¶ … Misbehavior in Students: Positive Reinforcement Strategies to Cope With Negative Student Behavior" Marsh
Submission to Behavioral Interventions
Misbehavior in Students: Positive Reinforcement Strategies to Cope with Negative Student Behavior
This paper addresses peer praise and reinforcement as a possible positive coping strategy for teachers to employ when dealing with different forms of student misbehavior.
Misbehavior in Students: Positive Reinforcement Strategies to Cope with Negative Student Behavior
There are many reasons a student may misbehave in class. These causes may range from diagnosed or undiagnosed learning disabilities, problems in the students' homes, and students' frustrations with the structured discipline of the classroom environment. One frequently overlooked cause of student misbehavior is a student's desire for attention from his or her peers as well as adults. As with the misbehaviors designed to solicit adult attention, students may attempt to intentionally provoke their classmates in an attempt to be noticed and recognized, even only as an irritation. This can result in the problem of these disruptive students becoming even more socially isolated, as well as academically behind their classmates, or receiving attention from peers only when they become discipline problems for the teachers. (Wright, 2002)
"The best strategies for establishing acceptable behaviors are those strategies that are pro-active and preventative" of such negative behaviors on the part of students. From the first day, a teacher must strive to create as fair and a tension free teacher-student dynamic in the classroom as possible. (Watson, 2005) One way to increase classroom cohesiveness and to create a more positive attitude on the part of students towards problem classmates is to introduce a new teaching technique known as "positive peer reporting." In such a format, students are encouraged to report on the positive behaviors they see...
The goal especially at this Behavior Intensity level is to provide corrective action rather than punitive. This can be initiated by the use of visual or non-verbal prompts, proximity or even a subtle verbal warning. The goal is to alert the student to the 'annoying' behavior and to demonstrate that this behavior won't be accepted without yet resorting to punishment. For the student that insists on either becoming distracted easily
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PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS "They never want to hear what I have to say…it doesn't matter who started a fight, or what a teacher said to you that made you mad. You might have something heavy going on at home but no one asks. They're not interested. They just want you out of the school." 17-year-old 11th grade African-American female student, NYC (Sullivan, 2007, p. iii). In New York City, one of
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Case Conceptualization-Student Information and Demographics: Emilio Morales, a sophomore at Sylvia Plath High School, is of Latino descent and new to the district.-Presenting Concerns: Emilio\\\'s grades have dropped, he quit writing for the school paper, is sullen and rude in class, and has been hanging out with some so-called popular kids, who may be troublemakers. His teacher and mother are concerned that he may be drinking with them.-Assessment Process: Conduct
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