Classroom Behavior Analysis

Classroom Behavior Analysis
Walking into a classroom for first time as teacher rather than a student, was a a very exciting yet anxious moment for me. I had the pleasure to work
with the voluntary pre–kindergarten students at Sheehy Elementary in Tampa, Florida. The students were very welcoming and opened up to me
fairly quickly. Although it was an early Monday morning and I was dreading getting up earlier than usual, seeing the students and them being excited
to see me as well turned my Monday blues right around; it truly was a one of a kind feeling. Once I got settled into the classroom, I noticed the
principal came around to visit the classrooms and she stayed to spend some time with the children. The students were about five to six years old and
many of them were...show more content...
Although the kids would act up or get distracted frequently they would listen well when redirected. The teachers I observed defiantly had withitness;
anytime they were working with one child they were constantly staying alert to the behaviors of the other children. However, I noticed was the
fragmentation that would happen when transitioning activities. Every time the teachers would switch activities, which was very often, the transition
would be very bumpy. Students would not know whether or not to move onto the next activity with the rest of the class or to finish what they had
started. As a teacher I would give students more time to finish up their work, often it seemed as though they moved from one activity to the next too
quickly. Giving clear instructions that are age appropriate is extremely important. A lot kids would get out of there seats to ask questions about what
they were told to do, then the teacher would tell them to sit down without allowing them to ask the questions they had. Then the student would sit there
confused and the teacher would yet again reprimand them for not participating in the
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Classroom Behavior and Management Theories Essay
Introduction
I have chosen to research the classroom behavior and management theories of Judicious Discipline and Love and Logic: Taking Control of the
Classroom,. I will attempt to summarize, in some detail, the authors' findings and compare and contrast their main points. I will discuss how these two
models influence and agree with, or contradict my own behavior management beliefs. Furthermore, I address how these strategies can be used in the
classroom and offer my suggestions on the usefulness or uselessness of these theories regarding my own personal philosophy of classroom and
behavior management.
Summary of Models
Judicious Discipline (heretofore known as JD)
Citizenship is an important part of a student's education. It is...show more content...
Students are then taught that rights in a democracy must always be balanced with social responsibilities. The rights and interests of a school's society
can be summed up in four compelling state interests. They represent legal reasons why educational institutions operate and maintain safe, disciplined,
and proper educational environments. The four compelling state interests serve as a framework for rules and expectations. Judicious Discipline
presents four compelling state interests as the basis for classroom rules:
Г Property Loss and Damage: an interest which acts as steward for the care and appropriate use of individual and state owned property.
Г Threat to Health and Safety: an interest that serves a fundamental purpose of government to protect the health and safety of students who attend
public schools.
Г Legitimate Educational Purpose: an interest that keeps in countenance administrators', teachers', and the educational institution's license to make
arbitrary decisions that are based on sound educational practice and the mission of the school.
Г Serious Disruption of the Educational Process: an interest empowering schools with the professional responsibility to deny student rights that
seriously disrupt student activities. These four interests make typical classroom rules such as "Be safe. Protect our property. Do your best work.
Respect the needs of others." These

Behaviour Management in the Classroom
Subject Specific Study. Option Study B: Managing Behaviours in the Learning Environment
|Review a range of factors that may lead to behaviors that disrupt the learning environment |
"... behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties,
never mind the notion of prevention" (Cope, 1999, pg 18)
Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that
students spend maximum time on task, and those students who are eager to learn are...show more content...
I find an effective tool for managing behaviour is to set firm ground rules at the beginning of the course. These include clear boundaries, and
expectations. If this can be done in consultation with the students it can be extremely effective, as it gives them the responsibility of managing each
other's behavior. It is useful to note however, that set sanctions must also be clearly defined and followed as a consequence for breaking the rules for
this technique to be effective. The use of reward is a good method of encouraging positive behavior, the use of praise, certificates and house points for
example.
'What we can't do however is ignore disruptive behaviour. If we do, it won't go away!' (LSDA, 2007, pg8)
It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing
work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This
includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically
positioning yourself near disruptive students.
'You should be alert, businesslike, firm and unapologetic. But you must avoid showing anger or frustration even when you feel it.' (Petty, 2006, pg19)
I feel getting to know students individually and

