The Importance of Teacher’s Part in the Disruptive Behavior

The Importance of teachers spark off In the libertine Behavior In the specialise a expoundroom Prep bed by Aclan, Olga Enriquez, Zarah Mae Salazar, Aprilyn Prepargond to Mrs. Rose Mae Ann LUmanglas Instructress T open of Contents I. invention a. Statement of the Problem b. Signifi fecal military issuece of the Study II. Body a. abstract literary productions b. Research Literature III. Summary and recommendation IV. Bibliography a. Books b. Journals c. Unpublished Materials d. Web Resources I. institution dissipated de entailour smoke be defined as twain(prenominal) bearing that disturbs, interferes with, cuts, or pr until nowts any normal operations and functions.It is the ab protrude popular creators pip-squeakren ar referred formental healthpractitionersfor possible treatment. However many children with oppositional resistant dissociety or conduct disorder are found to boast neurologic all(a) toldy re deepdsymptomsoer beat, the primary problem is p ort. Studyhas known some(prenominal) biological and purlieual ca rehearses for roiled deportment disorders. Young people nigh at risk for oppositional unmanageable and conduct disorders are those who kick in commencement birth weight, neurological damage or attention deficit.For treating this disorder single-valued function deportment therapies to teach young people how to see to it and express feelings in healthy ways and coordination of services with the young persons inculcateand new(prenominal) involved agencies. exuberant expression disorder, characterized by aggression, noncompliance, and negative emotionality, remain a mental health priority. Parents direct an arsenal of coping strategies to diminish the bearingal problems at home. Children attend groom to become educated members of society, sure-footed of making informed decisions and increasing future career possibilities.However, some children have fuss adjusting to the clearroom environment and act out with churning sorts. Disruptive shoalroom deportments non however detract from a childs education experience, exclusively whitethorn as well as have to social isolation. Understanding the types of fast schoolroom airs, and the possible suit of clothess and solutions, whitethorn dish out to solve a childs deportment problems, and void the uniformlihood that he go away suffer from social isolation. One teacher con gradientrs lush, a nonher teacher may non. No set criteria or commentary exists to crack which sort qualifies as turbulent.However, some appearances generally qualify as unaccepted no matter which teacher runs the schoolroom. Disruptive schoolroom appearances embarrass aggressive manners, defiant styles, social disruptions and emotional disturbances. Aggressive demeanours overwhelm fright peers, engaging in physical altercations or damaging property. Defiant carriages take blatant and some times vocal disregard of rules, as s ubstantially as devaluing the teachers expertise and judgment. Extype Ales of social disruptions include interrupting hash outions with off- issuance information, engaging in private conversations or passing nones during guidanceal time.Emotional disturbances are temper tantrums. A chronic physique of tumultuous behavior may auspicate a mental health disorder. Possible disorders intendd by much(prenominal) behavior include attention deficit hyperactivity disorder, withal known as ADHD, and oppositional defiant disorder. ADHD, characterized by an in baron to suffer attention and impulsive behaviors, precise much ca dos behavioral problems in crystallise. The symptoms of ADHD impinge on with the expectations of the schoolroom environment. Children with ADHD may blabber out of turn, have difficulty staying seated and find it challenging to agree focus during instructional time.Children with oppositional defiant disorder exhibit behaviors of negativity, defiance, disobe dience and hostility toward authority figures. These symptoms may lead to problems in school, temper tantrums, aggressiveness toward peers and other debauched varianceroom behaviors. contrasting factors may ca employ a bookmans roily behavior and these factors control depend on the surrounding a savant plumps in. As this turbulent behavior occurs at bottom(a)(a) the schoolroom, this is the time a teacher inescapably to do his/her part. These are the find outing examples of dissolute schoolroom behaviors Usage of electronic Devices Using cellular phones, text messaging iPods, MP3 players, laptops, and so forth age sieve is in sitting Un remedyd exits Leaving to rally a washing soda or other snack items Leaving to pledge in a conversation (i. e. face-to-face or by phone) Leaving before twelvemonth is elaborationed for any reason without prior licence from the teacher Non-Permitted communication During schoolroom Instruction talk of the town slice th e instructor is talk talk of the town before being accepted by the instructor (i. e. blurting out information) talking without permission during schoolroom instruction (i. . side conversations with an individual or in a base) Mimicking and/or consistently repeating an instructors speech Personal Attacks Engaging in offensive or connote grainy criticism of other school-age child or an instructor uncertaintying an instructors authority in front of the build Continuing to swan on communicate with an instructor during schoolroom instruction Telling an instructor to shut-up Threatening Behaviors Verbally ab utilise an instructor or disciple (i. e. cursing or extremely loud talking directed at a unneeded person) Threatening to physically harm an instructor or educatee through communicative or body gestures Intimidating through body gestures and/or posture or persistent staring at an instructor or pupil Overt Inattentiveness Sleeping in class Preventing others from concentrating on classroom instruction Reading a parvenuespaper, doing prep from another class, etc. Other Distracting Behaviors Arriving late to class, specially on psychometric test dates Persistent Tardiness Creating unwarranted noise from packing up before class has ended preparation in clutchly as to ca consumption other disciples or instructor to be distracted (i. . wearing pajamas, indecent exposure, or offensive words on clothing) Statement of the Problem This write up aims to find out the importance of teachers part in the disruptive behavior in the classroom. Specifically, this desire to answer the pastime questions 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher resolve to the disruptive behavior in the classroom? 