Managing each student’s behavior is difficult for beginning and experienced teachers. A student-centered approach allows teachers to help all students develop skills necessary to be successful academically and behaviorally within a regular classroom (Jones & Jones, 2016). Since more diverse students are included in general educations classes, educators need to assist students in reaching goals for both learning and developing individualized behavior plans.
Drew (not his real name) would not stay in his seat, had many talk outs, and complained too much about the depth of content and how much work was expected of him. He talked back inappropriately and did not put forth much effort. Therefore his daily grades and test scores were low. He …show more content…
He did not care for preferential seating in the front of the classroom and often was out of his seat wandering the room. If I turned around, he was bothering other students. It was a continual battle to keep him engaged and on task. He wanted to be the center of attention. During group activities, he worked for a few minutes, then wanted to socialize. He irritated others and kept them from completing labs. The principal would conference with him, and he would be better for a day or two. He was assigned in school suspension for several days but did not care about going there because he could sleep. His dad would get on him and take away privileges, and he would blame the teachers. He lied to his Dad about his grades, saying he was passing everything and did not have homework, so he could play basketball or hang out with …show more content…
Involving others such as counselors, other educators and parent’s leads to a collaborative effort across disciplines. When each devotes time, data, support, training, energy, and goals to the process, then diverse learners across disciplines can achieve behavior and academic success in the classroom (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2015). References
Cressy, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2015). Handling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling, 18(1), 90–99.
Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson.
Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School & Clinic, 43(3), 140–149.
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2),
Drew (not his real name) would not stay in his seat, had many talk outs, and complained too much about the depth of content and how much work was expected of him. He talked back inappropriately and did not put forth much effort. Therefore his daily grades and test scores were low. He …show more content…
He did not care for preferential seating in the front of the classroom and often was out of his seat wandering the room. If I turned around, he was bothering other students. It was a continual battle to keep him engaged and on task. He wanted to be the center of attention. During group activities, he worked for a few minutes, then wanted to socialize. He irritated others and kept them from completing labs. The principal would conference with him, and he would be better for a day or two. He was assigned in school suspension for several days but did not care about going there because he could sleep. His dad would get on him and take away privileges, and he would blame the teachers. He lied to his Dad about his grades, saying he was passing everything and did not have homework, so he could play basketball or hang out with …show more content…
Involving others such as counselors, other educators and parent’s leads to a collaborative effort across disciplines. When each devotes time, data, support, training, energy, and goals to the process, then diverse learners across disciplines can achieve behavior and academic success in the classroom (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2015). References
Cressy, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2015). Handling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling, 18(1), 90–99.
Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson.
Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School & Clinic, 43(3), 140–149.
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2),