Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Managing Disruptive Behavior and Misbehavior in Classroom
Disruptive behavior and misbehavior can occur in any classroom. If a teacher understands the needs of the student, the effect of the environment on the student, and identifies behavior patterns, it is easier to identify ways to provide support, reinforce positive behaviors, redirect behavior, and prevent a disruptive behavior from occurring in the future.
The use of PBIS and other research-based strategies can be used to address and manage behavior and can create a learning environment that is safe and encourages students to engage in meaningful learning and interaction.
Complete the “Classroom Management Matrix.” When conducting research and selecting example behaviors, focus on students in the grade band relevant to your field of study. Include causes and strategies for addressing misbehavior or disruptive behavior in the inclusive classroom. Complete both the chart and the narrative.
Support your findings with a minimum of three scholarly resources.
Classroom Management Matrix
Part 1: Classroom Management Strategies
Examples of Misbehavior or Disruptive Behavior
Research and identify five possible misbehaviors or disruptive behaviors that could occur in the inclusive classroom. |
Potential Causes of Misbehavior or Disruptive Behavior
Research and explain potential causes for each of the five misbehaviors or disruptive behaviors previously identified. |
Misbehavior or Disruptive Behavior
Classroom Management Strategies For each cause, describe two research-based strategies for addressing and managing the misbehavior or disruptive behavior. Strategies should include specific elements of Positive Behavioral Interventions and Supports (PBIS) Tiered Framework. |
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3. | 1.
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4. | 1.
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5. | 1.
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Part 2: Narrative
Compose a 250-500-word narrative the addresses the following. Include real-world examples to illustrate your ideas.
In your own words, describe what inclusion is and what it means when working with students with disabilities.
Describe the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom.
Explain how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior and help to create a safe environment in which the students can engage in meaningful learning and social interactions.
References
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Managing Disruptive Behavior and Misbehavior in Classroom |
Managing Disruptive Behavior and Misbehavior in Classroom