A little of the frustration I have had with this assignment at the beginning has subsided. While my classroom lack significant behavioral issues, there are still behaviors in my class that warrant addressing. The type of disruptive behavior most frequently exhibited in my placement is when my case study student talks out of turn (during transitions, during instruction). While the class would still be considered one with little behavioral issues, constantly addressing particular classroom interruptions are the things that can take away valuable instructional time.
The student I chose for the study isn’t necessarily a difficult student, but he could use a little more help trying to meet our classroom expectations. Stew Dent (pseudonym) can oftentimes be easily off task, especially when he thinks no adult is watching him. I have noticed that during transitions and independent reading time (times when students are almost forced to remain silent) he is the most disruptive. Making small changes such as allowing him to change his seating position or allowing him to move across the room to a more individualized setting oftentimes offsets these behaviors. In line, I make sure to state the expectations and students are responsible for separating themselves from situations in which they will be distractions to others.
Giving students the ability to maintain some type of accountability for their actions is the key to ensuring that the expectations of the classroom are met.
Completing this project has really forced me to outline my philosophy of classroom management, and I’ve become more articulate expressing my views on the topic. There are so many components that go into creating an environment that exhibits desirable behavior, and this study has made me more attentive and responsive to my students’ behaviors and needs.