Classroom Behavior
Kelly, M. L. & Stokes, T. F. (1982). Contingency Contracting With Disadvantaged Youths: Improving Classroom Performance, (3), 447
–454
Classroom behavior management can be one of the most difficult issues teachers face today. With the variance of personalities in one classroom, it
may be difficult for a teacher to stay actively in control of the ever–changing environment. The main question is, how do the new and upcoming
educators of the world change the issue of behavior management in our own classrooms?
First, think about the approach. Take some time to think and strategize a plan. Clarifying a strategy will help make it easier for an educator to lead the
class confidently and effectively. Next, make sure the students know what...show more content...
By using this concept to curve behavioral issues in the classroom, students will benefit from not only the reward given at the end of the contract, they
will benefit in the overall knowledge gained by completing the contract. Allowing a student to be more involved with their education will help ease the
amount academic and behavioral issues in the classrooms and allow more room for

Classroom Behavior Paper
Behavior: Alex has a difficult time maintaining focus, following classroom instructions and completing classwork assignments. He has a difficult time
following the morning routine. He needs to be reminded multiple times to get materials ready for the day and begin his morning work. During the class
instruction time, Alex has to be prodded to raise his hand and participate in classroom discussions. During small group instruction, Alex is paying more
attention to the lesson and/or activities and needs less redirection, but he continues to need to be redirected to the task frequently during whole group
lessons. Due to the behaviors associated with OHI, Alex continues to struggle with performing in a large group and needs constant prompt and reminder

Classroom Behavior Management
Class and Behavioral Management
Position Paper #4 In order to be an effective teacher and ensure my classroom will facilitate learning I must have a good classroom and behavior
management plan. Since I currently do not have a classroom, I will base my management plan on what I observe and read. Harry Wong's book, The
First Days of School and the Love and Logic program are excellent resources for classroom and behavioral management information. Resources such
as these will be very helpful when implementing my own rules and plans. The Love and Logic plan places emphasis on establishing good relationships
with each student, and by applying this program, teachers can build relationships that will be beneficial to students as well as teachers....show more
content...
Part of the communication process is making sure every student understand the classroom rules. Designate a spot in the classroom to list these rules
so they are visible to all students who enter the classroom. By doing these things effectively will ensure the classroom runs smoothly and will
impede behavioral problems. Once students cross the threshold of the classroom it is a place and time where one must be productive. By using
good time management, students will be able to stay on task, therefore; leaving little time for behavioral issues. Building good relationships is a
necessary part of maintaining order. Students who feel welcomed and important will be less likely to cause behavioral problems and will be more
likely to be a productive student. These relationships will build mutual respect between the teacher and student. There are many different resources,
such as Harry Wong's book, The First Days of School and L & L, on classroom and behavioral management, therefore; it is important a teacher find
something that they feel will be effective. Most importantly, begin implementing procedures on the first day of school because a well–managed
classroom will benefit not only the teacher but the students

please type up your answers to these questions. Using full sentences and proper grammatical structure.
Knowledge of Students (Choose two classes to focus on if multiple classes in a day, i.e.: middle school)
Describe the learner characteristics (number of boys/girls and students with varying needs).
What behaviors are "typical" with these students?
How do the lessons accommodate various learners?
The class of 8th graders consists of four girls and seven boys who come from first period at Hinsdale Central. These students have been together a lot
so a typical behavior is being loud and talking a lot whenever they get the opportunity to. Because they are all accelerated students and have such a
short time (getting back from the high school...show more content...
Ustas made her classroom expectations clear, but in class if students aren't obeying those she will tell them to stop, tell them this is their first
warning, or if it something worse than just talking she will say "do you want me to have to give you a check and reflect" to which they will normally
stop and say no. She encourages all children to participate by preventing students from just shouting out the answer and making them all raise their
hands so everyone has time to think about the question, or she will do the opposite and have everyone say it together. She does not cold call students
as far as I have seen. She will normally say "not exactly" to students incorrect answers, but still have that student be speaking as she uses guiding
questions to help their thinking and them get to the right answer. If that still doesnt work she asks if anyone wants to help students name out. When
she gives positive feedback a lot of the times students get excited; I have definitely heard some "yes!" from students to their friends as they get a
problem right. When an unplanned interruption from a student happens she shuts it down by saying their name and "do not talk while I'm trying to
teach" in a stern voice and giving them a look. If it is an unplanned interruption such as another teacher walking in the room she normally pauses and
addresses them to see what they need, sometimes giving the students work such as to work on problem one as she talks to the teacher really

