...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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...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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...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...
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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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...Arizona Statehood and Constitution "I believe in the United States of America as a Government of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign Nation of many sovereign States; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes. I therefore believe it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag; and to defend It against all enemies." Tyler, W (1918) -- The American's Creed. The Spanish Period, Arizona is the youngest of all the states, and the last of the 48 states to be admitted to the Statehood in 1912. Arizona’s history goes back hundreds of years. In 1535, the Spanish explorer Alvar Nunez Cabeza de Vaca, with three companions, found their way to Arizona; where Cabeza de Vaca was perhaps the first European explorer to enter Arizona territory. Arizona history states that, “His report led to further explorations of the region. The Spaniards heard stories about the great wealth of the Seven Cities of Cibola. They grew eager to find this treasure”. In the 1600s Antonio de Espejo and Juan de Onate found minerals that would make Arizona rich and increase Spanish interest in the territory. In 1752 the Spanish established the first white settlement. The Arizona history states that “the 18th...
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...Canter’s Behavior Management Cycle: A Case Study Canter’s Behavior Management Cycle: A Case Study Effective teachers are aware that they must motivate students to quickly follow directions and to get on and stay on task to insure and increase time for learning (Canter, 2006). Canter’s Behavior Management Cycle is based on a three step process to effectively communicate directions, reinforce those directions with behavioral narration, and taking appropriate corrective action for those who still chose to not comply with direction. Utilizing Canter’s cycle will assist teachers in handling misbehavior. A Case Study Luke is a tenth grade student in Mrs. Flanagan’s American History class. He is very popular because of his talent on the basketball court and only comes to school to play sports. He keeps his grades just high enough to remain on the team and puts forth little effort in his work but enjoys being the center of attention on and off the court. In the past, teachers have allowed him to get by with poor effort and classroom disruptions, so he continually talks and calls out during lessons. When assignments are due, Luke either “forgets” the assignment or comes up with some kind of excuse, actually utilizing the classic “my dog ate it” which gets a laugh from his classmates. Other students find Luke’s behavior entertaining and get off task to join in. Mrs. Flanagan is becoming more and more frustrated with Luke’s behavior, not only his class disruptions, but...
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...Canter’s Behavior Management Canter’s Behavior Management Cycle Thomas Morgan Grand Canyon University: EDU 536 July 2, 2012 Canter’s Behavior Management Cycle There are many examples of misbehavior that can occur in the classroom on a daily basis. These behaviors can range from small issues like talking in class to major issues such as fighting. These issues need to be handled as early as possible by the teacher to ensure that as less of a disruption to other students occurs. If other students become disrupted by the actions of a few then these students could very well begin to engage in the disruptive behavior and begin to now cause a whole new set of issues for the classroom. Another consequence of the teacher not addressing the misbehavior immediately is that the behavior can become harmful to others or the student themselves. As a teacher, student safety should be the most important thing that the teacher is worried about. Once these behaviors are corrected and other students see that the behavior will not be allowed in the class, then they will begin to formulate within themselves how they should act and perform in that manner. An effective method of classroom management that has been proven to work is Canter’s Behavior Management Cycle. These are steps that were developed by Lee Canter as a way of preventing and handling misbehaviors in the classroom. Case Study Sanchez is a 12 year old, fifth grader in my homeroom class. Sanchez was retained in the fifth...
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...Running Head: Canter’s Behavior Management Cycle: A Case Study Canter’s Behavior Management Cycle: A Case Study It only takes one student, whose disruptive behavior impacts the entire learning environment of the whole class. Disruptive behavior can be any behavior that bothers, interferes with, disturbs, or prevents effective learning (Canter, 2006). Disruptive behavior can be broken down into three categories: verbal behavior, physical movement, and participation in an activity. The largest category of disruptions can be found in verbal behavior (Canter, 2006). The following case study deals with classroom disruptions of verbal behavior. Case Study Eric is 15 years old. He is a sophomore at Everyday High School. Eric was a very good student last year with little behavioral issues. However this year, Eric has been displaying disruptive behavior in the classroom. Over the summer, Eric’s parents got divorced. Eric’s dad, Dennis, was having an affair, and moved in with his girlfriend thirty miles away. Eric’s mom, Julie, caught Dennis cheating on her which tore her to pieces. Julie has not taken the split of very well. She has begun drowning her sorrows with the heavy use of alcohol. Julie is also meeting with a counselor to help her work through this tough issue in her life. She has been having so much trouble dealing with the situation, that she sent Eric to live with her parents...
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...Canter’s Behavior Management Cycle There’s a lot ways to handle a student disruptive behavior in the classroom. However, in this paper this will discuss the benefit of how Canter’s Behavior Management Cycle can benefit a child behavior. In this paper I will describe a child personality, behavior and how I will handle the student in my classroom. On page 72, the Canters’ insisted “The Canters’ approach urged teachers to “take charge” in the classroom and showed them how to do so- just what teachers were looking for at a time when prevailing permissiveness was making teaching ever more difficult” (Canters, 2001, pg. 72). This is a powerful tool that helps the teacher manage a discipline plan to address disruptive students. The Canters’ Cycle is a model that helps the teacher not only addresses disruption, but yet, allows students to learn and change the behavior. Every teacher has a disruptive child in their classroom. There is one specific child that always does something to interrupt. Sometimes a child may not have to do the big things but also, their small disruptive behaviors than cause disruption. There was a child name Joe and he was eight years old. He has his ways in getting the teacher attention, which I can never see to understand why he continue do the things he did. He was funny, lazy, and never seem to pay attention in class. There are students that sometimes seem to fall off track, but Joe seems to fall off track every time. His behavior was an everyday thing which...
