Free Essay: Summary of the Development of the Behavioral Matrix

Published: 2022-05-24
Free Essay: Summary of the Development of the Behavioral Matrix
Type of paper:  Research paper
Categories:  Students Human behavior
Pages: 6
Wordcount: 1547 words
13 min read

Being responsible for personal actions.

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Displaying preferences for doing the right thing. Incentives, Rewards, Reinforcements, Positive Responses:

Compliments and praise.

Making complimentary calls home or sending positive notes to their parents.

Awarding of badges and certificates.

Trophies that rotate with performance.

Display of trust by endowing student with additional responsibility.

Provision of several final minutes of the class as free time.

Public recognition of exemplary students in the presence of the whole school.

Having the whole class cheer or applaud a student.

Giving students treats.

Positive notes to students in their mailboxes and their classroom planners.

Incentives, Rewards, Reinforcements, Positive Responses:

Giving students immediate presents such as candy for answering questions appropriately.

"No Homework" pass.


Gumball picture for the team or the whole class.

Intensity I (Annoying) Offenses:

Not carrying out whichever tasks that are instructed and instead staring distractedly or laying head on the desk.

Displaying lack of attention in class/not listening to the instructor.

Intensity I (Annoying) Offenses:

Leaving seat without seeking the consent of the teacher first.

Talking without regard to turning taking.

Being away from where they should be at a designated moment in time.

Whistling or making other sounds that are not speech-related that are intended to disturb the processions in class.

Running in class.

Rocking with seats.

Abrupt shouting or blurting of responses.

Failure to follow directions.

Teasing others.

Calling fellow students names.

Talking to others without seeking the teacher's consent.

Poking other students inappropriately.

Portraying poor attitude by mild rudeness.

Intensity I (Annoying) Offenses:

Use of inappropriate tone or volume of voice.

Cursing or swearing.

Lying especially to the teacher. Corrective Responses and/or Consequences:

Nonverbal physical prompt by the teacher.

Teacher closeness to the student in question.

Redirection to the principal or parent by the teacher.

Corrective Responses and/or Consequences:

Issuance of warnings by the teacher.

Provocation by the teacher to "stop and think."

Relocating the student from their current seat to another position in the same classroom, especially where the teacher can monitor them better.

Having the student apologize to their teacher or the classmates.

Loss of recess time to make up for time wasted during classroom.

Guiding the student to write a new plan of action.

Having the student stop engaging in the class action and having them watch as the rest complete the activity.

Calling the student's home from the classroom with the student there to bear witness.

Sending a note home.


Corrective Responses and/or Consequences:

Holding of parent-teacher-student conference.

Student writes a letter to parent.

Intensity II (Disruptive or Interfering) Behavior:

Refusal to follow directions from the teacher.

Racially or sexually inappropriate language.

Making inappropriate hand gestures.

Attempting to non-verbally intimidate another student, for example by irksome persistent staring.

Leaving seats without the teacher's consent.

Talking to neighbors without the teacher's permission.

Chronic socializing with peers.

Displaying defiance towards superiors.

Intensity II (Disruptive or Interfering) Behavior:

Arguing with teacher especially upon receiving instructions or talking back to the teacher.

Running in the classroom.

Use of inappropriate tone or volume of voice while addressing the teacher or even fellow students.

Inappropriate physical contact with fellow students albeit without inflicting injuries. Responses and/or Consequences by the Teacher:

Loss of additional privileges.

Withholding the chance to earn reinforcement tickets.

Loss of reinforcement tickets.

Loss of free time.

Entering perpetrators' names in discipline log/book.

Guidance of the student to write a new action plan by the teacher.

Holding of parent-teacher conferences.

Holding of parent-teacher-student conferences.

Teacher sends home notes to parent.

Student to parent letter.


Responses and/or Consequences by the Teacher:

A teacher is making a call to the parent.

Sending the student out of class.

Intensity III (Persistent or Antisocial) Behavior:

Significant defiance or refusal to follow instructions.

Use of sexually, racially or other forms of inappropriate language.

Throwing furniture or other dangerous material.

Acting in hazardous a hazardous manner that raises safety concerns.

Bullying others.

Intensity III (Persistent or Antisocial) Behavior:

Use of verbally threatening behavior.

Use of physically threatening behavior.

Physical aggression towards others while portraying intention to cause bodily harm.