Understanding Of Behaviour In Classroom Practice
The essay 's purpose is to increase understanding of behaviour in classroom practice. This will also allow the teacher to have an opportunity to
deepen their knowledge of the learning behaviour theories. As well as allowing a teacher to learn the skills on how to analyse as well as understand
how it may apply to a student 's behaviour in the classroom. It will be illustrated by delving deeper into what behaviour is as well as highlighting one
of the many critical behaviour theories that can be used to comprehend as to why students in various learning environments may learn in different ways.
Behaviour is believed to be the way a student may act or behave, not only in our classrooms but also the environment that surrounds them. Such as at
home or with peers(Zimmerman,1994) States that behaviour is learned. Therefore, it can be unlearned with other behaviours in its place. Many
influences may play a factor in behaviours that may be challenging to deal with for the teacher or parent. They may include biophysical factors such
as a medical condition or disability. Behavioural and social factors such as a problem behaviour that have been taught through reinforcement.
Psychological factors such as trauma or a lack of those essential social skills. As well as environmental factors such as class noise or seating. This will
later be related to the humanistic learning theory of knowledge. (Zimmerman,1994)
The socio–cultural construct is a theory; that works to draw on the fact that

Classroom behavior management is considered to be one of the most important factors to determine student's behaviors. With that being said, the study
evaluated classroom behavior strategies that are aligned with Positive Behavioral Interventions Supports (Reinke, Herman &Stormont, 2013).
According to research, the impact of SW–PBIS has reduced problem behaviors and increased academic performance. However, despite the increase of
PBIS many teachers continue to struggle with managing student behavior in the classroom (Reinke, Herman &Stormont, 2013). Often times ineffective
classroom management negatively impacts students behaviors in where they are given less academic instruction. This is important because teacher's
implementation of effective practices becomes affected by their job demands. Teachers are therefore less likely to have effective implementations if
they are emotionally exhausted or lack self–efficacy (Reinke, Herman &Stormont, 2013). More importantly, if teachers implement PBIS in their
classrooms with positive stated rules and expectations they are more likely to praise their students and reduce behavioral problems. Whereas, teachers
with higher rates of student disruptive behavior are more likely to have lower self–efficacy and emotional exhaustion (Reinke, Herman &Stormont,
2013). By all means, support has to be given to teachers in the field to protect children from having negative teacher–student interactions. The study
underscores the necessity to access

Classroom Behavior In The Classroom
In the article A STUDY ON THE MANAGEMENT OF CLASSROOM BEHAVIOUR PROBLEMS AT SECONDARY LEVEL by Dr. G. N. Tiwari and
Heena Panwar, recommendations were given to better the classroom environment to make it conducive to learning. Some of the recommendations were
stopping misbehavior immediately, using nonverbal signals, using simple and clear instructions, researching on behavior problems and planning
should be done well. These recommendations will further be explained throughout this essay. The first clear recommendation to curbing behavioral
problems is stopping misbehavior immediately. The teacher must always try to have an eye and give an ear to the students in the class, therefore, they
must always be aware. This is not always easy, so the teacher might slip up and the students uses that moment to do something wrong. When the student
uses his/her opportunity to disrupt the class because they do not understand what is been taught, the teacher must immediately stop it from progressing.
According to Bandura, Positive (or negative) reinforcement will have little impact if the reinforcement offered externally does not match with an
individual's needs. Reinforcement can be positive or negative, but the important factor is that it will usually lead to a change in a person's behavior.
This shows that when the teacher stops the student and uses his/her method of punishing the student, the student will be negatively reinforced to not to
perform the action again (McLeod, 2016). The

