ARTICLE SUMMARY CRITIQUES

Article Summary Critiques



Article Summary Critiques

Realigning Student and Teacher Perceptions of School Rules: A Behavior Management Strategy for Students with Challenging Behaviors

The paper studies the gap between the teacher and student perception about school rules and ways to improve the student behavior. This study was tested with 10 middle school students who were having emotional disturbance issues, and the behavior was studied over 36 weeks. Teachers and students behavior were recorded with 5 classroom rules or norms. Data was used to identigy strategies and goals to develop interventions. Significant improvement was recorded among the students' behavior. To begin, we consider that, usually, our reactions and behaviors to others are influenced by the perception and representation we have of them, and this also occurs within the educational environment. Similarly, the representations and teachers' expectations on their students can modify their activity in the classroom and their behavior and attitudes in relation to the school (Kudawashe Moffat, 2011).

In my view, the student attaches great importance to the opinion that his teacher has him, and the professor expressed implicitly through tone of voice, behavior, gestures and attitudes that are targeted to the students, although not sought. The student gets it quickly and that it produces consequences that can be positive or negative. In this way, teachers provide a treatment alternative education students based on their expectations that affect their school performance, since they react to different educational treatments, so confirming the expectations of teachers. An example of different educational treatment performed by the teacher in the classroom would be as follows: In some cases, we can find teachers who attributed the difficulties of "good students" to situational factors and difficulties "bad students" to their lack of competence and consistency in their work. This can result in the teacher action in the first case, more effort and motivation to help and in the second case, ignorance because they are considered more "awkward".

In my opinion, it is crucial to stop the disruptive behavior when it occurs. It is also essential that teachers reduce threats and ultimatums in the case of minor offenses. For more serious behavioral problems, we must completely remove these two reactions among teachers as well as warnings. For minor infractions such as distraction, the student is reinforced by the teacher if it works right away as soon as it asks him to get back to work. If the student does not cooperate, the teacher sends it to the local "Think Time" (the class teacher's assistant). If it is a more serious fault as shouting or sacred in the classroom, the teacher sends the accused immediately appointed to the local time of reflection and said nothing more. In both cases, communication between the teacher and the student is limited, unemotional and focused on the facts.

Students in middle or high school should be rewarded in ways that are meaningful to them. They will not be impressed by incentives such as pencils or candy. Teachers need to find rewards that are inexpensive but ...