MAT "Master of Arts in Teaching" Classroom Management

Other Techniques Teachers Use to Manage Classroom Behavior

1. Develop a Realistic classroom schedule 2. Establish classroom expectations 3. Implementing classroom routines 4. Utilizing behavior management practices 5. Assessing students skill levels 6. Determining the curriculum

Acceleration

During The "Acceleration Phase" Students Argues and will not quit Defiant and noncompliant Says "Make me" Name calls and threatens students Raises his voice and shouts

Agitation

During The "Agitation Phase" Students Walks around the room Scowls at other students Pouts and mumbles to himself Does not concentrate on his work Complains about other students bothering him

Calm

During The "Calm Phase" Students: Likes to help Displays successful work Enjoys games Loves the computer

Triggers

During The "Trigger Phase" Students Repeating tasks Teasing remarks and put-downs from peers Facing corrections Consequences are given for misbehavior

De-Escalation

During the "De-Escalation Phase" Students: Goes very quiet and puts his head down Hides and curls up in a corner somewhere if he leaves the room Talks to himself negatively "No one likes me", or "I'm a loser" LIkes to fiddle with things

Peak

During the "Peak Phase" Students Throws objects around the room Kicks furniture Hits other students Threatens the teacher Leaves the room yelling

Recovery

During the "Recovery Phase" Students: Is quite subdued Likes to work alone Looks depressed but tries to do some work Likes to Draw

FBA "Functional Behavioral Assessment

Is a plan used by teachers and facilitators to manage students' behaviors by observing their function and placing an intervention plan into place in order to control unexpected behaviors.

Precorrections Strategies

Precorrections is a tool the teachers uses to provide the student with an opportunity for success, pulling them back into engagement with the lesson.

Non - School Based Triggers

Problems concerning high needs home, healthy problems, nutrition needs, inadequate sleep, dual diagnoses, substance abuse, gang, and deviant peer groups.

Important behavior management techniques

Teachers must react to student behavior problems accordingly towards whatever behavior phase that their student is manifesting. These seven behavior phases can spiral by creating the snowball effect if not apprehended and handled correctly by teachers or facilitators. In other words, the students behavior can escalate or deescalate according to the teacher's actions. Calm, Triggers, Agitations, Acceleration, Peak De-escalation, or Recovery are the seven behavior phases. To overcome classroom distractions, teachers should design the physical space inside the classroom. The teacher can create their physical space by developing a realistic classroom schedule, establishing classroom expectations, implementing classroom routines, utilizing behavior management practices, assessing student skill levels and determining the curriculum are all techniques for adequately managing the seven acting out phases.

One factor that impact classroom management

Teachers should always engage in confrontations with students by detaching themselves away from arguments and violence and detaining the situation by stating expectations and guidelines set for the students to follow. Precorrection strategies and proactive measures with consistency help teachers keep students acting out at the calm phase. It is of absolute importance that the teacher does nothing to encourage the student's behavior or else conflicts between them could escalate. Factors that indicate students might display dysfunctional behavior at school are School-Based Triggers and Non - School Based Triggers. Some school-based triggers could develop from conflicts, changes in routines, peer provocations, pressure, ineffective problem solving, facing errors during instructions, facing corrections procedures and Non-school based triggers show problems concerning high needs homes, health problems, nutrition needs, inadequate sleep, dual diagnoses, substances abuse, gang, and deviant peer groups. When school-based and non-school-based triggers combined they will call compound trigger. These are triggers that operate together from home and school that also have a high impact on classroom behavior and management.

The actions were taken to personally address a challenging classroom management situations.

The actions taken to personal address challenging classroom management is by preempting the acting-out phase that causes major distractions inside the classroom. Teachers preempt these phases by identifying each chain of behaviors in its early phase. Within the calm, trigger, agitation, and acceleration phase facilitators should use effective teaching and proactive management strategies, and for the remaining ones, they should complete safety crisis management and follow-ups. Teachers should also consistently manage an effective FBA "Functional Behavioral Assessment". It always helps teachers manage student behavior by examining their functions then create intervention plans that can properly handle the behaviors. In this approach, teachers must determine the predictability of the behavior, determine the function of behavior and teach appropriate replacement behavior, create an environment to facilitate success and develop functional consequences. Mainly interventions help teachers manage the behavior by placing planes into the lesson that prevent the acting out student and others from missing out on it because of bad behavior. In other words, interventions are put into place to induce learning by managing behavior students.

What are the seven acting out phases?

The seven "acting out phases" are Calm, Triggers, Agitation, Acceleration, Peak, De-Escalation, and Recovery

Proactive Measures

are preventive actions taken to decrease the likelihood of an incident occurring, these measures also set in place techniques or procedures meant to mitigate the damage caused by the student's behavior.

School Based Triggers

changes in routines, peer provocations, pressure, ineffective problem solving, facing errors during instruction, facing corrections and procedures.

classroom management

the steps and actions were taken by the teacher to optimize student learning, including the arrangement of the classroom environment, engaging students, and managing student behavior and discipline