Essay Sample on Elementary Classrooms: Ensuring Proper Behavior to Achieve Learning Objectives

Introduction

Generally, elementary classrooms in various schools are orderly with a proper teacher-student and student-student relationship active and learning continues without significant interruptions. In most cases, teachers in elementary school classrooms engage and recognize the significance of preventing different behavior problems and ensure the use of proper tools to avoid behavior problems. The issue concerning behavior problems is amongst the significant occurrences that hinder the objective of the elementary school classroom. Although the teachers' in the primary school classrooms can engage in well-managed classrooms, positive relationship with the students, and engaging instructions, there are possibilities of one or few students exhibiting behavior problems (Epstein, Atkins, Cullinan, Kutash, and Weaver, 2008). As such, the students exhibiting behavior problems could be disruptive, defiant, or oppositional and occurrence that sometimes transpires to a higher number of students with behavior problems. The existence of behavior problems leads to the chaos which impediments learning for all students and could lead to significant challenges for the teachers. As a result, creating the need for various possible evidence-based approaches meant t improve student behavior in the elementary school classroom. Thus, this report will deliver three possible evidence-based strategies to reduce behavior problems among elementary students.

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First Recommendation

With every difficulty or problems, it is critical to identify the specifics of the involved issues since it helps develop a proper plan and approaches to reduce the problem. In this case, concerning the reduction of behavior problems in the elementary school classroom, the first recommendation involves identifying the specifics of the problem behavior and the conditions that prompt and reinforce the behavior problems. Majority of the teachers in elementary school classroom undergo difficulties in the attempt to remedy a student's behavior problem that is not responsive to preventive measures and struggles. According to numerous studies on single-subject research, they demonstrate the effectiveness of developing behavioral interventions designed to address and ensure modification of what prompts and reinforce the problem behaviors of elementary school students (Epstein et al., 2008). When one talks about the identification of specific about the problem behavior, it means that the educators ought to develop and identify the particular significant problems and not generalize the problem behavior. In as much as student behavior may be different, a behavior problem can be easily detected and the condition dealt with.

Moreover, since this recommendation is an information gathering process it seeks to answer the questions (when, where, and why the behavior problem occurs) thus simplifying the selection of significant approached to maintain learning demands (Epstein et al., 2008). However, I recommend identifying the specifics of the problem behavior and condition since in the majority of the cases, it helps tailor proper strategies and interventions to address the needs of the students and yield positive outcomes compared to interventions applied without specific problem behavior identification. Also, since student success could be attributed to a particular behavior, identification of the problem behavior could assist the learners and educators by ensuring a problem relationship since the educators could develop better ways on how to handle the students and understand each learner while the learners could develop a proper understanding of the differences in behavior problems.

Second Recommendation

Correspondingly, modifying the classroom learning environment to decrease problem behavior is another recommendation I would make concerning the reduction of behavior problems in elementary schools' classroom. A consistent and well-defined classroom rule is associated with positive student behaviors, particularly in the classroom setting and other learning avenues (Epstein et al., 2008). According to various studies, educators that proactively decrease problem behaviors are likely involved in establishing an order and positive classroom environment by enforcing routines, appropriate responses of individuals and groups, offer many activities and materials according to the abilities of the students, encourage collaborative peer tutoring, and practice instructional principles significant with leaning practice (Epstein et al., 2008). Moreover, many classroom-focused interventions to mitigate and decrease students' problematic behavior eliminate factors that trigger behavior problems. It means that the triggers can result from a mismatch between the classroom structures and students' preferences and skill. Within the details of this recommendation, educators can mitigate the occurrence of inappropriate behavior by revisiting and reinforcing elementary classroom behavior expectations. Also, the teachers may opt to rearrange the classroom schedule and classroom environment to meet the different students' need, as well as individually adapting instruction to promote high rates of task behavior (Epstein et al., 2008).

Similarly, there are various reasons as to why I recommend modification of the classroom learning environment. According to a specific randomized study in line with this recommendation, it demonstrates that preventive classroom management with an emphasis on educators' attention to specific environmental variables evoking problem behaviors. Also, the proposal is adequate and appropriate since direct and differentiated instructional strategies increase student engagement and decrease problem behaviors along with promoting ample opportunities that students have to respond to academic prompts that enhance their educational engaged time with the learning materials reducing inappropriate behavior. The Peer Assisted Learning Strategies are another reason for modifying the classroom learning environment since it improves learning behaviors, which equally enhances reduced behavior problems (Epstein et al., 2008).

Third Recommendation

As a third recommendation, teaching and reinforcing new skills to increase appropriate behavior and preserve a positive classroom climate would help reduce behavior problems in the elementary school classroom. Under this recommendation, it is based on randomized controlled trials that examine the effectiveness of teaching and reinforcing new significant skills to students with problem behaviors. According to the examinations, positive reinforcement is associated with long-term academics, which in this case involve strengthening new skills increasing appropriate behaviors among students (Epstein et al., 2008). Primarily, this recommendation on teaching and reinforcing new skills to preserve a positive classroom climate revolves around the suggestion that educators should actively teach students socially and behaviorally, appropriate skills meant to replace problem behaviors with the utilization of strategies focusing on students' as individuals and the entire classroom overall. Through this, the educators assist learners in the elementary school classroom with behavior problem learn how, where, and how to utilize the newly acquired skills (Epstein et al., 2008). This recommendation increases the opportunities for students and that the students have to exhibit appropriate and commendable behaviors. Also, teaching and reinforcing new skills preserve a positive classroom climate and manage consequences to enhance the learners as they depict a positive replacement of the behavior problems with proper and adaptive skills.

Nonetheless, in support of this recommendation, it is evident that classroom-based interventions for the learners with behavior problems focus on enhancing social skills, problem-solving, self-management, among others that promote a positive classroom atmosphere. Through this recommendation, it demonstrates that reductions in behavior problems such as aggression, and increase in academic engagement are associated with skill-building and reinforcement of positive behavior (Epstein et al., 2008).

Conclusion

In conclusion, it is necessary to understand the majority of the students' learning behaviors achievement are addressed the issues of curriculum, instructional approaches, among other intervention. The issue of behavior problems is among the significant challenges in learning outcomes in the elementary school classroom. However, through identifying the specifics of the problem behaviors and conditions that prompt and reinforce the behavior; modifying the classroom learning environment; and strengthening of new skills to increase response and preserve a positive classroom atmosphere, they play a significant role in reducing behavior problems in the elementary school classroom.

References

Epstein, M., Cullinan, D., Atkins, M., Kutash, K., & Weaver, K. (2008). Reducing behavior difficulties in the elementary school classroom. IES Practice Guide, 20(8), 1-87