...A case studies a student's disruptive behavior. I’d like to take make a case study of a person I shall call Max. Now Max is a student who is normally a good student but has a I think I know everything type attitude so sometimes he becomes a disruption for he likes to show off to the class with his storehouse of knowledge and can sometimes test the teacher’s patience. In this case study I shall go through the behavior cycle as listed in our textbook, “Lee Canter’s Classroom Management for Academic Success.” For instance the first part of the cycle mentions using explicit directions or to communicate your instructions clearly and that a teacher cannot afford be vague when issuing directions in what he/she would like to have the class do. In this case, the teacher tells the class to go to their seats and begins to work on their worksheet on the planet Saturn. Max starts out going to his seat but stops to make a commentary on Debbie’s attire and then gets to his seat and then starts his assignment but then stops his work and starts to tell the class all he knows about Saturn. Now according to the text he did do what he was told but he did it his way and on his time frame. This is because the teacher did not give explicit enough instructions. A sample of this would be, class, go directly to your seats to not talk and get to work on your worksheet on the planet Saturn until you have finished the assignment. Using explicit directions...
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...visible in the room. By decorating the classroom with students’ work, the room will be welcoming to the students of all abilities and will make them feel more at home. I believe this is important, because it is easier to learn in an environment where you feel safe and comfortable. Below I discuss the different components of my future classroom in more detail: General classroom arrangement: * My desk will be in the back of the classroom. I will only use the desk for administrative duties, but never during teaching. During teaching, I will either be standing at the black board or circulating about the classroom. I believe it is important to be close to the students and to be up and about at all times, not only to discourage unwanted behavior, but also to show the students that class time is for class business. * The students are arranged in groups of three. This stimulates students to cooperate, but keeps it possible for all tables to face the board in the front of the classroom. It also creates wide aisles between the tables, which makes it easier to circulate about the room. * In the back of the classroom are five trays, one for each day of the week. In these trays, I will put extra copies of all handed out materials. This puts the responsibility for getting missed materials with the students. For the walls: * Clearly posted classroom rules & consequences. Having the rules in clear view should make the students feel more secure, since they can always...
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...A Case Study of Disruptive Behavior in The Classroom 1 A Case Study of Disruptive Behavior in The Classroom Grand Canyon University-EDU536 Peggy Mosley 05/01/13 A Case Study of Disruptive Behavior in The Classroom 2 Both parents worked long hours, Tammy's father is a pie and cookie chef at the locate bread factory, he leaves for work at 5:00 a.m. and gets home by 3:00 in the evening. Her mother works at the mall as a sales manager at one of the clothing stores. Tammy's mom sees all the children off to school before she has to be at work, she works 10:00 a.m. until 9:00 p.m. at night. She is usually home to say good-night to the children. There are five children in the family: Richard is 6 years old and in the first grade, Barbara is 9 years old and in the fourth grade, Allen is16 years old and a 10th grader, Diana is a 14 year old 8th grader who has a learning-disability. A disorder in the basic psychological processes involving understanding or the use of language, which the disorder may reveal itself in an imperfect ability to listen, think, speak, read, write, spell,...
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...Halo effect on any research project can skew the results of the best designed research project. Failure to account for or anticipate some level of halo effect and to place corrective measures in place may lead to a false conclusion on the research being studied. This literary review discusses the halo effect on instructors grading students, students evaluating their professors’ instruction along with their nonverbal movements. Also discussed are the effects ADHD and ODD can have on teachers who are observing children involved in a scripted act, unknown to the teachers, and how the halo effect might cloud their review of the child being observed and graded on their behavior. Introduction The effects of what is called the “halo effect” and how it relates to grading of student projects and ratings of their disruptive disorders can have dramatic effects on the finding of research project and diagnosis’ of patients. Halo effect is properly defined as: The halo effect is the systematic bias that the rater introduces by carrying over a generalized impression of the subject from one rating to another. An instructor expects the student who does well on the first question of an examination to do well on the second. You conclude a report is good because you like its form, or you believe someone is intelligent because you agree with him or her. Halo is especially difficult to avoid when the property being studied is not clearly defined, is not easily observed, is not frequently discussed...
