.
Case Study #3 Problem: Virtual Classroom
Mr. Shuster had one difficult student in his fifth grade class. Jackie was a poorly motivated child with limited academic abilities. She rarely completed assignments, although she was able to do the work assigned. Although she did not interfere with students in virtual class. Often times she would leave the virtual class and not return. On the rare occasion that she stayed for the whole class, she often appeared as idle or would not answer any questions when called upon. Typically when all the students had left the class, Jackie’s name would still be listed and Mr. Shuster would manually have to remove her from the virtual classroom.
Feedback from instructor
You did a great job of modeling how a PLC might work together and collaborate. The spider web and the circle for discussion were great ideas for the first issue. Great ideas for supporting the VC student.
One BIG aspect of PLCs is making data driven decisions. I saw some evidence of this. Another is learning together in response to the data. So for example, they might do a professional learning workshop, book study or a short article study together to learn how to solve a problem.
My feedback
This was very well set up, and I like the idea of creating a common set of norms and expectations with the other teacher and class. After all, PLC is about everyone being on the same team and enforcing the same norms and expectations. Also, I suggest to change the background to students’ favorite thing which could be related to teaching topic. This is a good idea to encourage students to turn on their webcams! The idea of spider web tracking is cool, can you explain a bit more or share the link of website for it? Thanks.
Resources
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