The setting of a classroom has changed over the past few decades thanks to innovations in technology and improvements in education. Instructors are
now more equipped to handle a variety of students with different learning abilities and backgrounds, than any previous generation. Still, the problem
with learning disorders in a classroom setting can never be fully decoded although educators and psychologists have been trying to understand them
for decades. A child's behavioral pattern and learning capabilities are observed from the time a child enters grammar school so that counselors may
identify handicaps or disorders that would prevent the child from learning at an acceptable pace. These handicaps can range from physical or mental
issues that...show more content...
have been labeled as fidgety, scatterbrained, and talkative in a classroom setting, symptoms that lead to a subpar performance in classwork
completion. However, these symptoms can also lead to behavioral problems and a distastefulness in the mouth of dedicated educators. The
judgement for a student's erratic behavior does not come from a child psychologist or a pediatrician but from a principal or teacher that aims to
keep peace and order in their institution. The diagnosis of A.D.H.D can contribute to an improvement in classroom performance according to
Professor Tanya E. Froehlich, associate professor of developmental and behavioral pediatrics at the University of Cincinnati/Cincinnati Children's
Hospital Medical Center. Froehlich wrote "Diagnosis Is Key to Helping Kids with A.D.H.D." in support of the early diagnosis for A.D.H.D. In her
article Froehlich states "A.D.H.D. medication treatment has been linked to improved academic scores, as well as reduced rates of injury,
delinquency, incarceration and substance abuse" (Froehlich). However, These behaviors are not excused even after a student is diagnosed with
A.D.H.D. The judgement for a student's erratic behavior does not come from a child psychologist or a pediatrician but from a principal that aims to
keep peace and order in their institution. The lack of information on A.D.H.D. for educators results in big trouble for students that are constantly
being reprimanded for their symptoms such as impulsivity and hyperactivity. Of course the educators are able to say the child can be using their
disorder as an excuse to be wild and reckless or that A.D.H.D is just not an excuse for misbehavior. The proper education on the disorder will render
this argument invalid because the educator can use their knowledge to determine the severity of the child's disorder and how it influences their actions.
This in turn provide a chance for educators to reprimand and improve behavioral problems

Classroom Behavior
Would you be surprised to learn that in today 's classroom children sometimes aren 't learning due to behavioral issues? Teachers are attempting to
teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the
situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some
types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being
punished again and again. Children do not act out because they are "bad." They act out in the hopes of receiving some kind of response or...show more
content...
All agree that in order for a behavior to exist, a reward must be present or expected. E. Thorndike like Skinner believes that "learning is the result of
associations forming between stimuli and responses." According to Thorndike, rewards strengthen behaviors. Thorndike says that "when an action is
preformed and rewarded that action is continued" (1921–27). As is often the case, the reward system does not just work for good behavior. As
previously stated, when a child is rewarded in one way or another for poor behavior, they will continue that behavior in order to continue receiving
the reward. Thorndike 's theory cautions us to "not reward bad behavior." The rewards that he speaks of do not have to be material. In fact, more
often than not, the rewards are far from material. Sadly, for some children, their only reward for acting out can be attention. A child could receive
attention for poor behavior at home which he/she would then expect at school. If the child is only acknowledged when acting out, its need for attention
will take over and the child will continue to act out. The school sometimes reinforces the reward system that has been set up at home therefore ensuring
the continuance of the behavior. By allowing even the smallest accomplishments to slip by and only recognizing a child when they have done
something wrong, the teacher/school is letting that child know that poor behavior will pay off. The word reward usually brings to mind a material