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...Gateway (Second Draft) Most of all of Supreme Court case from the time of Tinker V. Des Monies case have restricted the student rights of expression, student must be free to express themselves without unfair limits and the Tinker vs. Des Moines cases affirmed the rights of students to express themselves and the 1st Amendment prohibits laws that limit free expression. The case of Tinker v. Des Monies was rather a simple one. The case of whether the first amendment applied to students or just adults. The students argued that they should be allowed to wear armbands to display their praise for the people of the dead during the war. The staff thought this shouldn’t be allowed, mostly because of their influence of their actions might disrupt the learning environment of the class and (possibly) the school. This is understandable. They only wanted was best for the students. Although they are doing this for the best for the students, isn’t this a little restricting? Yeah sure, they don’t want the students to form a riot, but not allowing them to express their feelings from the war by not letting them wear arm bands, worse case not allowing them to return until they didn’t wear it? That’s the reason why the case was started in the first place. This could be avoided if they were allowed to wear the armbands in school…to a certain extent that is. Besides, this could be the exact reason why a riot might form, the restrictions is causing a stressful strain to the students and couldn’t...
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...Canter's Behavior Management Cycle: A Case Study David is a five year old boy who from the very beginning displayed disruptive behavior inside and outside of the classroom. His teacher has logged his behavior, asked her administrators for support, and has referred the child for a behavioral evaluation. During this time the teacher spoke with the child’s parents who stated that his behavior was similar at home. They also shared that the majority of his disruptive behavior seemed to be his way of seeking attention. During this time David’s behavior was growing more and more disturbing and aggressive. Based on the teachers observation logs, David had difficulty getting along with other children and consistently did not follow directions. On any given day, David hits, yells, or knocks things out of peer’s hands to gain the teachers attention or get something he wants. During some part of the day David is physically aggressive toward one or two peers, this usually includes kicking or punching. Most of the children have learned to ignore him or stay away from him. When it comes to his academic skills he is at level. Although David has the skills to complete assignments or activities he is rarely unable to do so. Most of the issues begin when directions are given and when peers are working. The behaviors escalate when he is redirected. As the disruptive behavior continues the teacher begins to run out of patience with David and begins to call attention to every negative action...
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...Do teacher behaviors impact student learning? The Impact of Atypical Students Behavior on Teachers Teaching students that display a constant pattern of atypical behavior seems to have a significant impact on teachers (Webster-Stratton, 1982). The following is a list of emotional responses teachers often experience as a result of having atypical students in their classes. Bewilderment: Atypical students often bewilder their teachers. It can be difficult understanding what actually causes atypical student behaviors. As a result teachers often feel they have tried everything, nothing seems to work! Exhaustion: Exhaustion is another variable teachers often used to describe what it is like working with atypical students. Teachers feel exhausted at the end of the school day; in many cases they are simply trying to get by with the hope that the student matures, outgrows the behavior, or moves to another classroom. In fact, some teachers have indicated that when they finally get home they are too tired to deal with their own children. All they want to do is lie down and take a nap. Inadequacy: Many teachers blame themselves for the atypical student’s difficult behaviors. They may feel responsible because they do not understand the behavior and do not know what to do to help the student make the needed changes or improve his or her behavior. Guilt: As a direct result of feeling inadequate and responsible for the atypical student’s behavior, teachers often express a sense of...
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...that is designed for children and adolescents ages 7 through 18 years. There are 5 self-report inventories which can be used separately or in combination. The goal is to assess symptoms of depression, anxiety, anger, disruptive behavior, and self- concept. The Beck Inventories are validated tools that can be used to measure progress in both research, and clinical Having the opportunity to meet with Christine, and administer the Beck Youth Inventories Second Edition, she appeared to be a bright and intelligent young lady. She seem to be very withdrawn at times. Her counselor and mother discussed the testing process in the beginning, so she was prepared. Keeping Christine engaged at times was somewhat a challenge at times, but knowing some of her home life situations gave me a better way to know how to help her. The test time is 5-10 minutes per inventory, and 30-60 minutes for a full scale. I believe this instrument is a good for measure of self-concept and psychological well-being of children and adolescents. The Beck Inventories can also be used as a measure to identify children and adolescents that are in need of further intervention or evaluation, and as an assessment to the severity of their symptoms. Research shows that there have been many studies conducted to show the reliability of this instrument. The test is made so that the scoring and interpretation can be by a individual who has a background in psychology education or a related field with the proper training...
