Classroom Management Matrix
name
Grand Canyon University: SPD-200
Date
Classroom Management Matrix
| Cause of Misbehavior in the Inclusion Classroom | Strategies/Possible Solutions (use citations) |
| Chronic avoidance of class work and homework. A student who is academically lower or higher than their peers can avoid turning in class work to prevent teasing from classmates. | In this scenario, the educator needs to determine if they child is simply not turning their work in because they do not want too, or is because they do not know how to do the work. It could also be that the student is afraid of being teased by other classmates because they did not have troubles with the class work. Once you have found the reason as to why the student is not turning their work in the educator needs to solve the issue. The student that struggles, maybe find time to explain the work to the student in a one on one study time CITATION Ver17 l 1033 (Daniels, 2017). |
| Talking out of turn, not raising a hand when the student needs to say something. | Children with certain disabilities have a hard time controlling their bodies. This would include talking out of turn. Some simple solutions would be changing the students seat. Have the disruptive student in front of the class as opposed to the back of the class. An educator could also give out rewards for listening and following the rules. This could include extra free time, a homework pass, teachers helper, and so on. If the educator is having a classroom discussion they could use an object to pass to the student when it is their turn to talk CITATION Lin12 l 1033 (Rhinehart, 2012). |
| Aggressive behavior towards other students or staff | Students who are hostile-aggressive are encountered (and certainly dreaded) by just about every teacher. These are the students classically regarded as “problem students.” They often have Attention Deficit Hyperactivity Disorder, emotional or behavioral disorders, or are below grade level in achievement. An educator can intervene by seeing these negative behaviors and do a behavioral chart. With good behavior the child can add stickers and earn a reward, bad behavior needs to be dealt with consistently and orderly. But let the child try to correct their behavior. Do not just keep them at “bad kid” level all day. This will encourage them to do better, and see where they were wrong CITATION Uni16 l 1033 (University of Minnesota, 2016). |
| Teasing other students or bullying | Bullying is common in classrooms, especially with a wide range of different students. As an educator it is your responsibility to make sure NO rude comments are made to anyone at anytime, and if there are rude comments made they are handled right there. The minute a bully sees they can get away with being rude to other students they will take advantage of it. The classroom needs to be aware of what bullying is and why it is not okay. Children always respond to positive feedback, so if they are being respectful or standing up for their peers reward them!! Also involve the parents, make sure they know also that bullying is against the rules and how the classroom is doing everything to prevent it CITATION Eri15 l 1033 (Hellwig, 2015). |
| Constant disruption of class, whether it is by talking or getting out of their seat. | Children with disabilities may have a hard time controlling their bodies. So providing students with the proper tools to stay on task and not be disruptive is key. Teachers can use items such as a weighted vest, special chairs, bean bags, allowing the child to stand while lesson time, or incorporating physical movement in lesson plans. Children are not meant to sit for long periods of time, so involving movement can help keep the class focused CITATION Bra17 l 1033 (Brain Balance Achievement Centers, 2017 )! |
References
Brain Balance Achievement Centers. (2017 , October 16). The Benefits of Exercise for Children with ADHD. Retrieved from Brain Balance Achievement Centers: https://www.brainbalancecenters.com/blog/2014/10/classroom-modifications-children-adhd-concentration-issues/
Daniels, V. (2017). How to Manage Disruptive Behavior in Inclusive Classrooms. Retrieved from Teacher Vision: https://www.teachervision.com/how-manage-disruptive-behavior-inclusive-classrooms
Hellwig, E. (2015). 10 Ways to Help Reduce Bullying in Schools. Retrieved from cpi: https://www.crisisprevention.com/Blog/November-2011/10-Ways-to-Help-Reduce-Bullying-in-Schools
Rhinehart, L. (2012, January 5). Classroom Management Strategies to Control Talking. Retrieved from Bright Hub Education : http://www.brighthubeducation.com/classroom-management/28981-strategies-to-control-talking-in-class/
University of Minnesota. (2016, January 8). Dealing with Hostile and Aggressive Behavior in Students. Retrieved from Improving Lives : https://cehdvision2020.umn.edu/blog/aggressive-behavior-in-students/
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