...Canter's Behavior Management Cycle: a Case Study In: Social Issues Canter's Behavior Management Cycle: a Case Study 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...
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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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...Changing Behavior: Insights and Applications Annette Frahm, project manager Dave Galvin Gail Gensler Gail Savina Anne Moser December 1995 Revised June 2001 Local Hazardous Waste Management Program in King County King County Water Pollution Control Division 130 Nickerson St., Suite 100 Seattle, Washington 98109 (206) 263-3050; haz.waste@metrokc.gov Prog-3(12/95)rev.6/01 Introduction Have you ever tried to get a smoker to stop? A kid to start wearing a bike helmet? An aerosol user to switch? Changing behavior is both art and science, and much can be learned from others’ attempts to change behavior that can make our work more effective. A project team at the Local Hazardous Waste Management Program in King County, Washington, spent several months in 1995 reading behavior change literature from energy conservation, recycling, health education and other fields, looking for insights. We distilled many of the principles found in the literature into workshops for staff, hoping to make their efforts to change business’ and the public’s hazardous waste behavior more effective. At the workshops, we presented some key behavior change principles, a panel shared their insights, and staff worked through an exercise to learn how to apply the principles to their work. This report summarizes our findings and includes examples from field experience. A key insight from the project is that information alone is not enough to change behavior. As government workers, we often try to...
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...Canter’s Behavior Management Cycle: Case Study Grand Canyon University- EDU 450 October 5, 2013 When a teachers have a class with one or more disruptive behaviors it can be hard on teachers and students that come to school to teach and learn. According to the reading, “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). When classes have a lot of misbehaviors it can cause the others to lose their concentration. Some behaviors that can be consider disruptive would be speaking out of turn, getting off task, chattering with other students, sleeping in class, and yelling throughout the class. Some of the disruptive behaviors can increase if students do not have consequence and behavior is not corrected. Some behaviors can be even threatening to the safety of the students and teachers. Teachers need to be able to identify all different type of behaviors and know how to address the behaviors when they occur. The teacher should always address the behaviors when they first happen so that the student will know what not to do. When the teacher stop the behavior it will show the other students in the class that behavior is not acceptable and will not be tolerated. The Canter’s Behavior Management Cycle has worked for teachers that have disruptive behaviors. In Miss. Rodgers’s third grade...
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...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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...1. List the fact. The boss, Mr. Hamid, owner of ESD, who was over 50 years old and an immigrant from Iran. He has experience on his work for so many years, and he founded the company ESD and the company became bigger after several years. ESD is a property management firm. The boss needed Shauna to transfer some accounting information into a new computer program. This job would take about two months. Shauna was a young student who got a part-tome job in ESD as a bookkeeper, and had worked several times before. The Boss often asked Shauna to work without saying thank you or please, but still sometimes praises her on her works. She thought she had present well on her job. Shauna didn’t notice Mr. Hamid that she might be absent on Monday to company with her family when her dad was sent to the hospital. Shauna just “informed” her boss what happened to her father. She didn’t ask Mr. Hamid permission or left any evidence to prove that Mr. Hamid agreed with her request. Mr. Hamid fired Shauna after the day she absent. The boss thought that Shauna didn’t ask for his permission and just left to hospital, he considered as she was irresponsible. Shauna confronted her boss when she was picking up her belonings. After some arguing the boss became angry and he yelled at Shauna to leave his office. 2. Make inferences about the facts. In this case, we think that the boss just cared about what he needs and what he wants, and didn’t understand what Shauna’s situation...
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...1. List the fact. The boss, Mr. Hamid, owner of ESD, who was over 50 years old and an immigrant from Iran. He has experience on his work for so many years, and he founded the company ESD and the company became bigger after several years. ESD is a property management firm. The boss needed Shauna to transfer some accounting information into a new computer program. This job would take about two months. Shauna was a young student who got a part-tome job in ESD as a bookkeeper, and had worked several times before. The Boss often asked Shauna to work without saying thank you or please, but still sometimes praises her on her works. She thought she had present well on her job. Shauna didn’t notice Mr. Hamid that she might be absent on Monday to company with her family when her dad was sent to the hospital. Shauna just “informed” her boss what happened to her father. She didn’t ask Mr. Hamid permission or left any evidence to prove that Mr. Hamid agreed with her request. Mr. Hamid fired Shauna after the day she absent. The boss thought that Shauna didn’t ask for his permission and just left to hospital, he considered as she was irresponsible. Shauna confronted her boss when she was picking up her belonings. After some arguing the boss became angry and he yelled at Shauna to leave his office. 2. Make inferences about the facts. In this case, we think that the boss just cared about what he needs and what he wants, and didn’t understand what Shauna’s situation....