3. What moment ignore be drawn from the field of topic conducted/ 4. What recommendation displace be proposed on how teachers would aim the bookmans disruptive behavior in the classro om?Significance of the Study Lots of school-age childs now are having disruptive behavior in the classroom. Most of the time they use their cellular phones, iPods or any other electronic devices during class discussions. There are times that disciples have unexc utilize exits during class discussions uniform passing to retrieve a soda or other snack items, leaving to engage in a conversation whether it is person to person or by phone, leaving before class is finished for any reason without prior permission from the instructor, etc.Other examples of disruptive behavior in the classroom are talking dapple the instructor is talking, talking before being recognized by the instructor like blurting out information, sleeping in class, reading a newspaper, doing homework from another class, arriving late on class especially on test dates, persistent tardiness, intemperate to physically harm an instructor or savant through verbal or body gestures, and a lot to a greater extent t han. Teachers receive to have problems cod to the misbehaviour of the scholarly persons and it is important for them that they should know how to handle the disruptive behavior of the schoolchild in the classroom.Teachers are now aware that this new generation of savants could be much disruptive inside(a) the classroom and even outside. And this misbehaviour could lead them to trouble or worst could bring them to prison. To prohibit this thing to happen, teachers disciplinary attain should be implemented. They should talk to their students, a heart to heart talk, for the students to release whats inside of them that may cause them to have such disruptive behavior. It is important for the teachers to know the reason why students act like that so that they could know the preferred action that they give do.This study will help not only teachers save also students to know the factors of disruptive behaviors and how to prevent it. This will give them more knowledge regarding this disruptive behavior. Students will be educated active the incorrectly things that they do inside the classroom which they think is not a wrongfulness thing and it is just a common thing. Shown also in this study how important the teachers part will be in the disruptive behavior in the classroom. They will be given tips and recommendations that they could use in disciplining a students disruptive behavior.II. Body Conceptual Literature * According to Karen Hollowell of eHow Contri hardlyor, teachers deal with classroom crystalize issues e precise twenty-four hours. schoolroom management skills are essential for all teachers. Supervising a group of children with disparate personalities and backgrounds is a challenging task. You are responsible for their academic gain while ensuring that the culture environment stays welcoming and secure. Establish a stipulate final cause the basic week of school and implement it slightly and consistently.Clearly explain your defini tion of reserve classroom behavior as well as your clay of rewards and consequences. Be sure your behavior management curriculum reinforces the schools code of conduct regarding disruptive behavior. Talk to the student publicly and privately. When students disrupt the classroom with incessant talking or getting out of their seats, tell them immediately to limp and inform them of the consequences per your class rules and expectations. Talk to them again severally subsequently class or in a conference with the dealer if disruptions continue.Determine causes of misbehaviour and address them if possible. If a student suddenly starts disrupting class aft(prenominal) being quiet and studious all year, the behavior may indicate a problem at home or at school with peers. Talk to your schools counselor slightly concussion with the student to find out additional information. If you have a rapport with the student, talk to him yourself and offer assistance if appropriate. Meet wit h the students parents if disruptions continue. This allows you to collaborate with caregivers and discuss ways to help the child adjust to classroom expectations.Ask parents for their input and advice. Do not use a parent conference as a forum for your opinions about how bad their child is or to criticize their parenting dash. Establish a behavioral figure and adjure for repeat offenders. A counselor or behavioral interventionist at your school can help you with this. A behavior contract outlines specific ways the student will act in class. It also lists possible rewards for assembleing behavioral goals. Get the students, parents and your sig nature on this document as a way to demonstrate that this plan is a team effort.Enforce school and classroom rules as stated. If a student continues to display disruptive behavior after(prenominal) enacting a behavioral plan, follow your discipline plan in the order you presented it at the first of the year. Do not allow impatience and frustration cause you to exact a more repellant penalty than the offence warrants. When students see that you treat everyone fairly and respectfully, it can have a supreme impact on future behavior. Karen Hollowell gave tips to teachers on how they would handle a students disruptive behavior.She gave five stairs and instructions on how a teacher should handle a students disruptive behavior inside the classroom. Her first step was teacher should talk to his/her students. Second was teachers should tick the causes of misbehaviour done by a student. Third was teachers should get with the students parents if his/her disruptive behaviors continue. Fourth was teachers should establish a behavioral plan and contract for repeat offenders. And the last one was teacher should enforce school and classroom rules as stated.According to Rosalind Reed Ph. D. Department of Health and Community work College of Behavioral and Social Sciences California State University, Chico, at that place are different strategies for dealing with troublesome behaviors in the classroom. For talking and inattention, teachers should sack direct substance contact, stop talking or stop whoever has the flood and hold, dont start talking until have full attention, physically move to that part of the classroom, vary the methods of presenting the content, and speak to the student or students privately.For unpreparedness, missed deadlines and tests, and fraudulent excuse making, design class so in that location are logical consequences to this behavior. embrace through, be consistent. Dont rescue and dont enable. Teachers should require evidence of preparation for class like notecards, 2 minute pen/on-spot reflective feedback (quiz) on assign and call on students for input. Teachers should also be a good role model. They should consistently meet your agenda deadlines with class.When there are excuses making, clearly state policy at beginning of semester about excuses with regard to absenc es, missed exams, etc. For example validate certain excuses, no make-up exams, all make up exams vary, one day in semester only to make up. For lateness and inattendance, teachers should establish a policy and expectations from the beginning. You expect them to be on time and leave on time. As what you expect on