Canters Behavior Essay

Dylan is a five socio-economic class old boy that from the rattling fall out showed exuberant behavior oft throughout the classroom. Dylans watcher has well- documented his processs and she has asked the administrators of the naturalise for support, plus she has alike referred Dylan to suck up a behavioral evaluation. The instructor has spoken with Dylans p arnts on many occasions and they say his behavior was the same at home. Dylans p arnts likewise stated that his disruptive behavior was his course of seeking attention.During this m Dylans behavior is generally getting more and more disruptive and aggressive. With the instructors observation logs, Dylans is having a rough era playing along with other children and is having a difficult time avocation directions. Just approximately every(prenominal) day Dylan is hitting, yelling, or is taking things out from the other childrens hands to get the teacher to come everywhere and see what is wrong. Many of the childr en have made the decision to ignore him or to just move in another direction away from him.With his academic skills he is far more behind than the other students in class. Dylan has the intimacy to arrest the activities, but he is rarely in the mood to do so. Sometimes the issues begin when the teacher starts give everyone there appointee and is running(a) quietly, thats when Dylans behavior really goes through the roof, and when he is told what to do about his behavior. While the disruptive behavior mud the teachers patience with Dylan starts to run very thin and begins to call out to every un satisfying behavior that he shows.These actions start to have a prohibit influence on the attitudes of the remaining students. Most of students start to mimic Dylans actions while the others students are not finishing their work. This put up result in the teacher needing to sp rest a lot of time having to deal with Dylans behavior and not having enough time with to teach. Teachers hav e many avenues to teach students successfully and professionally take care of un agreeable behaviors. One footstep would be to use the Canters Behavior Management Cycle, into effect (Canters 2006).Canter has three steps number 1, effectively communicating explicit directions, second, employ behavior narration and third, taking corrective action. When starting to use Canters calendar method of birth control teachers allow need to take the time to use two very important methods at the start of the school year this is going to dish out minimize disruptive behaviors. One, creates lessons on appropriate behavior for particularized separate of the school day, activities, and transitions (Canters p. 31) and second creates a, Responsible Behavior Curriculum, for the first two weeks of the school year (Canters chap. ).This curriculum bequeath set the tone of the class for introducing what is acceptable with appropriate behaviors, and that they are expected to follow the rules from s tudents throughout the school day. Teachers should start with Canters behavioral cycle Dylans teacher call for to start with the first step. The first step will need to that the teacher to communicate clear, specific and detailed directions. The directions are creation leading(p) to Dylan and he is to follow them precise. When talent directions they need to be quite clear and on full stop at all costs.The teacher needs to always evade being ill-defined to the students, if they know what is expected of them they will follow. The teachers directions should contain simply how the students are to conduct themselves in the classroom. Explicit directions should include the, expectations for student vocal behavior, physical movement, and participation (Canters p. 53). The teacher needs to never make the mistakes of presumptuous what the students know, what the expectations of their behavior is, and the teacher should always recall the students on a periodic basis what is expected of them.The teacher has to have a firm storage area on effective communication while having detailed directions, she can pass off on to the next important step. This step involves using Behavioral tale (Chapter 9), which is how the teacher will collaterally motivate Dylan to follow directions. One way of achieving this is to give Dylan and the class as a whole effective positive feedback (Canters p. 58). When giving detailed directions, the teacher should look to notice which student deep down seconds of giving the directions to see who is really following the directions that were given.The teacher needs to point out who is sense of hearing to the directions and how the students are following the directions. At the moment when Dylan is being difficult the teacher does not need to focus on giving Dylan more attention, but try to focus on the students who are listening and making level-headed choices. When trying to change the unwanted behavior the teacher needs to try to use t he behavioral narration, which will allow the teacher to repeat the rules and define the acceptable behavior of students who are making good choices.This will show the students their teacher is mindful of the actions that are taking charge and is more than ready to fix any problems that may arise. When the teacher acknowledges the acceptable behaviors and recaps the directions it sets a wonderful start and a positive atmosphere in the room. The class will be regularly recalled on what is expected from their behavior, students are expected to follow the rules, students who were not able to receive or finish their assignment will have time to finish and catch up with the rest of the class.Students will be given a chance to have time to catch up when needing be. With this step it can go the particular mile by setting up an award-system in place. For example, when the directions are given the teacher notices Dylan is sitting where his seat is and he is working on the assignment that w as given to him, then the teacher would say to his friends, Look at Dylan he is sitting at his seat and is working on his assignment so nicely I am going to have to give Dylan his tautological class point that he earned in class.Ultimately this will inspire Dylan to have more acceptable behaviors and the other students to strive for the goals that are set up for the students to obtain. The last action of the cycle is corrective action taken (Chap. 10). When the direct instructions have been given out, looking to get hold the group for ten seconds, reports were made on students that are on the near track, and when Dylan is not following directions then you must use the corrective action. This is do by directive verbal statements or disciplinary consequences (Canters p. 9).The teacher needs to peacefully reaffirm the instructions and notify the students of their penalties and what their actions have caused. This can also let Dylan and the entire class knows and understands that yo u are very serious about bringing an end to unacceptable behavior. Students need to know, understand, and be aware of the do for disrupting the class and just making unacceptable choices. When the unacceptable behavior remains untouched the procedure needs to be shadowed with the corresponding reaction. each time a student shows a disruptive behavior it should be dealt with immediately and that the penalties produced is entirely from the students actions. In order for students to record the rules must be enforced. Students have to have structure so they can flourish, they need to know what is expected of them on day one. Once a child knows that they cannot get away with disruptive behavior they will tend to not want to misbehave. If there is a reward system they will definitely want to have a reward at the end of the day or week. Consistency is the key to keeping students where they need to be in order to have peace in the room.