Desired Classroom Behaviors
Desired Classroom Behaviors
I will be teaching first grade at Vale Elementary in Cashmere, WA. With 46.2% of the students who attend Vale are considered a minority, I will
definitely have a variety of students in my classroom. Students come into the classroom with a range of cultures and expectations from home. Despite
this range, I will have the same high behavior expectations of all of my students. I will expect my students to sit quietly and listen while another
person is speaking. I will expect my students to follow directions and raise their hand when they would like to talk, answer a question, or need
something. I expect my students to treat their peers with respect by using kind words, using a friendly voice and helping when they are...show more
content...
However, I do believe there comes a time when referring behavior to administrators needs to be done. If a behavior has been talked about with the
teacher, with the parents, with the parents, teacher and student, and if an individualized behavior plan has been put in place and there is still no
change, I believe that is an appropriate time to get administration involved. As a teacher I want to do everything in my power to handle the situation
before I hand it off. I want my students to know that I will handle problems on my own and that if they get out of line just a little bit they won't be
getting a break from class by being sent to the principal's office. I think there are certain behaviors that require the immediate invention by
administration such as violence whether it be personal or towards another

In my twenty hours of observation I have learned quite a bit about how a teacher does an ever challenging job, which includes monitoring students'
behavior, making sure each and every student is involved in an active learning environment, and creating a safe, yet creative classroom environment.
The teacher I observed was amazing at her job, and by watching as she interacted with the students, I could see the impact that a teacher truly has on
a student. I have even learned that classroom organization can change how a student learns, and during my observation the teacher shared with me
that by organizing her classroom in a central facing manner, she was able to draw attention to herself as she stood at the focal point in the
classroom. This allowed the teacher to draw the students' attention to her and away from any distractions that may have arisen in the classroom. I
had also noticed how organized other material was in the classroom from course related books to the classroom rules and behavior guidelines. The
students seemed to follow the rules better in this classroom with clearly labelled and organized behavior guidelines and rules unlike other classrooms
that I have observed in the past. One of the first things that I noticed when I began my observation was that of the classroom atmosphere that the
teacher had created for the students. The teacher taught social studies and had setup her classroom with a multitude of social studies related material.
There was a large world history board that included a detailed map of the world and two handmade house shields from the Middle Ages. There was
also pictures of United States Presidents including President Abraham Lincoln and George Washington. My most favorite aspect of the classroom were
the inspirational quotes that were put up around the ceiling of the room, which included the Gettysburg Address and the famous "We Can Do It!"
poster from World War II. The students even noted that they enjoyed an "American Dream" board, which had maps from the students' current lesson in
the book as well pictures of the main figures that were discussed in class. The lesson that was being taught when I observed was that of the French
Indian War, and multiple maps of the Ohio

Effective Classroom Management Essay
Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan
creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students' behavior
is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse
array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more
time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan
should provide...show more content...
Frequent communication with families which includes positive information makes school wide discipline effective (T.L.Musy, Personal communication,
October 3rd, 2006). Consistency is an important element in school wide discipline. Rules applied consistently through out the school are easy for
students to learn. An effective teacher learns school rules and procedures before the year begins. This would be helpful for the teacher to set up her/his
own classroom discipline plan (Evertson, Emmer, and Worsham, 2006).
Teachers should have a discipline plan before the school year begins. Effective discipline plan includes various techniques to avoid, support, and correct
inappropriate behavior in the classroom.
Preventive discipline
Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a
classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can
be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can
be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin's
concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Classroom Behavior Essay
Would you be surprised to learn that in today's classroom children sometimes aren't learning due to behavioral issues? Teachers are attempting to teach
classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation.
Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of
punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again
and again.
Children do not act out because they are "bad." They act out in the hopes of receiving some kind of response or reward. In the...show more content...
On the other hand, if that child fills the need for attention by getting into trouble at school, they will get into trouble. Skinner tells us that
"non–reinforcement leads to the extinction of a behavior." In other words if teachers figure out what the child is getting from exhibiting a particular
behavior, they can then give that child the exact opposite of the expected response. If our response is consistent the child will eventually give up the
behavior in lieu of another which yields more satisfying results. The reward system is sometimes turned around to reinforce poor behavior. Often,
children who are misbehaving are looking for some sort of a reaction. It is possible that they believe that it is better to not even try than to try and fail.
It could also be true that the only type of attention they receive comes from the instances in which they misbehave. Although as adults it may seem
logical that one would avoid being singled out or chastised, children who have little sense of self worth will "take what they can get." Skinner calls his
strategy for dealing with disruption "non–reinforcement." Skinner's theory claims that "non–reinforcement leads to extinction of behavior." By
ignoring disruptive behavior, a teacher can extinguish it. Eventually, the disruptive student will realize that their behavior will not gain any response
will seek another way to belong to the group.
There are many

