Assume Student A and Student B are in your classroom. Apply what you have learned from the IRIS Center Module and our text to reflect on the following student behavior scenarios:
Student A is texting during a review for an exam.
Student B physically intimidates other students.
For each scenario, discuss the following:
Which interventions or actions could you use to influence the student to behave appropriately? Explain your choices.
Which logical consequences would be appropriate?
Which domains of Social-Emotional Learning could be utilized in your instruction to support the student’s appropriate behavior in the future? Explain how the SEL domains will help.
How would you use your relationships with the student, family members, or professional colleagues to prevent this behavior from reoccurring?
Requirements: Be sure to reference the Levin & Nolan textbook, the IRIS Center resources, and the K-12 SEL Guide Book, as appropriate, to support your choices. Include an APA-formatted cover page, citations (where appropriate), and a References page.
https://iris.peabody.vanderbilt.edu/module/beh1/
Principles of Classroom Management: A Professional Decision-Making Model (Levin & Nolan)
Influencing Student Behavior in the Classroom: A Reflective Approach
Introduction
As educators, it is essential to address challenging student behaviors effectively to create a conducive learning environment. By applying evidence-based interventions and leveraging Social-Emotional Learning (SEL) strategies, teachers can support students in exhibiting appropriate behavior and promote positive social interactions.
Scenario 1: Student A Texting During Exam Review
Interventions:
1. Verbal Reminder: Politely remind Student A of the classroom expectations regarding electronic device use during instructional time.
2. Non-Verbal Cue: Utilize non-verbal cues such as proximity or eye contact to redirect Student A's focus back to the exam review.
3. Positive Reinforcement: Praise and acknowledge students who are actively engaged in the review, reinforcing desired behavior.
Logical Consequences:
1. Loss of Privilege: Implement a temporary restriction on electronic devices for Student A during class time.
2. Make-Up Work: Require Student A to complete additional practice problems or assignments related to the exam content.
SEL Domains Utilization:
1. Self-Management: Help Student A develop self-regulation skills to resist the urge to engage in distracting behaviors during crucial learning moments.
2. Social Awareness: Encourage empathy towards classmates and how their actions can impact the learning environment for others.
Relationship Building:
Communicate with Student A's family to discuss the importance of minimizing distractions during class and seek their support in reinforcing positive behaviors at home.
Scenario 2: Student B Physically Intimidating Others
Interventions:
1. Immediate Intervention: Address the behavior promptly by separating Student B from the situation and ensuring the safety of other students.
2. Conflict Resolution: Engage in a private conversation with Student B to understand the underlying reasons for their behavior and provide guidance on appropriate conflict resolution strategies.
3. Peer Mediation: Facilitate a dialogue between Student B and the affected peers to promote understanding and reconciliation.
Logical Consequences:
1. Restitution: Assign Student B a task that benefits the classmates they intimidated, such as assisting them with an assignment or project.
2. Restorative Practice: Encourage Student B to reflect on the impact of their actions and develop a plan to repair relationships with peers.
SEL Domains Utilization:
1. Relationship Skills: Teach Student B effective communication and conflict resolution techniques to build positive relationships with peers.
2. Responsible Decision-Making: Guide Student B in making responsible choices that consider the well-being of themselves and others.
Relationship Building:
Collaborate with Student B's family and school counselors to address any underlying issues contributing to the intimidating behavior and develop a support plan to prevent future occurrences.
In conclusion, by employing a combination of proactive interventions, logical consequences, SEL strategies, and collaborative relationships with students and families, educators can effectively address student behavior challenges and foster a positive classroom environment conducive to academic success.
References:
IRIS Center Resources. (n.d.). Behavior Management. https://iris.peabody.vanderbilt.edu/module/beh1/
Levin, J., & Nolan, J.F. (2019). Principles of Classroom Management: A Professional Decision-Making Model. Pearson.
K-12 SEL Guide Book. (Year). Publisher.