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...assistants. Over the years students have become defiant and teachers are unprepared to deal with the issues. If teachers do not have control of the classroom it can lead to poor classroom management. This paper will discuss five classroom management strategies that will promote critical thinking and gain the students attention within the classroom. The five strategies will include Canter’s Behavior Management Cycle, Win-Win Discipline, Kounin’s Lesson Management, B. F. Skinner’s Discipline through Shaping Behavior and William Glasser’s Discipline Guide by Choice. Using the Canter’s Behavior Management Cycle in the class can help teachers keep the class in order and control. The Canters can be an assertive discipline approach when it comes to teachers using this management system. When the teachers use the Canter’s Management cycle they should always give clear directions when communicating to the students. “Assertive discipline is a systematic and objective way of ensuring a teacher controlled classroom” (Charles, 2014). The Canter’s created the behavior management plan in a three step cycle. The first step would be to explain any and all the directions to...
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...plan in place to be able to effectively manage the disruptions immediately. A disruption from a child misbehaving can be very damaging to the rest of the class and throw the rest of the day off when it is not handled immediately. Behaviors have to be handled consistently as well; if the teacher allows one child to misbehave the other students receive the message that it is ok to follow the behavior. When students are misbehaving it can cause themselves and other students to lose focus in the lesson. A classroom full of misbehaviors can also cause students to feel threatened. When a student does not feel safe and secure in his or her classroom, he or she is less likely to succeed. Not only do teachers have to prepare and teach lessons, they also need to be able to recognize the misbehavior and control it in a timely and professional manner. Teachers set the example for students and students can learn just as much from the example being set. A teacher can stop the disruption and use it as a teaching moment for the students. Having an action plan with consequences in place that is consistently followed is important. Many management theories have been studied and used; one that has shown to be effective when used is Canter’s management Cycle. Case Study: Billy is a nine year old male student at Finley Farms elementary school in Gilbert AZ. Billy disrupts the classroom on a daily basis and for the past two months the disruptions have increased. Billy’s parents are divorced;...
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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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...Nicole Sahlin November 28, 2012 EDU-536 Canter’s Disruptive Behavior Case Study Every teacher has had that one student who talks out during class, students who do not raise their hand and just carries on when you are trying to teach a lesson. You spend most of your lesson time trying to bring the class back on track rather than teaching. Canter’s has come up with a behavioral management cycle to help teacher’s rectify the bad behavior. Background on Kirra Kirra is 12 and a 5th grader at Manchester Township Elementary School her teacher is Mrs. Mills. Kirra lives with her mother, father, younger brother, and an older sister. Kirra’s home life is unfortunately anything but peaceful and calm. Her mother and father are constantly fighting with each other about money and the children. Kirra’s older sister Christina is the root of several of the family drama as well. Christina sneaks out and does not come home until three in the morning; she also sneaks people in and usually is very loud at night when Kirra is trying to sleep. Kirra also suffers from several health conditions, such as cyst in her ovaries and high blood pressure. Every month it seems that she is in and out of the hospital trying to discover what is causing the high blood pressure. On top of Kirra’s toxic home life and also her health issues Kirra does not have it easy at school either, when she was in fourth...
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...Grand Canyon University EDU450: Canter’s Management-Case Study Zann Melton 5/11/13 Bailey [Pick the date] | Lee Canter developed a theory based on ways to deal with children’s behavior. Canter’s theory consists of a 3 step cycle: (1) Pre-planned schedule, rules, and consequences that students will follow at all times. (2) Supportive feedback for students that follow the rules. (3) Counteractive actions when students decide not to follow rules. Below is a case study following the Canter Behavior Management Cycle: Day 1: In a class of twenty 5th grade students after the teacher completes roll call she goes over the class rules and consequences. The teacher makes sure the students understand the rules and that consequence will follow if the rules are broken. Step 1: verbal warning- or- time out in the hall Step 2: Written letter to parent or a phone call Step 3: 1 to 3 days in ISS (In School Suspension) depending on circumstances Step 4: Discipline referral (go to the principal’s office for further disciplinary action) The teacher also explained to the students that awards will be given to students who follow the rules at the end of the week. Everyday a student does not break a rule they will earn a star by their name. 5 Stars (1) Free homework pass –or- (1) Free game pass on the computers –or- the chance to get a “brown bag” surprise and piece of candy 4 Stars (1) piece of candy 3 Stars (1) smiley face sticker 1-2 Stars...
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...TermPaperWarehouse.com - Free Term Papers, Essays and Research Documents The Research Paper Factory Join Search Browse Saved Papers Home Page » Business and Management The Global Integration of Diversity Management: a Longitudinal Case Study In: Business and Management The Global Integration of Diversity Management: a Longitudinal Case Study Int. J. of Human Resource Management 18:11 November 2007 1895– 1916 The global integration of diversity management: a longitudinal case study Aulikki Sippola and Adam Smale Abstract Whilst the extant diversity management literature has provided a comprehensive array of theoretical frameworks and empirical studies on how organizations can and have approached the management of a diverse workforce, the same cannot be said about the literature on diversity in an international setting. Indeed, from a diversity management perspective we know surprisingly little about how multinational firms are responding to the increasing globalization of their workforce. This study seeks to contribute to this underresearched area through an in-depth longitudinal case study of TRANSCO, a well-known European MNC, which has been attempting to integrate diversity management globally throughout its worldwide operations. Adopting a Finnish host-country perspective, the study investigates what TRANSCO has been integrating, how it has tried to facilitate this and the challenges that have arisen throughout the process...
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