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...(Robins & Judge, 10th, p.2), Organizational Behavior studies the influence and impact that individuals, groups, and organizational structure have on behavior within organization for the purpose of applying such knowledge toward improving an organization’s effectiveness. In the business world today, Organizational Behavior is an essential tool for managing effective teams and it helps to understand and predict human behavior in an organization. It studies on how organizations can be structures more accurately, and how several events in their outside situations effect organizations. It has become more significant today than in previous years because organizations must master to adapt to the rapidly changing business cultures that have stemmed from a competitive market. In order to know how to handle a new workforce, and cope with the challenges of the new environment, the employers need to deliver their message about behavior and attitude of groups, and individuals in corporation. According to Graham and Krueger (1996), soft skills were never a part of management training and it was precious that employers were advised for possessing those skills. If employer can understands on an employee’s adaptability, personality, and creativity, motivating that employee the way he need to be motivated is never a gray area and a guaranteed success. Question (A): Why it is important to study Organizational Behavior? The study of organizational behavior is one of the most significant elements...
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...Ken Hayes EDU-450-O101 Classroom Engagement and Management August 11th 2013 Shica Little 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...
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...Case Study week 3 GM 591 Leadership and Organizational Behavior March 18, 2012 When becoming a team there are several stages that the team must go through and must go through them in order. Forming is the first stage then storming, norming, performing, and then adojourning is the last stage. Christines group has already done the forming, storming stages. At this point I think they are in the norming and the performing stages. They are in the norming stage because this is where the members really start to come together as a unit. In this case they have never really completed this task to begin with. Mike seemed that he didn’t really take the team seriously from the beginning and was not really following what the team leader wanted for the team to make sure things were done. With that problem they really could not get past this stage. If Christine would have understood the stages more then she would have realized that she was going to have a problem when she was in the forming stage. In the forming stage the team members must ask themselves “What can this group offer me?” and “Can my needs be meet?” among other questions. They should be asking these questions when they were getting to know each other in this stage. If these needs were not going to be meet it should have been addressed here before moving forward with the stages. The primary problem that Christine has is that the project is due in a week and has not received Mike’s portion of his work. If they do not get...
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...REM sleep behavior disorder (RBD) is a parasomnia, i.e., sleep disorder occurring during REM sleep, characterized “by vivid dreams associated with dream enactment.” This enactment includes; “abnormal vocalizations, motor behavior, and dream mentation, yelling, screaming, failing limbs, punching, kicking etc.” (Boeve). Additionally, individuals who have the disorder are not aware of these abnormal behaviors during their sleep, they only come to know them from their bed partner. Now, what is crucial to note about RBD, is that in many cases, an individual is diagnosed with RBD before later being diagnosed with an a-synucleinopathy (e.g. Parkinson, dementia with Lewy bodies). In other words, after being diagnosed with RBD, an individual is at a...
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...GLOBAL JOURNAL OF BUSINESS RESEARCH ♦ VOLUME 6 ♦ NUMBER 1 ♦ 2012 INFLUENCE OF ORGANIZATIONAL CULTURE ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR: A THREE-SECTOR STUDY Jagannath Mohanty, Institute of Management Technology, Nagpur Bhabani P Rath, Berhampur University, Berhampur ABSTRACT In recent years, the employer expectations have witnessed an upward surge, in anticipation of certain discretionary behaviors out of their employees, which fall beyond the purview of workplace requirement and reward systems. All this apparently is to ensure long service periods and bring out the ‘Organizational Citizen’ within the employee in the organizational context. The present paper is an attempt to examine and investigate the extent of impact that a given Organizational Culture has on Citizenship Behaviors of the employees in an Organization. The study examines the impact of select Culture variables on Organizational Citizenship Behavior across three dominant Organizations representing three sectors of the economy namely, Manufacturing, and Information Technology & Banking. The paper specifically aims at establishing a cause effect relationship between dominant Organizational culture characteristics on Organizational Citizenship Behaviors. JEL: M10; M14 KEYWORDS: Organizational Culture, Organizational Citizenship Behavior, Correlation INTRODUCTION A substantial amount of attention has been paid to the concept of organizational culture in the past several years (Cameron...