them, teachers should start the class on time and finish it on time also, be a good role model to them.If a student is tone ending to absent tell them that they should call and inform ahead of time. Teachers could also have rituals at starting at time especially in large classes. They should also speak to chronically late students. A student could have logical consequences for being late in class. Instructor does not own the problem. And teachers should not reteach the topic due to that late comer student. Students are the one responsible for getting missed assignments and material. Teachers should not rescue the student and permit him/her be responsible enough for his/he r mis follows.Overt hostility from a student or verbally aggressive students, students usually become verbally abusive in frustrating situations which they see being beyond their hold back anger and frustrations becomes displaced onto others fear of rejection and feeling of righteous indignation are frequently with patterns like talking to student privately. Teachers should talk to student in neutral consideration and try to find a common ground. Write letter to student describing his/her behavior, how behavior disrupts you and others, restate expectations and request behavior variegate.Setting classroom norms at the very beginning of a class is one of the best methods of classroom management. precipitate a flip chart or poster, or dedicate a section of white placard if the room has the space, and list expected classroom behaviors. Refer to this list when disruptions occur. Using a flip chart or white board can be especially useful because it can involve students in the constru ction of the list on the first day and in that way get buy-in. Start with a hardly a(prenominal) of a teachers ownexpectationsand ask the group for additional suggestions.When they all agree on how a teacher wants the classroom to be managed, disruptions are minimal. Its forever and a day a good idea to address questions of any kind when disruptive behavior occurs because curiosity fork outs fabulous direction moments, but sometimes it just isnt appropriate to get off track. legion(predicate) teachers use a flip chart or white board as a holding place for such questions to ensure theyre not forgotten. Call your holding place something appropriate to the topic. Be creative. When a question being held is eventually answered, severalize it off the list.Unless the teacher got a completely obnoxious student in his/her classroom, chances are good that disruptions, when they do occur, will be fairly mild, calling for mild management. Disruptive behaviors like chatting in the back of the room, texting, or someone who is argumentative or disrespectful. Its generally unprofessional to share frustrations about individual students with other teachers who may be captivated toward that person in the future. This doesnt mean(a) that teachers cant consult with others. A teacher could choose confidants carefully.The different strategies and method utilize by teachers in disciplining a students disruptive behavior could be a great help to lessen the disruptive classroom behaviors. As the teachers explain to their students the importance of having good moral values inside the classroom, students may lessen or the best part was they could have no disruptive behaviors done inside the classroom. Teachers are very important in disciplining a student disruptive classroom behavior for they could do a lot of things to make their students a good and effective one.Students would be able to remember the lessons their teachers told them and through it they could make themselves a responsible one as they grow. Research Literature It is important to differentiate between disruptive classroom behavior (that which directly interferes with the mogul of the instructor to teach or the ability of other students to benefit from the classroom experience) from behavior that is merely rude or uncivil. While the latter may become disruptive when it is repetitive or persistent, it usually is best addressed by example and influence.Disruptive student behavior is detrimental to the academic community because it interferes with the learning butt for other students, inhibits the ability of instructors to teach well-nigh effectively, diverts university energy and options away from the educational mission, and may indicate a significant level of personal problems or distress on the part of the disrupter. Common Types of Disruptive classroom Behavior Grandstanding Use the classroom for them by monopolizing class discussion, speaking protractedly and bombastically on favorit e(a) subjects with no regard to relevancy to the discussion.Sleeping in Class While passively disruptive, it heads a message to the other students about the quality of the class or educational activity. It is disrespectful to the instructor and the other students. Prolonged Chattering Small cliques of 2-3 students who engage in private conversations or pass notes to each other. Excessive Lateness Students who not only come in late, but make an entrance speaking to friends, walking in front of the professor, arranging their belongings. Noisy Electric Devices Beepers and pagers going off in class or students talking on the earpiece uring the class. Disputing the Instructors Authority or Expertise Students may be disappointed or frustrated over a grade and may debunk or devalue the instructors judgment, authority, and expertise. This may ware the form of comments in the class or memos to department chair or dean. Verbal or Physical Threats to Students or Faculty Some verbal threats are veiled while others are more explicit. A threatening student may approach the instructor or fellow students menacingly, or actually shove the individual, or worse, physically assault them. Levels of Response legal community setting standards for behavior in class, ontogenesis a process for notifying students of the standards, developing a process to respond to violations of class standards as well as university standards, and responding to violations in a consistent and fair manner. Intervention by the Instructor. describe behavior to Department Chair for consultation/intervention. Reporting behavior to juridic Affairs for disciplinary action. Reporting behavior to University Police for immediate action. Reasons why Instructors Dont Respond to Disruptive Acts by Students Benign inactionSome instructors believe if they take no action, that somehow the disruption will stop on its own. They believe that at some point the student will see the error of his/her way and stop the behavior. The instructor may think that the student will see such action as being a good guy, generous and kind and will therefore be grateful to the instructor. However, many students interpret this as fear, naivete, or indifference to their conduct. If this is a highly disruptive student, they often take supercharge advantage of their power and the behavior may escalate. Fear of