Classroom Behavior Worksheet
University of Phoenix Material Classroom Misbehavior Worksheet Complete the tables in relation to discipline and misbehavior. Table 1 ? Locate
at least three school codes of conduct to identify common discipline issues. You may use the Internet to find examples. ? Choose and list at least 10
discipline issues you think most closely pertain to your situation. ? List the sources for the codes of conduct. You might use the completed list as a
job aid as you develop a discipline plan. Discipline issue Horseplay Tardy Violation of Class Rules Failure to complete work Bus Violation Disrespect
Disrupting Class Hit/Kick/Push Why it pertains to your school situation Horseplay usually takes place in hallways or bathroom when students are
unattended....show more content...
Studnets asking to go to the nurse during a test. Student always correcting other students. Observations Name calling and bullying Contagious group
behavior Conditions in instructional environments Lack of stimulation Tedium Meaninglessness Physical discomfort Conditions in teachers and other
school personnel Destroying school property Observations Students were yawning through the lessons. Fidgeting during carpet time. Students talking
during the lesson. Students have their hands down on the table. Students do not want to participate in lesson. Students falling asleep in class. Students
complaining about room temperature. Observations challenge. Changes to reduce the conditions Discuss and ask questions about bullying. Increase
students awareness about provoking situation Changes to reduce the conditions Select topic and activities students might enjoy such as group
competition or movement like dancing. Make the work more interesting by maybe adding role playing, adding visual art, music, and dance. Changes to
reduce the conditions Unfamiliarity with better techniques Students not engaged in the lesson. New attention

The Importance Of Behavior In The Classroom
In a classroom you should always be in your seat quietly unless a teacher says otherwise. You should not talk without permission because that is
disrespectful to teachers and to other students. It is very important that you are on your best behavior in your classroom so that you and your
classmates get all of the education you can so you can be successful and go to college. When you are misbehaving in class it tends to annoy your
other classmates because they are trying to pay attention to what the teacher is saying. If you were on the same page as them you would want
everyone to be quite to so you can hear and understand what your teacher is trying to teach. Class periods are not that long therefore our teacher only
has a certain amount of time to get their lesson in for that class period and when someone isn't paying attention and causing a distraction by
misbehaving it causes the students that are trying to pay attention to possibly miss out on what the teacher is trying to teach us. You always want to
be on your best behavior so you can hear what you teacher is saying. Maybe your teacher is saying something important like instructions to your
worksheet, not all teachers will repeat so you might have to fin for yourself. The others around you may not always know what to do either. Maybe
because you were talking and they couldn't hear the teacher or maybe it their fault for not pay attention as well. You always wanna be the one helping
other not other helping you.

Classroom Behavior Chapter 1 Summary
Chapters 1 and 2 of Managing Classroom Behavior Using Positive Behavior Supports, deals with the basics of behavior. Google defined behavior
as the way in which one acts or conducts oneself, especially toward others. Chapter 1 discusses how the media tends to put emphasis on weapons and
assault within the school systems but the behaviors viewed as less severe are the ones that teachers and parents struggle to find explanations for are
bullying and defiance. These sorts of behaviors cut academic learning time when it becomes a problem. The causes of misbehavior can be for various
reasons. Poverty and academic success are the well–known complications in students' lives. However, practice management has been set in to place to
stop discipline

Classroom Behavior Analysis

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