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Critical incident: Managing disruptive behavior

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on 23 April 2014

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Transcript of Critical incident: Managing disruptive behavior

Critical incident: Managing disruptive behavior
introduction
The critical incident which I have chosen to share involves a young boy in the foundation year level. The nature of this incident, which impacted on my own learning, was of the disruptive behaviour nature.
The disruptive behavior that the student displayed was that he had a difficult time following instruction, calling out, walking around and wasting time and constantly seeking attention both the positive and negative. This behavior was displayed nearly every day and while some of my management strategies work for this particular student there were also some that did not.
For the purpose of this reflection I will be focusing on how I went about managing this type of disruptive behavior and compare it to some research literature that I have found. I also will be mentioning other new strategies, which I was unaware off at the time of the placement and which I would have liked to had had the opportunity to use.
I choose to present this critical incident reflection via Prezi presentation as I believe it is a dynamic, interactive and it has the potential to be creative in nature. Another reason why I have chosen to present my critical incident this way is because it could possibly demonstrate to my future employee that I am able to think outside the box and use a wide range of technologies.

Working together with student’s family (related to strand 6 and 7 as well as Brookfield’s lens of reflection: students experience):
Whilst i have never meet the father i have had the opportunity to meet the mother of the student who was displaying the disruptive behaviors. The students mother was very understanding as she has stated that she herself experienced some difficulty at home and has had been working together with my mentor teacher towards more consistent disciplines. Together the mother and my mentor teacher were very supportive in regards to behavioral managements such as time outs and keeping in the student at recess and lunch to finish of his work.
Classroom rules to manage the disruptive behavior
The measures which i took to manage the students disruptive behavior were in line with the classroom rules already present. The classroom rules which where already present where as followed:
Verbal warning
name on the board as a second warning
cross next to the name as a third warning
second cross next to the name, and the student is placed in time out for five minutes
third cross next to the name , and the student is placed in time out for fifteen minutes
What I did to manage disruptive behavior (Brookfield’s lens of reflection: self-reflection and theoretical literature):
After taking the time to reflect on how I had managed the disruptive behaviour of a student what I have noticed was that putting a name on the board and time outs during class time where not really effective on this particular student. While seating the student away from others did work when he was required to complete particular set tasks it did not work when seating together on the floor or working in small groups. The student still was calling out and had difficulty following instructions. What I believe that I should have done sooner is ignore the negative behaviors such as calling out and acknowledge the positive such as putting a hand up.
What I have found with this approach was that it did work as the student only received it when he did something positive such as put up a hand before calling out or following instruction as this student wanted attention.
This approach is kind of similar to the one used in the study done by Cihak., Kirk., & Boon., (2009). Within this study instated of awarding positive behavior from a single student it used the whole classroom and used the students to report on cards positive behaviors that other student do. The key to the success of this strategy is rewarding the students. The way in which the students were rewarded was through extra recess time when they reach 100 cards, and then 150 cards and so on, each time raise the amount of cards needed by 50. The study of this strategy showed promise as it had worked on the basis that students would encourage others to behave in a positive way. (pp: 275)


Another measure that I have used was moving the student away from others, which seemed to have worked for the most part. A study done by Bicard, D., Ervin, A., Bicard, S., & Baylot-Casey., (2012) suggests that different seating arrangements can have effect on disruptive behaviors. The study discovered that disruptive behaviors tend to occur more often, about more than twice as much when students choose their own seating arrangement. It also was found that disruptive behaviors is at its lowest when the teacher arranges the seating arraignment in a row. It also stated that disruptive behaviors in a row seating arrangements are more isolated and easier to manage, while in group seating the disruptive behaviors can be more clustered and harder to manage. (pp: 410) The second step which I took when the student did not complete or if the work was not up to standard I had the student staying back in on recess or lunch time to finish of the work as it was suggested by the student’s mother.
Working together with colleagues (related to strand 4, 6, and 7 as well as Brookfield’s lens of reflection: self-reflection and colleagues experiences and theoretical literature):
While on my placement I approached my mentor teacher and asked him about this student’s behavior and asked what may be the cause behind it so that I could better understand the student and take appropriate steps to improving his behavior.
Upon questioning the mentor teacher he reviled that the students disruptive behavior and attention seeking may be predisposed by his home life. I found out that the father of the student very rarely paid him attention and favored his oldest son. By rarely paying attention to his youngest son it may have predisposed him to disruptive behavior problems.
This is why I believe that home life of a student is important and needs to be acknowledged when tiring to discover why a child is behaving a certain way.
Ryan., Boxmeyer., & Lochman., (2009) also suggests that parents behavioral characteristic have a vital role in shaping their own children's behaviors. Some of the behaviors and characteristics that where presented in the article is as followed;
• "Tendency to exhibit less warmth.
• Less involved with their children.
• Tend to be less effective in managing their children's behaviors and used more harsh and inconsistent disciplines.
• Low income families and low levels of parental education place children at risk for developing disruptive behavioral problems." (pp: 42)