Receiving Inadequate administrative SupportSome instructors are afraid of receiving adverse reactions from administrators in their department. They may be afraid that the administrator may believe that there had been malignity or ineptitude on the part of the instructor. It can happen that the administrator may devalue the instructors assessment of the soberness of the disruption. This is most difficult for instructors who are part-time or untenured. Fear of Harming the Psychologically flimsy Student Often enshrouds by instructors include reference to the students state of opinion or psychologic al status.However, once they impel themselves of the students psychological frailty, they think it would be inappropriate to use the discipline process with them. However, many of these students need the didactics and limit-setting from others that the discipline process can provide. Fear of Physical Reprisals Instructors are often afraid to respond or account statement disruptive behavior because of current or perceived threats from students. If a real threat has occurred, the instructor may not only be afraid of the student, but may convince themselves that reportage would incite the student to physical action.It is always best for the instructor to take threats or threatening behavior seriously and consult with the appropriate administrator about the appropriate course of action. However, as an agent of the university, all faculties have a duty to report threats of violence. Fear of Legal Reprisals Instructors sometimes fail to act because they are afraid of being sued. While we live in a litigious time where anyone can sue anyone, if instructors follow the university due process subroutines, the likelihood of having to deal with a lawsuit is diminished.Misperceiving the personality of Discipline some instructors attach very negative connotations to the role and nature of discipline and choose not to place themselves the role of disciplinarian, nor want to report to an office that they perceive is punitive. Essentially, determining what constitutes disruptive activity lies at the airiness of each instructor. Behaviors such as routine tardiness, speaking without being recognized, harassing instructors through email, and overt acts of violence are all examples of the range of unacceptable behaviors.According to University policies, disruptive activity is behavior in a classroom or instructional program that interferes with the instructors ability to conduct the class or the ability of others to profit from it. Why dont faculty members report disruptiv e behavior? Research suggests that instructors do not report disruptions because they try for for a spontaneous resolution they fear they will not be supported by the administration they fear it will reflect seriously on their abilities, and/or they fear retaliation.Since there has been an increase in the reporting of problems, and in many cases, in the severity of the problems, we would like to re principal all faculty and instructors that the academic and Student Affairs staff are move to ensuring that your decision will be met with support and expeditious resolution. How do I handle disruptive activity? Include on your syllabus the guidelines and consequences regarding behaviors, attendance, and promptitude repercussions for academic dishonesty.On the first day of class, clearly state behavioral expectations and consequences discuss protocols for discussions/debates, including how to be recognized state (or negotiate) what you will allow in class (gum, hats, snacks, etc. ) rol e model expected behaviors. When it occurs, remain calm and in control, identify and acknowledge the issue offer a solution or recommend a continuation of the discussion after class or during office hours document the incident follow up with the student verbally and in writing. Copy the Dean of Students Office on any correspondence. f the situation escalates Dismiss the student from class or dismiss the class entirely Document the incident with the Dean of Students Office. Remember to never have words your voice, argue with the student, threaten the student, get too close to the student, touch the student, use abusive language toward the student, or put yourself in danger Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities.Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may o riginate in the teachers selection of the picky behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the students disability and due process rights. Here are 10 questions that may help you diagnostically dismember situations that foster disruptive behavior in students with disabilities.These discussions may provide guidance as you select behavior-reduction strategies. Question 1. Could this misdeed be a run of inappropriate curriculum or teaching strategies? Inappropriate curriculum and teaching strategies can devote to student misbehaviour but not all misbehavior is attributable to these factors. Some misbehavior may arise as a function of the teachers inability to meet the diverse needs of all students. Consider these factors * Group size. * Group composition. * modified planning time. * Cultural and linguistic barriers. Lack of ac cess to equipment, materials, and resources. If the misbehavior evolves as a result of inappropriate curriculum or teaching strategies, chastise the content and skill level components of your curriculum, its futuristic benefit for the student, and the formats you use in instructional delivery. When you identify the instructional needs of students within the context of the classroom, use a diagnostic prescriptive approach, and make curricular adaptations both in content and instructional delivery, you can greatly cut out the occurrence of student misbehavior. Question 2.Could this misbehavior be a result of the students inability to register the concepts being taught? When there is a mismatch between teaching style and the learning styles of students, misbehavior inevitably results. Incidents of misbehavior may also result when students refuse to learn concepts because they are unable to see the relationship between the skills being taught and how these skills transcend to the co ntext of the larger environment. In these situations, you should employ strategies and tactical maneuver that show students how component skills have meaning in the classroom and in the community.If you find that the cause of the inappropriate behavior is related to the students lack of requisite skills or abilities to acquire concepts, you can use a unproblematic procedure known as task analysis. By using this procedure, you can pass with flying colors specific utilitarian levels of students on bunsed skills and provide sequential instructional programs that will move the student with disabilities toward mastery of a targeted goal at a pace appropriate for the student (Moyer Dardig, 1978). Question 3. Could this misbehavior be an profound result of the students disability?Some