Disruptive Classroom Behavior

In this case study, first year third grade teacher, Maggie Lindberg, is having trouble controlling her class. The children are well-behaved during their art period. However, when Ms. Lindberg is in charge, they are highly uncontrollable. They talk when they are not supposed to talk and they don’t listen to anything that Maggie says. There’s supposed to be a nature walk/field trip and Ms. Lindberg’s class has yet to complete the task.

One thing I wish we could have done differently was make it mandatory to be at the center on time. Every time a late student walked in it made it further difficult to take the attention away from us. Consequently, making me question whether the kids would have acted accordingly had we not been there.

I also realized that I needed to read more into classroom management. I noticed the teacher had withitness since she could conduct a reading group while watching and listening to the other 5 stations of students scattered across the room. She was able to read the book out loud to the class while noticing the students’ behavior such as a child who had put a rock in her mouth. The teacher calmly stopped reading and told the girl to spit the rock out and throw it away while exclaiming that rocks are not intended for our mouths or eating. Then she began to read again. I did not even see the rock from where I was

Another interaction was when the teacher was reading a story, two kids were taking during she was reading. The teacher said to them to stop and listen and they did. Another interaction between the teacher and the children was encouraging the upset child Kayln. He liked to be alone all the time, and he wasn’t an active child. When the time of the outside activity was done, the teacher asked him to enjoy the group in music area, but he refused and kept being alone and then the teacher asked him to draw something then he did. I noticed there were many redirections to the children. For example, one child was drawing and colored all over the paper and the table got messy, then I told him the paper is used for drawing and the tables are for toys. Then he drew again and wasn’t messy like the first time. The teacher was using effective technique to teach the children when one child tried to be alone and was shy, and the teacher changed the environment of the child and he became less shy. During my lab time I learned many important things, like I learned the best thing which was to wait first and see if the children can solve problems by

There was a noticeable shift in atmosphere. Normally the tutors joke with the kids or try to make their study time a little more fun, but as soon as they walked in all the tutors demeanor changed to a more no nonsense type attitude. The students had the same reaction. Our class at the moment was a group of older kids around thirteen or fourteen. This class isn’t necessarily the most well behaved class. There are a few certain kids who cause the most disruptions. I thought it was interesting that as soon as the group of teachers walked in suddenly they were acting like completely respectable students. They were doing their work, taking notes, and only speaking when it was appropriate. I believe it was because a large group of teachers walking in unannounced and staring at them, intimidated them too much to act out. Which makes me think that class probably doesn’t accurately represent how well students work together in a group setting. If they really wanted to get and accurate representation they would probably need to set up hidden cameras.

When students came in, they were calm and polite, a few even spoke to their visitors and seemed genuinely pleased that they had guests today. When the students came in, they knew exactly what they were supposed to do and did so quietly. The diversity in this classroom was nice to see and the students all interacted kindly to each other and with

Students will always display disruptive behaviors in classrooms. Sometimes one teacher is responsible for twenty-five students, so disruptive behaviors will surely happen. I think what is important is how educators handle these situations. Some common disruptive behaviors for a third grade classroom are calling-out, talking, breaking the classroom rules, talking-back, not focusing on the lesson, yelling, and staying seated. The key to managing disruptive situations and maximizing learning in a third grade classroom is good classroom management. Being an effective classroom manager is the most important role for a teacher, and with good classroom management, a teacher can stop the disruptive behaviors from continuing. Classroom management is difficult for early teachers. If students are not following rules and procedures, the classroom can

OM does well in his academic having no grade lower than a B on his latest report card. However, his conduct grade average 60%.

As teachers we need to state and continue to follow the classroom expectations, for the students to take us serious. If we aren’t able to support the rules, the students will not support them as well. I believe this was an awesome classroom to observe. I was very surprised to see how the teacher had control over everything, without doing any shouting or saying “shhh”. This is a classroom I would love to continue observing.

Today, was a crazy and long day. This week I am only teaching Math, Daily 5, and Social Studies. During Daily 5 today Mrs. Haberman the principal came into observe me. I went through the interactive lesson before class, but I should have looked over the directions a little bit better. I tried to put the incorrect word into the box, and Mrs. Vavra told me that I needed to make sure I knew what it was asking me to do. I can’t believe I let this happen especially since Mrs. Haberman was in there. I was nervous about her coming in already and now I am nervous to see what she has to say about the lesson. It was not my best lesson by far and of course it had to be the one that Mrs. Haberman was observing. I personally I think the problem was that

Have the teacher have at least one conversation with each child, have the child express themselves on the topic that is getting discussed.

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

I have never had an unexcused absence or been tardy to class. In addition, I cannot recall a time that I ever ever been genuinely disruptive in class. However, there are a couple of instances that I have been asked to stop talking or stay on topic, and this may have been disruptive to the class.

My practicum started in the Dragon Class_Child Development Center in Glendale Community College. The class consists of twelve children, twelve teachers and one assistant. My assigned practicum hours were from 3:00-6:00PM. From 2:30-3:30PM is the children’s bathroom and activities time. By the time I entered the classroom, some of kids have been to the bathroom already after naptime, which other may still be asleep. In the meantime, two children are drawing and coloring. It takes more than fifteen minutes to finish their work. Once the teacher said to one of them, “Thank you for writing you name on the paper”. Although other children were doing different class activities, it caught my attention that those two children were supper

students. She sets out to learn how to effectively teach and provide an interesting, stimulating,