picture of children misbehaving while teacher is at front of the class: http://everydaylife.globalpost.com/DM-Resize/photos.demandstudios.com/getty/article/58/46/dv1940005.jpg?w=600&h=600&keep_ratio=1&webp=1
picture of student with teacher and parent : https://www.google.com.au/search?q=disruptive+behavior&source=lnms&tbm=isch&sa=X&ei=WLMfU6HeOoSpkwWgo4HwAQ&ved=0CAcQ_AUoAQ&biw=1324&bih=637#q=teacher+talking+to+parent&tbm=isch&facrc=_&imgdii=_&imgrc=8fH83DYLO-gBzM%253A%3BgUExb52X0BD8qM%3Bhttp%253A%252F%252Ffamily.go.com%252Fimages%252Fcms%252Feducation%252Ffeatured%252Fteacher-parent-240-j-528175.jpg%3Bhttp%253A%252F%252Fwww.scottcounseling.com%252Fwordpress%252Ftalking-to-children-about-terrorism-and-war%252F2008%252F04%252F24%252F%3B240%3B240
picture of thinking chair :https://www.google.com.au/search?q=disruptive+behavior&source=lnms&tbm=isch&sa=X&ei=WLMfU6HeOoSpkwWgo4HwAQ&ved=0CAcQ_AUoAQ&biw=1324&bih=637#q=time+out+in+classroom&tbm=isch&facrc=_&imgdii=_&imgrc=A4f25VYSMSaTVM%253A%3BNeYVdc8y2wM1oM%3Bhttp%253A%252F%252F2.bp.blogspot.com%252F-hJyfsHt-XA0%252FUSatnCsS5nI%252FAAAAAAAAAFo%252FRmB_oyrREzM%252Fs1600%252FIMG_0724.JPG%3Bhttp%253A%252F%252Fbehindthedctfchalkboard.blogspot.com%252F2013%252F02%252Ftake-peek-inside-claires-classroom.html%3B1600%3B1200
desks in a row: http://2.bp.blogspot.com/-PDMxgJEaocs/UQWOn4TGV0I/AAAAAAAAEzs/IqeIOOyeUck/s1600/Classroom+View.JPG
desks in groups: http://3.bp.blogspot.com/-zELPQMARQ7Q/TjyOy1AN8VI/AAAAAAAAAOw/qbsFesq7t7k/s1600/IMG_2442.JPG
team work pictures: http://t0.gstatic.com/images?q=tbn:ANd9GcQZ4EvqzGLuQsM9s4paYjmvgytVf3fnREaOpEgETp6AIH6HBwbt
slide 10 picture: https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTFbz4ILNvmxfex2QWSHiHJWxprnHOfZBxO6PVcsW_nlfoNVZnrlg
referencing for images
What I did to manage disruptive behavior (Brookfield’s lens of reflection: self-reflection and theoretical literature):
More research to managing disruptive behaviors (Brookfield’s reflective lens: theoretical literature):
Hulac, D, M., & Benson< N., (2010) talk about another type of strategy to managing disruptive behavior. This strategy is called group-oriented contingency systems, which fall into three categories the dependent, independent and interdependent and they all work based of reinforcing positive behaviors through the use of the students peers. The dependent system rewards or punishes the whole classroom, dependent on one student’s behaviors. The independent system rewards or punishes only the students who is behaving or misbehaving. The interdependent system is when the reward is based on the performance of all students (pp:259). The article also talks about how students in the classroom need to ignore another students disruptive behaviors as the students misbehaving a lot of the time want to gain attention of their peers. When the peers of the student ignore those disruptive behaviors, those behaviors should decrease and it is also vital then to have a positive reinforcement plan inaction to reward the students who normally is disruptive does something positive.
This strategy for managing disruptive behaviors, while it can have a positive effect it needs to be used with care and the teacher really needs to know their students (strand 1 know your students and how they learn, strand 4 create and maintain supportive and safe learning environment’s).
“For example, a child with attention-deficit/hyperactivity disorder may not be able to remain in her seat for 15 minutes consecutively. Thus, if a teacher says, “If all students remain in their seats for the next 20 minutes, there will be no homework,” the child with a disability will be unable to comply and may be ostracized or assaulted by fellow class members. (pp: 260)”.


This is why knowing your students is vital because you don’t want to single out any students and predispose them to bullying by their peers. This is why this article also suggests that teachers should use all three systems depending on situation and even make the group contingencies randomized. By randomizing this strategy it works by randomly selecting students names out of a hat and keeping them secrete while practicing any of the three group-contingencies systems, this way no student is pointed out but at the same time students “learn the implications of working in a group (pp:261)”.

The strategy presented within this article is in some ways is similar to the strategy presented in the article by Cihak., Kirk., & Boon., (2009) as they both depend on using the whole classroom and peer pressure to encourage positive behaviors. The strategy described by Cihak., Kirk., & Boon., (2009) of using the whole classroom to help reward positive behaviors is really good as it is very important to reward positive behaviors. While on my placement rounds I have come to realise that it may be fairly hard to monitor each individual behaviors of each students when you have 20 – 25 students in a classroom. This way if you miss something positive another student who notices this good behavior can either write it down and hand it to a teacher or positively reward them by saying good job, well done and so on. Group-contingency strategies especially when done randomized can also work as cues and reminders for the teachers to monitoring some students.
More research to managing disruptive behaviors (Brookfield’s reflective lens: theoretical literature) continue:
referencing for research literature
Hulac, D, M., & Benson< N., (2010) The Use of Group contingencies for Preventing and Managing Disruptive Behaviors. Intervention in school and clinic. 45 (4) pp: 257-262
Cihak., Kirk., & Boon., (2009) Effects of Classwide Positive Peer ‘‘Tootling’’ to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities
Journal of Behavioral Education.18. pp: 267–278 DOI 10.1007/s10864-009-9091-8

Bicard, D., Ervin, A., Bicard, S., & Baylot-Casey., (2012) DIFFERENTIAL EFFECTS OF SEATING ARRANGEMENTS ON DISRUPTIVE BEHAVIOR OF FIFTH GRADE STUDENTS DURING
INDEPENDENT SEAT WORK. Journal of Applied Behavior Analysis. 45 (2), pp: 407–411

Ryan., Boxmeyer., & Lochman., (2009) Influence of Risk Factors for Child Disruptive Behavior on Parent Attendance at a Preventative Intervention. Behavioral Disorders. 35 (1) pp: 41-52
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