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...Teaching Environment There are many disruptive behaviors that can create negative classroom conditions, but it is up to the teacher to change that negative behavior to positive and keep it from reoccurring. Teachers need to have many strategies in their arsenal to be equipped and handle anything that happens throughout the day. In this paper the author will discuss 10 disruptive behaviors and different strategies that can be used to help diffuse these behaviors creating a more positive learning environment. Disruptive Behavior Disruptive behavior can be classified as anything that takes away from classroom instruction and student learning. The 10 disruptive behaviors this author has selected to discuss are sleeping in class, ignoring directions, being disrespectful to teacher or others, shouting out, destroying classroom supplies, playing with items in or on desk, moving around class without permission, coming to class late and unprepared, refusing to do work, talking during instruction time. While there are many other disruptive behaviors, these are a few that this author feels are most common. Sleeping In Class As with many negative and disruptive behaviors, sleeping in class can be a sign of something bigger. The first sign of this problem from a student warrants a discussion with the student at a time when the student will not be embarrassed in front of the class. The teacher needs to find out the reason behind this behavior and if it is a one-time occurrence...
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... Managing classroom behavior may be more challenging today than ever before. Many teachers face larger class sizes, more students who come from stressful, chaotic homes, and increased diversity in students' abilities and cultures (Grossman, 2004). Yet, many of us are determined to manage classroom behavior ourselves. After all, collaborating with others takes time and energy to build rapport and come to a consensus on behavior-change priorities and strategies. It's tempting just to forge ahead. Although, going at it alone may seem like a good idea in the short-run, in the long run, we are more likely to burn out and lose our effectiveness. Positive student behaviors are most effectively developed and supported through relationship-based whole-school and classroom practices, and clearly communicated behavioral expectations. Some students exhibit challenging behavior and require additional support and interventions to address this behavior and to develop positive behaviors.(Grossman, 2004) It is one of the trickiest issues teachers face today. Disruptive behavior results in lost curriculum time and creates a classroom environment that is not always conducive to learning. One key to nipping behavioral problems in the bud is to promote positive behavior before problems arise. This takes some planning, but the following article will provide you with practical tips to help you lay a foundation for positive classroom behavior. Understanding the various behavior, teachers may encounter...
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...Running Head: APLLYING CANTER’S BEHAVIOR MANAGEMENT CYCLE APLLYING CANTER’S BEHAVIOR MANAGEMENT CYCLE Walter R. Keeping Grand Canyon University: EDU-536 Case Study: Disruptive Behavior Objective: Change the student’s behavior by applying Lee Canter's behavior management of assertive discipline. Student Name: Carson Smith (Transferred) Disruptive behavior in question! Bulling victim Carson Smith was transferred 4 months into the school year. Like most kids in a new place, Carson is a very quiet young man who doesn’t socially interact and is making bad grades. Due to being the victim of ongoing bulling that wasn’t dealt with, Carson has entered the new school in a defensive state of being with his guard up, thinking he will be treated the same and nothing changes. Carson has come to his new school discouraged and to the point of “giving up on education”. Carson has been pushed through the system and has been labeled as trouble maker because no one took the time to respect what was taking place. By applying Lee Canter's behavior management cycle, I am going to demonstrate that after a very short period of time, Carson will begin to thrive through the guidance of his teacher and peers, while emerging as a successful young adult. I will also show the importance of the classroom environment that Carson will enter and how it relates to his future success. By implementing Carson...
