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Word Count: 614
The most common cause of student misbehavior is the studentsexperiencing boredom and lack of engagement during a lesson Unfortunately much of the material written about methods thatprevent students from experiencing behavior problems virtually ignoresthe aspect of students experiencing a sense of significance or belongingand involvement in the students can experience success Jones 2002 Our experience and reading of the literature suggest that these areessential ingredients and the foundation on which all otherinterventions must be built Jones Jones 2010 pg 11 When a child does misbehave then the teacher needs to examine why he ismisbehaving Sometimes a child will misbehave just for attention andcan be ignored for a period of time and then if the child does not getthe attention they should stop the misbehavior The response of the teacher depends on the teacher I have witnessedthe joy that the student get from rewards such as tickets and then ifthey act inappropriately then they have to give one back and that is notsomething they are interested in This works on most children buttheir need to be other ways to handle the issue for the other students The teacher needs to find the best all around way of dealing withbehavior problems and then have a back up for the other studentsThe students need to keep a steady momentum going in the classroom The smoother the activities change from one to another the less time thestudents have to misbehave Smoothness in lesson presentation helpskeep students involved The term smoothness refers to steady progression of lessons withoutabrupt changes or disturbing incidents Effective teachers have systems for gaining student attention andclarifying expectations Kounin called this tactic group alertingTeachers must learn how to correct one pupils behavior in a way thatchanges the behavior of others This is called the Ripple effectKounin principle teachings PPT 2011 It is an ingenious way of getting the students to behave by talkingpositively to one student
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