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...ORGANIZATIONAL BEHAVIOR BUS568-01 Yuhyung Shin. CEO Ethical Leadership, Ethical Climate, Climate Strength, and Collective Organizational Citizenship Behavior. Journal of Business Ethics Jul2012, Vol. 108 Issue 3, p299-312. Major Hypotheses Although there are a large number of studies on the Ethical Climate, it is still lack of understanding of the antecedents of the Ethical Climate or the relationship between the Ethical Climate and the outcome of work. Ethical Climate (EC) is the formal or informal policies, practices, and procedures of an organization. The EC of an enterprise determines its morality, value, and behavior, and then affect the ethical behavior of its employees. Due to the behaviors of the employees of an enterprise are impacted by same policies, practices, and code of ethics, they tend to have similar views of the organizations’ EC. Many scholars believe that the leader has a significant role in shaping the EC of the enterprise, but the key is to detect that how does the moral leadership of the CEO affect his business. CEO as a role model in the work environment strongly influences the behavior of the employees. In addition, the moral leadership of the senior leaders influences employees' pro-social behavior, and thus contributes to form an EC, and affect the company's ethical conduct. Based on the above, this study proposes the Hypothesis 1: “CEO ethical leadership is positively related to ethical climate.” Organizational citizenship behavior (OCB) is divided...
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...Conference Barcelona, Spain 2011 A Study Of Consumer Behavior Of Elderly Consumers With Special Reference To Green Products S.D.Singh, Magadh University, Bodh Gaya, India ABSTRACT This paper focuses on studying the consumer behavior of elderly customers for green products, the so called ‘environmental friendly products.’ The researcher also highlights the emerging awareness of elderly consumers about the green products. This concern has started showing the trends in their purchasing patterns. This paper also identifies the factors affecting their buying behavior. Keywords: Green marketing; Green Products; Consumer behavior INTRODUCTION According to American Marketing Association (AMA), Green marketing is the marketing of products that are presumed to be environmentally safe. Thus, Green marketing incorporates a broad range of activities, including product modification, changes to the packaging as well as modifying advertizing. Hence, green marketing refers to holistic marketing concept wherein the production, marketing, consumption and disposal of products and services happen in a manner that is less detrimental to the environment. Over the years, a majority of consumers have realized that their behavior had a direct impact on environment. There is a growing amount of evidence indicating that consumers are choosing products or avoiding others based on their impact on the natural environment. Consumer behavior is the study of how people buy, what they buy, when they...
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...Name: Chantal Ghanimeh Course: Organizational Behavior Instructor name: Mr. Ali Hamdoun Project: Emotional intelligence I. What is emotional intelligence: Emotional intelligence also known as (EQ) is completely internal – it is a person’s ability to understand his own emotions and recognize the emotions of others. Therefore, EQ can be thought of as preceding Behavioral Intelligence. It might be helpful to practice EQ, but it is difficult to observe. II. Leadership Effectiveness and Emotional Intelligence: People have theorized that EI contributes to people’s capacity to work effectively in teams, manage stress, and/or lead others (Ashkanasy & Trevor-Roberts, 2000; Mayer, Salovey, & Caruso, 2004; George, 2000; Goleman, 1998; Goleman, Boyatzis, & Mckee, 2002; Prati, Douglas, Ferris, Ammeter, & Buckley, 2003). For example, leaders who are poor at perceiving their emotions may unknowingly miss important emotional signals from their co-workers. Similarly, leaders who are poor at managing emotions may allow their emotions to interfere with effective action. For instance, when they feel anxious, they may avoid giving an important speech, or when they feel angry, they may inappropriately lash out at a co-worker. The transformational/transactional leadership model of Bass and Avolio (1990) has provided the general framework for most of the research on emotional intelligence and leadership effectiveness (see for example, Barling, Slater & Kelloway...
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