Types of Behaviors - Free Paper Sample

Introduction

Student behaviors have a direct impact on learners’ comprehension, socialization, and academic excellence. Notably, at the elementary level, teachers are obligated to observe and target various behaviors for intervention to permit children to develop suitable learning and socialization habits to enhance their academic performance in the future. Notably, behaviors can be operationally defined include desirable and undesirable behavior (Te Salvia et al., 2017). Teachers target desirable behaviors among children to improve them and comprise of academic performances such as oral reading or prosocial behavior such as talking politely. Undesirable behaviors are targeted for replacement purposes and may include normal behavior utilized inappropriately, harmful, infrequent, stereotypic, and normal behavior (Te Salvia et al., 2017). Harmful behaviors are those that are physically harmful to a student or others. They may include head banging, self-biting, eye gorging, drug and substance abuse, or other unusual aggressive behavior (Te Salvia et al., 2017).

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Stereotypic Behaviors

Additionally, stereotypic behaviors comprise of inappropriate shrieks, hand flapping, or rocking, which are against conventional cultural norms. Such habits are targeted for elimination and replacement with desirable traits (Te Salvia et al., 2017). Moreover, absent desirable behaviors consist of those desired traits that are missing in a child’s development stage such as walking or talking. In my previous job, I encountered several children who did not develop their talking ability easily as the others. Interventions on such behaviors help a child to develop desirable functional skills.

During my last job as a kindergarten teacher, where most of my students were between 3-6 years old, I encountered various behaviors that require immediate interventions. For instance, I had a student who would always wander around the classroom every time I faced the whiteboard. The learner, John—not the real name—would wander around and disturb other children by snatching their crayons or books. The habit would distract other students and impending learning in the classroom. I defined the behavior operationally and identified a suitable target replacement, which was sitting quietly in the classroom.

Acceptable Norms for Classroom Behavior

Behavioral norms define teacher-student interaction in classrooms. I acknowledge that learners have different social, economic, educational, and family needs; therefore, while formulation classroom norms, I envision to create a comfortable environment for all my students. Firstly, I assess whether the set classroom ground rules enhance respect amongst teachers and students. Respect is a vital element in developing acceptable classroom norms. In this case, I ensure that no rule will promote disrespecting students from a specific demographic or academic performance (Gasser et al., 2018). Secondly, I determine acceptable behavior norms by assessing whether they promote learning by creating a comfortable environment. In this case, I only favor those rules that enhance concentration, fairness, engagement, and respect (Gasser et al., 2018). Notably, while dealing with kindergarten children, I enforce most of the behavioral norms and guide the learners through them since they are unlikely to engage in any discourse. I ensure that the rules I set help each student to develop behaviors that promote a positive environment.

Alternatively, in the case of other advanced learners, engaging them in discourse to formulate ground rules facilitates the determination of acceptable norms. In this case, learners can give their feedback concerning a given issue to reach a consensus. Moreover, I identify acceptable norms through hand-on practice or research on different behavioral pedagogies (Gasser et al., 2018). For instance, I can research concerning various behaviors that kindergarten children are supposed to reveal and enforce them based on their effectiveness in promoting child development and learning. For example, I used to teach my students how to use a potty properly and correct or guide them occasionally if wet their pants.

Critical Components

I believe that an effective classroom environment is one that fosters the development of desired behavior to improve learners’ academic comprehension and wellbeing (Tas, 2016). An effective classroom has several components such as creative spaces, safe space, diversity of views, and motivational culture. Creative spaces are characterized by learning surroundings that allow free flow of ideas and where learners can freely move, think, and comprehend content (Tas, 2016). Notably, students require unique creative spaces, necessitating the need for the creation of a holistic environment that facilitates creativity. For example, in kindergarten, children require creative spaces to move around as they draw objects and learn to read new words and adopt desirable behavior.

Secondly, an effective classroom encourages a safe space where learners can express themselves comfortably without fear. An excellent environment is only possible when students feel safe and trust the teaches and their colleagues (Tas, 2016). In this case, students dare to try and fail and express or share their feelings because teachers or other students send feedback that signals its okay to be not correct or vulnerable (Tas, 2016). Noticeably, such an environment creates a culture of openness and trust, which is critical in enhancing the social and emotional wellbeing of students.

Conclusion

Thus, an effective learning environment facilitates a diversity of views. The situation allows people to learn from one another and understand the notion of different perspectives (Tas, 2016). In this case, both teachers and students should understand that it is okay to disagree form one another’s view and that they can agree to disagree. Different persons have unique experiences, knowledge, cultures, ages, backgrounds, and professional skills (Tas, 2016). The ability to have an all-inclusive environment free from any stereotypical behavior is paramount in enhancing the learning and development of children's psychosocial development.

References

Gasser, L., Grütter, J., & Torchetti, L. (2018). Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior. Journal of school psychology, 71, 72-84. https://doi.org/10.1016/j.jsp.2018.10.005

Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31(4), 557-577.
https://doi.org/10.1007/s10212-016-0303-z

Te Salvia, J., Ysseldyke, J., & Witmer, S (2017), Assessment in Special and Inclusive Education, 13th edition. Cengage Learning.