Disruptive Student Behavior
Affects Teaching and Learning in Schools
Yvonne Slyfield
Grade 2-5
C.S. 200
INTRODUCTION:
Academic achievement isn't always an absolute measure of a student's intelligence. Student behavior plays a major role in academic achievement. Disruptive student's behavior in the classroom interferes with the teacher ability to teach and affects students learning. Most students in elementary school have witnessed or experienced disruptive student behavior in class. This has become a major concern for teachers, students and parents. Although they have been several strategies put in place in the past to deal with and prevent this kind of behavior it continues to escalate.
TASK:
You have been asked by your principal to conduct a survey /research among your schoolmates to see how they are affected by disruptive student behavior in their classroom. She wants you to design 3 strategies that would alleviate such problems. Write a letter as a group to the superintendent explaining how she can assist our school to implement these strategies.
To do this, you must use the following six step public policy approach and refer to the resources.
PROCESS/RESOURCES
Step One
Put together a team of student representatives from across grades 2-5 to look at the current school discipline policy. Meet with the schools Guidance Counselor to discuss what measures are actually taken.
Step Two
1. Define the Problem: Worksheet#1
2. Gather the Evidence: Worksheet #2
3. Identify the Causes: Worksheet #3
4. Evaluate an Existing Policy: Worksheet #4
5. Develop Solutions: Worksheet #5
6. Select the Best Solution: Worksheet#6 (Feasibility vs.
Effectiveness)
Step Three
Once you have gathered your data you will design atleast 3 strategies to be implemented across the school.
Step Four
Meet with the principal to discuss the strategies designed.
Step Five
Write a letter to the superintendent explaining how she can help us implement these strategies in our school
Resources
· Go to http://oureverydaylife.com/can-behavior-affect-academics-students-9290.html find information on how discipline affects students learning
· http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1201&context=msw_papers
Dealing with Disruptive Behavior
· https://www.teachervision.com/classroom-discipline/resource/2943.html
EVALUATION
You will be evaluated on a scale of 1-4 with 4 being the highest
|
|
4 |
3 |
2 |
1 |
|
Survey/Research
|
*Problem well identified and thoroughly researched *All six steps of the PPA are thoroughly addressed *Evidence of notes and action research |
*Problem identified and reasonably well researched *All six steps of the PPA are addressed, |
*Problem identified with limited research. *All steps of the PPA are addressed,
|
*Problem identified but research is lacking *Incomplete work |
|
Written Strategies |
*Well organized, demonstrates logical sequencing and sentence structure *Thoroughly addresses each of the six different parts (see Task)
|
*Well organized, but demonstrates illogical sequencing or sentence structure. * Addresses each of the six different parts |
*Well organized, but illogical sequencing and sentence structure. * Barely addresses each of the six different parts |
*Weakly organized.
*Does not address each of the six different parts |
|
Presentation |
*Social problem introduced with authority based on information *Utilizes clear and helpful visual aids *Generate and field questions and responses from audience around their topic of discussion. *Every member in group participates in presentation. |
*Social problem introduced with some authority *Visual aids used *Generate questions and responses. *Most members of group participate. |
*Students state the social problem *Students require prompts to generate questions *Limited participation within the group |
*Teacher generates discussion |
|
Group Participation |
*Group establishes and maintains an equal distribution of labor among all participants. *Differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills
|
*Group makes attempts to maintain an equal distribution of labor among all participants. *Almost all differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills |
*Groups make unsuccessful attempts to maintain an equal distribution of labor among all participants. *Only some differences are dealt with maturely as students attempt to exercise listening skills, leadership skills, and compromise skills |
*Group is unable to equally distribute work. *Differences are not dealt with maturely |
CONCLUSION
The research and information you have gathered as part of your social problem policy analysis is very valuable. The strategies you have designed are very helpful to minimize disruptive classroom behavior and will improve students learning. As a Public Policy Analyst, you have identified how disruptive behavior affect students learning and you have designed strategies to help alleviate these problems.
The principal appreciates the time and effort you put forth in conducting this research.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.2.7
Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources
to answer a question.
CCSS.ELA-Literacy.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and
digital sources; take brief notes on sources and sort evidence into provided
categories
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
CCSS.ELA-Literacy.W.4.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.
CCSS.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
CCSS.ELA-Literacy.W.5.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research
Social Studies
STANDARD 5 – CIVICS, CITIZENSHIP, AND GOVERNMENT
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the United States and other nations, the United States Constitution, the basic civic values of American constitutional democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.