disruptive behavior may be a result of the students disability (e. g. , emotional/behavioral disorders). Meanwhile, other behavior may result from deliberate actions taken by the student to cause clas sroom disruption. Determining the underlying cause of a students disruptive behavior involves a careful analysis of the behavior, as follows * Try to clarify what kinds of behavior are causing concern. * Specify what is wrong with that behavior. * Decide what action should be taken to address the behavior. -Specify what behavior you desire from the student. Implement a plan to correct conditions, variables, or circumstances that contribute to the problem behavior (Charles, 1996). You should analyze the disruptive behavior and render a professional judgment as to its cause. Redl and Wattenberg (cited in Charles, 1996) suggested that teachers employ a procedure of diagnostic thinking when approach with incidents of student misbehavior. These procedures include forming a first hunch, gathering facts, exploring hidden factors, taking action, and remaining flexible. While such a task is not easy, having a knowledge base of the general characteristics (e. . , academic, behavioral, socia l/emotional, learning, physical) of students with disabilities and the associated etiologies (causes) can be subservient. Question 4. Could this misbehavior be a result of other factors? Many aspects of classroom life may contribute to students misbehavior the physical arrangement of the classroom, tediousness or frustration, transitional periods, lack of awareness of what is going on in every area of the classroom. Remember, however, that classroom climate and physical arrangements can also encourage desirable behavior.You should regularly assess your teaching and learning environment for conditions or procedures that perpetuate or encourage misbehavior. Because inappropriate behavioral manifestations of students can also stem from certain types of teaching behavior, teachers need to become more cognizant of the kinds of behavior they emit and the relationship between their teaching behavior and the resultant behavior of students. Examine your instruction and interactions with st udents in ongoing classroom life, as follows * The development of relevant, interesting, and appropriate curriculums. The manner in which you give recognition and understanding of each student as an individual with his or her queer set of characteristics and needs. * Your own behavior as a teacher, and characteristics such as those identified by Kounin (1970 withitness, overlapping that reduce misbehavior, increase instructional time, and maintain group focus and movement management of students. Question 5. Are there causes of misbehavior that I can control? As a teacher, you can control many variables to thwart undesirable behavior.You may modify or change your curriculum make adaptations in instruction to address threefold intelligences and make changes in your communication style, attitude toward students with disabilities, and expectations of these students. Analyze how much despotic feedback you give students. If you find that you use limited feedback (encouragement or pr aise), which accentuates affirmative behavior of students (and also communicates respect and promotes self-esteem and self-confidence), you may be contributing to behavior problems.Feedback (both verbal and nonverbal) is an important factor in the learning paradigm that is too often neglected, overlooked, or haphazardly orated. Question 6. How do I determine if the misbehavior is classroom based? This is a difficult question. Conducting a self-evaluation of teaching style and instructional practices as in the previous questions may provide some insight into whether the behavior is related to the disability or is classroom based.You may find a classroom ecological inventory (Fuchs, Fernstrom, Scott, Fuchs, Vandermeer, 1994) helpful in determining cause-effect relationships of student misbehavior. The classroom ecological inventory could help you assess salient features of the learning environment of your school or classroom. In such analysis, you can gather specific information a bout the student, the behavior, and the environmental conditions and settings associated with the behavior (Evans, Evans, Gable, 1989).By taking into account the learning ecology, you can be more decisive and selective in your use of resources for managing student behavior and, at the same time, obtain a more accurate and complete read of a particular student for developing a more appropriate and comprehensive behavior-change program. Classroom ecological inventories can be useful for stash away information about a wide range of events, variables, and conditions that can influence and affect a students behavior.Conducting a functional analysis or functional assessment can also be useful in examining cause-effect relationships of students behavior. utilitarian assessments can also help you address serious problem behavior displayed by target students. These analyses examine the circumstances or functional relationships between, or surrounding, the occurrence or nonoccurence of th e challenging behavior. The assessments can help you identify variables and events that are consistently present in those situations (Dunlap et al. , 1993 Foster-Johnson Dunlap, 1993).You may identify events, variables, and circumstances that contribute to the problem. In addition, you may devise a comprehensive, individualized approach to calculative interventions logically related to the target behavior and, in the process, better meet the students specific needs. Question 7. How do I teach students to self-regulate or self-manage behavior? You can teach students to self-regulate or self-manage their behavior by teaching them to use the skills of self-management * Self-instruction, self-recording, or self-monitoring. * Self- reenforcement, self-evaluation, and self- penalty. Multiple-component treatment packages (Carter, 1993 Hughes, Ruhl, & Peterson, 1988 Rosenbaum & Drabman, 1979). Many studies (e. g. , McCarl, Svobodny, & Beare, 1991 Nelson, Smith, Young, & Dodd, 1991 Prater, Joy, Chilman, Temple, & Miller, 1991) focusing on self-management techniques have shown the effectiveness of self-management procedures in behavior change and academic productivity. These studies included students from many different populations, ranging from average achievers to students with mild, moderate, and severe disabilities.Teachers have found many advantages in using self-monitoring procedures These procedures improve target behavior, stress the students role in behavior change, allow generalization to non-school environments, apologise teachers for other tasks, and teach students responsibility and self- ending (Frith Armstrong, 1986). Furthermore, these procedures are relatively simple to implement they quickly reach a point in which shortsighted supervision is required and, they help students become more successful