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...Canter’s Behavior Management Cycle: A Case Study Michelle Chandler Grand Canyon University: EDU-536 December 15, 2012 Effective teachers know that by motivating students to grasp directions quickly they can stay focused on instruction, which is critical to the learning process, and less time will be exhausted on noncompliant student behavior (Canter, 2006). Otherwise, students may not be able to concentrate on or benefit from the lesson plan because the student or students that are misbehaving continue to disrupt the class. Speaking out of turn, chatter amongst students, getting off task, sleeping during class, using cell phones or other types of technology and yelling across the classroom are all examples of disruptive behavior. Disruptive behavior can even escalate to issues much more severe such as threatening the safety and welfare of other students or teachers in the classroom. The first step, and most important for a teacher is to identify the disruptive behavior and address the inappropriate actions of the student in a professional manner. Moreover, a teacher should take action as soon as they first notice the student misbehaving. Stopping one student’s disruptive behavior will demonstrate to the other students that misbehaving in the classroom will not be tolerated or they will face consequences. There are many ways to effectively manage disruptive behavior in a classroom. Although, one method has proven to be most successful for teachers and that is Canter’s...
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...|MDSE 4510 - ADVANCED BUYING, PLANNING, & ALLOCATION | |Spring 2014 | Lecture: Wed 6:00 – 8:50pm / Chilton Hall Rm Instructor: Mrs. Tatyana Grant Course Description: This course is an in-depth study into the areas of buying, assortment planning, and allocation. Course Objectives: 1. Become familiar with the overall planning process, i.e. pre-planning, in-season, and post-planning activities. 2. Be able to create a “Bottom-Up” assortment plan to meet the financial plans provided from a “Top-Down” approach. 3. Learn how to work through complicated buying and planning issues by completing both quantitative and qualitative case studies. 4. Understand the steps involved in planning the sales, stocks, reductions, and purchases in a merchandise plan / OTB. 5. Become familiar with various allocation strategies employed by the retail industry. PREREQUISITE: MDSE 3510 with a grade of C or better. Textbook: (required) Clodfelter, Richard. Retail Buying: From Basics to Fashion (4th edition). New York, NY: Fairchild Books, Inc. ISBN: 9781609012779 ATTENDANCE: Regular attendance is essential to developing and maintaining satisfactory academic progress in the class. Attendance will be taken every...
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... Gregory N. Western/Cengage Learning, 2009. Principles of Economics, Fifth Edition, South- Course Description: Analysis of socioeconomic goals, money and credit systems, theories of national income, employment and economic growth. Course Prerequisites: ECON2100 and six (6) credit hours of MATH numbered 1101 or higher. Course Description: This course is an introduction to the formal study of macroeconomics. Macroeconomics involves the study of the economy as a whole. Topics that will be covered include national income determination, the general price level, interest rates, unemployment, and fiscal and monetary policies. The emphasis will be on genuine understanding of the material, and not on "memorization". (See last page of Syllabus for Course Learning Objectives.) Course Withdrawal Date and Policy: Last day to withdraw without academic penalty is Monday 03/03/2014. Students who wish to withdraw with a grade "W" must do so formally through the Registrar's Office on or before Monday 03/03/2014. Make-Up Exam Policy: No make-up exams will be administered during the semester. It is the student’s responsibility to check the course calendar and announcements in D2L. Attendance Policy: Attendance in online classes is determined not by physical attendance, but by your participation. Class success and enjoyment depends on your interaction online, including reading all materials and being alert for announcements. You are expected to check the VISTA course every week. Posts made to the...
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...GAYLES 2O1O p.1 INTRODUCTION TO AFRICAN-‐AMERICAN STUDIES AAS 2010 CRN: 85710, 88310 Please note: The course syllabus provides a general plan for the course; deviations may be necessary to meet the needs of the class. Jonathan Gayles, Ph.D. Associate Professor, African-‐American Studies Telephone 404-‐413-‐5638 (E-‐mail is the most efficient way to reach me) E-‐mail All course-‐related e-‐mail should be sent through Desire to Learn (D2L) Class meets Tuesday/Thursday in Classroom South 103, 1:00-‐2:15pm Office 1 Park Place South, Suite 962 Office Hours Tuesdays 2:30-‐3:30pm and by appointment Calvin Monroe Graduate Teaching Assistant cmonroe8@student.gsu.edu POWER DOWN YOUR PHONE NOW AND FOR EACH CLASS ABOUT THE COURSE Course Description The university’s course description: “Intellectual and social origins of African-‐American Studies. Key concepts, themes, and theories of the discipline.” More specifically...
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