Discussion 2

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Liberty University *

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623

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Management

Date

Feb 20, 2024

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docx

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2

Uploaded by BarristerClover13208 on coursehero.com

Many types of challenging classroom behaviors that disrupt class and can be assessed with a counting strategy. From my observations of secondary school, I feel the most relevant is students getting off task while working on computers. Suppose a student is continually off task while on the computer. Utilizing a counting strategy will allow you to assess if the behavior is causing a distraction (Maag, 2018). The Bible states in Proverbs 4:25-26, “Let your eyes look straight ahead; fix your gaze directly before you. Give careful thought to the paths for your feet and be steadfast in all your ways.” This reminds us that no matter what has occurred previously, we must look toward our goals of determining and intervening in an appropriate manner. In order for a teacher to determine when to count an occurrence they must have a clear idea of what the problem is. The most efficient way to do this is to monitor the students' online activities using a classroom management software program that allows for real-time viewing of the students' computers and walking around the classroom to check student computers. A count of how many times the student went off task during the allotted time for the assignment will help establish that the behavior is a problem. If it is determined to be a problem the teacher can then implement interventions to correct the behavior. After the implementation of the intervention, another count can be made to see if the intervention is working. Another tool that can be used is graphing. The teacher would begin collecting data to graph the occurrences and make it more straightforward to determine if the problem requires intervention (Maag, 2018). Some data to be collected is the number of times student(s) went off task, if other students were distracted by the action, and how long it takes a student to return to the task. The teacher could look back to see when and how long each occurrence occurred. Collecting data frequently allows for monitoring progress in both long-term and short-term goals (Hojnoski et al., 2009). The original data collected would establish a baseline. The baseline will provide an objective method for evaluating changes and the effectiveness of the chosen intervention (Maag, 2018). To determine this, a target behavior needs to be identified in clear terms that are specific and observable. As data is collected and documented, interventions can be adapted to reach student goals (Hojnoski et al., 2009). Thus, the behavior can easily be monitored to ensure effectiveness, allowing for adjustments to be made if needed. Sources: Hojnoski, R. L., Gischlar, K. L., & Missall, K. N. (2009). Improving Child Outcomes With Data- Based Decision Making: Graphing Data. Young Exceptional Children , 12 (4), 15–30. https://doi.org/10.1177/1096250609337696 Maag, J. W. (2018). Behavior management: From theoretical implications to practical applications (3rd ed.). Cengage Learning.
Read the Bible. A free Bible on your phone, tablet, and computer. (n.d.). Www.bible.com. https://www.bible.com
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