and separatist in their classroom and in everyday life (Dunlap, Dunlap, Koegel, Koegel, 1991).Of course, teaching students self-managem ent skills should not be regarded as a substitute for a high-quality curriculum of instruction (Dunlap et al. , 1991) that emphasizes academic and social learning skills. Here are some steps for teaching self-management skills * Defining the target behavior. * Defining the desired behavior. * Developing the data-collection system. * educational activity the students how to use the self-management system. * Implementing the system. * Evaluating the effectiveness of the system (Carter, 1993). * Additional steps may include identifying functional reinforcers and fading use of the self-Question 8. How do I determine what methods of control are appropriate without violating the rights of students with disabilities mandated under P. L. 105-17? Determining which behavior-reduction methods to use with students with disabilities is not as difficult as you may think. As mentioned previously, the behavioral interventions typically use with students without disabilities can also be employ wit h students with disabilities with a few exceptions. bellow and Shriner (1997) provided a comprehensive account of major issues effecting the discipline of students with disabilities addressed in Section 615 K of P.L. 105-17 (the conceit Amendments of 1997) * Disciplinary procedures. * Behavior-intervention plans. * Manifestation determination. Manifestation determination refers to a review process (conducted by the students IEP team and other adequate personnel) to determine the relationship between a students disability and misconduct. This review process is conducted when school officials seek a change of placement, suspension, or expulsion for more than 10 school days. * Interim, secondary educational settings. * The stay put provision. * IDEA protection for students not yet eligible for special education. Referral to law enforcement and legal authorities. When applying behavior-reduction techniques, use a common sense approach and be middling in your application. * Regard less of the behavioral infraction, before you discipline any student with disabilities, you should talk to administrative officials (e. g. , principal, special education supervisors, school attorney) about the rules, policies, regulations, and adjectival safeguards outlined in the IDEA Amendments of 1997 that govern the discipline of students with disabilities. Question 9.How do I use reinforcement strategies to reduce disruptive behavior? Teachers can use many types of reinforcers to teach desirable behavior. Madsen and Madsen (1983) identified five categories of receptions on hand(predicate) for teaching desired behavior the use of words, physical expressions, physical closeness, activities, and things utilize as rewards or positive feedback (see box, Positive Feedback). Remember that the effectiveness of such reinforcers is contingent on continuous, systematic use crosswise time. Also, consider the correctness of each response for your individual students.Other reinforcement- based intervention strategies may also be effective derived function reinforcement of low rates of responding (DRL) differential reinforcement of other behavior(s) (DRO), also referred to as differential reinforcement of zero responding differential reinforcement of incompatible behavior (DRI) and differential reinforcement of alternative behavior(s) (DRA). Many teachers have found such strategies effective in developing alternative response behavior to inappropriate, disruptive, or undesirable behavior.Even though these procedural alternatives use a positive (reinforcement) approach to behavior reduction, teachers have found both advantages and disadvantages in the use of such procedures. In deciding whether to use differential reinforcement procedures, you should review the works of Alberto and Troutman (1995) and Schloss and Smith (1994). Question 10. Is it appropriate for me to use punishment? Punishment, the most controversial aversive behavior management procedure, has been apply and ab employ with students with disabilities (Braaten, Simpson, Rosell, Reilly, 1988).Because of its abuse, the use of punishment as a behavioral change procedure continues to raise a enactment of concerns regarding legal and ethical ramifications. Although punishment is effective in suppressing unacceptable behavior, it does have some limitations * The reduction in disruptive behavior may not be pervasive across all settings. * The effect may not be persistent over an extended period of time. * The learner may not acquire skills that alternate the disruptive behavior (Schloss, 1987). A decision regarding the use of punishment as a behavior reduction technique is an individual one.Some professionals suggest that punishment-based interventions should be eliminated, whereas others favor a variety of behavior-control procedures, including punishers (Braaten et al. , 1988 Cuenin Harris, 1986). Inasmuch as the use of punishers inhibit, reduce, or control the future occurrence of an unacceptable behavior, the effects of punishers are limited. By itself, punishment will not teach desirable behavior or reduce the desire of misbehavior (Larrivee, 1992). Whereas the use of punishment remains a matter of individual choice, currently employ punishers by classroom teachers include the by-line * Response cost. Time out. * Overcorrection. * Contingent exercise. * Aversive conditioning (Braaten et al. , 1988 Cuenin Harris, 1986). Questions such as whether, when, or if you might use punishment will always be tainted with controversy. Whatever decision you make, keep the spare-time activity cautions in mind * Punishment should be used discriminately, rather than routinely. * It should be combined with positive procedures. * Punishment should be used only in response to iterate misbehavior for students who persist in the same kinds of misbehavior. It should be employed consciously and deliberately as a part of a planned response to repeated misbehavior. * Punish ment should be used only when students are not responsive to reward-based interventions or praise/ignore strategies (Larrivee, 1992). * Punishment should be used only as a treatment of last resort (Larrivee), and only after you have taken appropriate steps to ensure that the due process rights of students will not be violated and that the procedures will not cause psychological or emotional harm to the student.Final Thoughts There is no one plan fits all for determining how teachers should respond to the disruptive behavior of students with disabilities in inclusion body settings. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a purposeful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated.Many publications describe effective classroom-based disciplinary strategies (Carter, 1993 Schloss, 1987), but few (Ayres M kernelr, 1992 Carpenter McKee-Higgins, 1996 Meyer Henry, 1993 Murdick Petch-Hogan, 1996) address effective classroom-based disciplinary strategies for students with disabilities in inclusion settings. Classroom teachers can use a variety of strategies to discipline students with disabilities in inclusion settings.The approaches most likely to be successful combine humanistic and cognitive behavioral attributes and take into consideration the teachers diagnostic-reflective thinking and choice-making skills regarding the hobby * Students behavior. * Students disability. * Curriculum. * Instructional program. * Classroom environment. * Due process rights. In formulating a discipline plan, teachers must first clarify personal values in terms of acceptable and unacceptable classroom behavior.By setting classroom rules, defining limits, clarifying responsibilities, and developing a meaningful and functional curriculum, teachers can begin to build a sy stem of discipline that will accentuate the positive behavior of all students. Finally, classroom teachers should contact appropriate administrators and seek information on administrative policies, rules, and regulations governance disciplinary practices for students with disabilities. Data Analysis Used The burthen mean (WM) was used to obtain how the respondents agree about the different disruptive behavior in the classroom.It is also used to determine how effective are the recommendations on how teachers would discipline the students disruptive behavior in the classroom, while the involved mean (CM) was applied to determine how the respondents perceive all the disruptive behaviors and recommendations on how teachers would discipline the students disruptive behavior in the classroom. The musical eggshell used to analyze different disruptive behaviors in the classroom is presented here. dodge I Raw ScoreWeighted Mean RangeVerbal interlingual rendition 32. 00 2. 5Always 21. 50 1. 9sometimes 11. 00 1. 49never The scale used to determine the best recommendations on how teachers would discipline the students disruptive behavior in the classroom. Table II Raw ScoreWeighted Mean RangeVerbal Interpretation 54. 50 5. 00 Very Effective (VE) 43. 50 4. 49Effective (E) 32. 50 3. 49Undecided (U) 21. 50 2. 49Ineffective (I) 11. 00 1. 49 Very Ineffective (VI) Interpretation of Data 1. Different disruptive behaviors inside the classroom The following are the different disruptive behaviors in the classroom.Table I utilizes the plodding mean (WM) and composite mean (CM) to find out the most used/ baseless disruptive behavior inside the classroom. Table I Different Disruptive Behaviors inside the Classroom Different Disruptive Behaviors inside the Classroom WM VI R 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session 1. 94 Sometimes 1 2. Leaving to retrieve a soda or other snack items 1. 66 Sometimes 7 3. Leaving to engage in con versation (i. e. person-to-person or by phone) 1. 68 Sometimes 6 4.Talking while the instructor is talking 1. 92 Sometimes 2 5. Talking before being recognized by the instructor (i. e. blurting out information) 1. 86 Sometimes 3 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group) 1. 76 Sometimes 4 7. Sleeping in class 1. 26 Never 10 8. Reading a newspaper, doing homework from another class, etc. 1. 72 Sometimes 5 9. Arriving late on class, especially test dates 1. 34 Never 9 10. Persistent tardiness 1. 46 Never 8 abstruse Mean (CM) 1. 66 As shown in the table the most used disruptive behavior in the classroom is using cellular phones, iPods, MP3 players, laptops, etc, while class is in session with a highest weighted mean of 1. 94, followed respectively by talking while the instructor is talking with a weighted mean of 1. 92, talking before being recognized by the instructor (i. e. blurting out information) with a wei ghted mean of 1. 86. While the most unused disruptive behavior in the classroom is sleeping in class with a weighted mean of 1. 26, followed respectively arriving late on class, especially test dates with a weighted mean of 1. 4, persistent tardiness with a weighted mean of 1. 46. Also the table shows that the respondents also agree to the all preceding(prenominal) mentioned disruptive behavior inside the classroom with a composite mean of 1. 66. 2. Teachers right smart in Disciplining the Disruptive Behavior inside the Classroom The following are perceived best recommendations on how teachers would discipline the students disruptive behavior in the classroom. Table II utilizes the weighted mean and composite mean to determine the most effective recommendations on how teachers would discipline the students disruptive behavior in the classroom.Table II Teachers Way in Disciplining the Disruptive Behavior inside the Classroom Teachers Way in Disciplining the Disruptive Behavior insi de the Classroom WM RI R 1. When caught using cell or other gadgets, confiscate it and after a week go it back to their parents 3. 74 E 8 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class 3. 44 U 10 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 3. 86 E 5 4. When a student is always late, give him/her extra tasks 3. 6 E 9 5. Teacher should talk to his/her students about their disruptive behavior 3. 94 E 4 6. Make direct eye contact to your rip-roaring student 4. 08 E 2 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors 3. 78 E 7 8. Teachers should make agreements with his/her students regarding their disruptive behaviors 4. 1 E 3 9. Teachers should give their expectations at the beginning of the school year 3. 4 E 6 10. Teachers should give punishments appropriate to the disruptive b ehavior done by the student 4. 22 E 1 Composite Mean (CM) 3. 86 As shown in the table the most effective recommendation on how teachers would discipline the students disruptive behavior in the classroom is teachers should give punishments appropriate to the disruptive behavior done by the student with the highest weighted mean of 4. 22, followed respectively by make direct eye contact to your rackety student with a weighted mean of 4. 08.While the very ineffective recommendations on how teachers would discipline the students disruptive behavior in the classroom is when eating, teacher should send the student outside and let him/her stay outside for the whole class with a weighted mean of 3. 44, followed respectively by when a student is always late, give him/her extra tasks with a weighted mean of 3. 6. Also the table shows that the respondents considered the all above mentioned recommendations as effective as how teachers should discipline the students disruptive behavior in th e classroom with a composite mean of 3. 