2 days agoOlivia Kratzer Forum 3COLLAPSE
Personally, a classroom behavior that I find challenging is students who talk excessively or out of turn. Students who talk to others during class time or quiet time are distracting to not only the other students, but to the teacher as well. “Folly is bound up in the heart of a child, but the rod of discipline drives it far from him” (Proverbs 22:15, English Standard Version). I have seen many teachers use the strategy of waiting and being quiet themselves until the students figures out that they’re the only one talking and it seems to work fairly well for a while but I’m sure it does not work for all students. A strategy that I would use with my future students would be reminding them when the appropriate time to speak is and praise the students who struggle with talking when they raise their hand and do not call out. I believe that this strategy is useful for elementary age students because they strive to stand out among their peers and want compliments from their role models. Motivation and praise is also a normal factor in an elementary education setting so students who are being praised are not abnormal or being embarrassed in any way. In a study, it was found that as students progressed in grade level, the less praise they received (Owens et al., 2017).
To count a student’s behavior on speaking out of turn, educators must count all children’s times of speaking out of turn (Maag, 2018). To find out if a student is actually speaking out more than the rest of his classmates, we must compare him to his classmates. Although I do not like to compare students, this is a time of necessity because we must find out if the behavior is excessive. After we count these behaviors and determine if they are a “problem” behavior, educators are able to graph these behaviors by using the counting that they have been doing. By graphing these behaviors, we are able to view if there is a certain day that triggers excessive behaviors or if there is a pattern in the behaviors.
Maag, J, W. (2018). Behavioral management: from theoretical implications to practical application.
Boston, MA: Cengage Learning.
Owen, J, S., Holdaway, A, S., Smith, J., Evans, S, W., Himawan, L, K., Coles, E, K. … Dawson, A, E. (2017).
Rates of common classroom behavior management strategies and their associations with challenging student behavior in elementary school. Sage Journal. doi: 10.1177/1063426617712501