Behaving in sexually inappropriate manners, for example displaying their private parts.

Perpetrating sexual harassment upon others.

Spitting on the others, on the floor, and other inappropriate places.

Vandalism on school and other people's property.

Cheating on tests. Consequences Desired by the Administrator:

The student should be denied recess time.

The student should be guided to write an action or remediation plan.

The student should model the appropriate behavior wherever the infraction occurred.

Consequences Desired by the Administrator:

The student should model the appropriate behavior with those who were involved in his or her infraction.

After-school detention.

Parent-teacher conferences.

Parent-teacher-student conferences.

In-school suspension.

Out of school suspension.

A note sent home, written by the teacher and the administrator.

The student should replace any property they damaged.

The student should be made to apologize to anyone they have hurt or done wrong to.

The student should be made to write a letter addressed to their parents.

Time-out in class.

Intensity IV (Severe or Dangerous) Offenses:

Stealing/theft (Taking or attempting to take the property of another person or institution without permission or knowledge of the owner, with the intent to deprive the owner of its use). Administrative Responses Specified in the District Code of Conduct:

The stolen items should be seized, and the student put through mandatory counseling.

Trespassing (Being on school premises without permission, including while suspended or expelled; includes breaking).

The case should be reported to the security department so they can handle it appropriately.

A student may be suspended after an investigation.

Possession of weapons or contraband involving drugs or drug paraphernalia within the school compound. The illegal items should be seized and the student subjected to mandatory counseling.

The case should be reported to the security department who may then coordinate with law enforcement officers.

Intensity IV (Severe or Dangerous) Offenses:

Infliction of considerable injury or harm to fellow students or teachers, especially using weapons. Administrative Responses Specified in the District Code of Conduct:

The security department should be informed to help the teacher handle the situation.

The student may also be suspended.

Abuse of narcotics (non-narcotic drugs by under 18s) by students. Compulsory guidance and counseling.


Extreme actions of religious, racial or other forms of discrimination. Suspension and probable expulsion

(Fort Wayne Community Schools Code of Conduct 2017/18)

Part 2: Summary of the Development of the Behavioral Matrix

The behavioral analysis displayed in the table above is meant to bring out how students in the fourth grade are expected to behave at school. It also extrapolates what the students are expected not to do within the school premises. Finally, it outlines how the teacher and the administration of the school monitors and rectifies retrogressive behavior among their students. From the table above, there is enough information from which one can make a summary of behavioral trends and corrective responses and establish a universal code of behavior for students of the fourth grade. Institutions may, therefore, deduct methods of administration and handle disciplinary situations.

Such an analysis as this assists the instructor in setting their goals too. As a matter of fact, according to Koffman 1980, a considerably huge number of institutional practices are based upon this maxim. He states that if at all any form of educational instruction is to be helpful and easy to carry out, the instructor more often than not has to be able to state his instructional goals regarding well-defined behavioral objectives. Koffman further explains that instructors who wish to create metrics, for evaluation of the level of success of their sessions of instruction, may do so using behavioral objectives.

The aforementioned planning is used to ensure effective instruction. As is extrapolated in the first section of this paper, negative behavior is discouraged while positive behavior is reinforced. Both of these measures are taken so as to ensure that there is effective instruction. In case there is negative behavior amongst students, there is a high risk that learning will not take place. So as to understand this, there is a need to examine the meaning and basics of communication.

"Contemporary theory regards communication not only as the dynamic process of exchanging meaningful messages but as a transaction between the participants during which a relationship develops between them" (Steinberg, 1994). For communication to take place, information has to be conveyed, as well as meaning. In a classroom situation, for the instructor to have communicated, he or she has to achieve the same. Therefore, for learning to take place, there has to be effective communication. Learning involves the acquisition of new information, knowledge, and skills. This happens in communication. We can, therefore, deduce that, for instruction to end in effective learning, there has to be effective communication. Learning is therefore an example of effective communication. If effective communication doesn't take place, then learning never occurred.

In Sheila Steinberg's discussion concerning communication, you will realize that for communication to take place; there has to be the absence of communication barriers. These barriers were referred to by Shannon and Weaver, 1949, as "noise." Noise or prevents effective transfer of information from the communicator to the recipient. In the first section of this paper, the negative behaviors are all barriers to effective communication, therefore learning as well.

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