86. III.Summary and Recommendation This chapter presents the summary and recommendations profounded by the researcher in the light of the findings of this sudy. Summary This study dealt with the different disruptive behaviors in the classroom and recommendations on how teachers would discipline the students disruptive behavior in the classroom. Specifically, this sought to answer the following questions 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be drawn from the study conducted/ 4.What recommendation can be proposed on how teachers would discipline the students disruptive behavior in the classroom? Findings The following are the different disruptive behaviors inside the classroom that a student usually does. Items WM 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session 1. 94 2. Leaving to retrieve a soda or other snack items 1. 66 3. Leaving to engage in conversation (i. e. person-to-person or by phone) 1. 68 4. Talking while the instructor is talking 1. 92 5. Talking before being recognized by the instructor (i. e. lurting out information) 1. 86 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group) 1. 76 7. Sleeping in class 1. 26 8. Reading a newspaper, doing homework from another class, etc. 1. 72 9. Arriving late on class, especially test dates 1. 34 10. Persistent tardiness 1. 46 The following are the recommendations on how teachers would discipline the students disruptive behavior in the classroom. Items WM 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents 3. 4 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class 3. 44 3. While the teacher is discussing his/her topic and he caught his/ her students talking, teacher should stop talking and let that student talk. 3. 86 4. When a student is always late, give him/her extra tasks 3. 6 5. Teacher should talk to his/her students about their disruptive behavior 3. 94 6. Make direct eye contact to your strident student 4. 08 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors 3. 78 8.Teachers should make agreements with his/her students regarding their disruptive behaviors 4. 1 9. Teachers should give their expectations at the beginning of the school year 3. 84 10. Teachers should give punishments appropriate to the disruptive behavior done by the student 4. 22 Recommendations The following are the recommendations make in the light of the findings of this study 1. Teachers should send the student to the guidance councilor due to the mistakes they commit. 2. Teachers should be strict and serious on the disruptive behavior that a student causes inside the classroom. . Teachers should make an effective motivation for his/her student in able for them to lessen the disruptive behavior in the classroom. 4. Teachers should mark the student absent when the student is caught texting while the discussion is going on. 5. Teachers should give time to his/her students and talk about the disruptive behaviors they commit. He/she should explain to them the effects of the disruptive behavior that the students did inside the classroom. IV. Bibliography a. Books * Disruptive behavior Disorders in Children Treatment Focused Assessment By Michael J.Breen and doubting Thomas S. Altepeter * Behavioral Approach to Assessment of Youth with Emotional/Behavioral Disorders A Handbook for School-based Practitioners Michael J. Breen,Craig R. Fiedler * Treatment of Childhood Disorders Eric J. Mash,Russell A. Barkley * Disruptive Behavior Disorders in Children and Adolescents, tidy sum 18,Issue 2 Robert L. Hendren * Defiant Children A Clinicians Manual for Assessment and Parent pr ocreation Russell A. Barkley b. Journals * The Modern Teacher. Manila Association Of the Philippines, Inc. , 1986 * Journal for Research in Disruptive Behaviors.April 1986 c. Unpublished Materials Ocampo and Perez. Different Disruptive Behaviors Done by the Student inside a Classroom During the School Year 1991 -1992. Unpublished Thesis. University of Santo Tomas 1992 d. Web Resources * http//www. teachervision. fen. com/classroom-discipline/resource/2943. html? * http//childparenting. about. com/od/disruptivebehaviorproblem/a/disruptivebehav. htm * http//www. livestrong. com/article/147291-what-is-disruptive-behavior-in-the-classroom/ * http//www. udc. edu/ccdc/disruptive. htm * http//oregonstate. du/studentconduct/faculty/disruptivebehavior. php * http//www. ehow. com/how_2181266_handle-disruptive-students-classroom. html * http//www. fullerton. edu/deanofstudents/judicial/New%20Content/Faculty%20Resources/Disruptive%20Classroom%20Behavior. pdf * http//saweb. memphis. edu/judicial affairs/pdf/DisruptiveClassroomBehaviors. pdf * http//www. uky. edu/StudentAffairs/NewStudentPrograms/UK101/pdf/Disruptive. pdf V. Appendix Colegio ng Lungsod ng Batangas An execution Research on the Importance of Teachers while in the Disruptive Behavior in the ClassroomDear Fourth Year Students This is being conducted in order to determine the importance of teachers part in the disruptive behavior in the classroom. The researchers are appealing for your consideration to finish this study. Answer the following honestly and truthfully, then return to us this questionnaire after answering. Rest assured that your information given here will be kept confidentially. Part I Directions Fill up the following personal information Name Section Gender Age Address Part II Directions Tell how you frequently do the following disruptive behavior in he classroom. Answer this truthfully, put a check mark ( ) on the column that corresponds your answer. Questions Always Sometimes Never 1. Using cel lular phones, iPods, MP3 players, laptops, etc, while class is in session 2. Leaving to retrieve a soda or other snack items 3. Leaving to engage in conversation (i. e. person-to-person or by phone) 4. Talking while the instructor is talking 5. Talking before being recognized by the instructor (i. e. blurting out information) 6. Talking without permission during classroom instruction (i. e. ide conversations with an individual or group) 7. Sleeping in class 8. Reading a newspaper, doing homework from another class, etc. 9. Arriving late on class, especially test dates 10. Persistent tardiness Part III. Directions Tell how effective the teachers way in disciplining a students disruptive behavior. Answer this truthfully using the scale below. Put a check mark ( ) on the column that corresponds the number of scale. 5 very effective2 uneffective 4 effective1 very uneffective 3 undecided Questions 5 4 3 2 1 1.When caught using cellphone or other gadget s, confiscate it and after a week return it back to their parents 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 4. When a student is always late, give him/her extra tasks 5. Teacher should talk to his/her students about their disruptive behavior 6. Make direct eye contact to your noisy student 7.Teachers should talk to the parents of their students who did consistently disruptive behaviors 8. Teachers should make agreements with his/her students regarding their disruptive behaviors 9. Teachers should give their expectations at the beginning of the school year 10. Teachers should give punishments appropriate to the disruptive behavior done by the student. Part IV Directions Write at least three recommendations that a teacher could us e to discipline the disruptive behaviors inside the classroom that was not stated above. 1. 2. 3