Scaling Back Aggressive Behavior

Different tactics for managing student behavior

Different tactics are used to make sure that student behavior doesn’t become too disruptive. Use of verbal and nonverbal positive behavior acknowledgment is the first of them (Lopez Jimenez et al., 2016). The teacher nods, grins, and claps in agreement as the children are thanked for a job well done in this instance (Skiba, Ormiston, Martinez, & Cummings, 2016). Second, genuine rewards for moral conduct are given to kids in the form of special meals and diplomas in exchange for their good deeds. Third, the best approach to ensure that students are doing appropriately is to involve parents in behavior monitoring (Reinke, 2014). Phone calls and emails are made by the school to the student’s parents who exhibit good behavior at school.

Strategies for de-escalating disruptive behaviors

Conversely, various strategies are used to de-escalate the already disruptive behaviors. They include, first, using direct costs such as misbehaved students being excluded from the rest during lessons. Secondly, use of group contingency whereby the entire class takes responsibility for the misbehavior of an individual student. This punishment will stimulate students’ self-action of correcting behaviors of such a student. Thirdly, using home contingency whereby the parents are notified of an acknowledged inappropriate behavior of their child (Midgley, 2014). In this case, a meeting is held between the student, parents and the teacher where inappropriate notifiable reactions are discussed and positive recommendations outlined for change. All these de-escalating strategies together with many others such as designing overall policy for discipline and having a plan on highly misbehaved students are very fundamental in managing negative student behaviors in the classroom.

Tangible recognition strategies

The diagrams on page 4 serve the purpose of showing examples of certificates given to various students who display positive behaviors. The certificates are examples of tangible recognition strategies, used to prevent the negative consequence of behaviors and instead encourage positive behavior. The first certificate describes a student being awarded for exhibiting mature mind, whether in studies or general life engagements. The second certificate, on the other hand, demonstrates a certificate being awarded to a student who in one way or the other managed to change the negative behaviors of the majority of students, which proved hard for its accomplishment.

Use of home contingency

The use of home contingency as a de-escalation strategy is displayed in the picture below whereby the student in the picture, leaning on the table, is a continuous bad behaved character in class. The teacher has taken the initiative of involving his parents on their child’s characters. A healthy discussion about the student’s behavior is initiated and necessary steps recommended for eliminating such bad influence. The primary purpose of this parent involvement is to form a consensus on particular negative behaviors that have to be stopped and outline positive characteristics to be exhibited by the student.

A diagram showing a teacher using de-escalating strategies to stop disruptive behavior

The above picture shows a disruptive behaved student being isolated from the rest of the class. The student is given the most tedious tests to attempt failure to which necessary severe punishment will be administered (Lopez Jimenez et al., 2016). The student in this case, however, may start feeling lonely and excluded making him or her reflect on his behavior. This may cause such a student to begin developing a positive change in his or her behavior and be incorporated back to his or her classmates. This is a classic example of the application of “direct costs’ method of de-escalating disruptive behavior.

References

Lopez Jimenez, J., Valero-Valenzuela, A., Teresa Anguera, M., & Diaz Suarez, A. (2016). Disruptive behavior among elementary students in physical education. SpringerPlus, 5.

Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L., & King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22(2), 74-82.

Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the social curriculum: Classroom management as behavioral instruction. Theory into practice, 55(2), 120-128.

Midgley, C. (Ed.). (2014). Goals, goal structures, and patterns of adaptive learning. Routledge.