HOLY TRINITY UNIVERSITY

GRADUATE SCHOOL
PUERTO PRINCESA CITY

EEd 306: UNDERSTANDING PUPIL’S CLASSROOM BEHAVIOUR:

ALTERNATIVE THERAPEUTIC INTERVENTION IN EDUCATION

Name: ALMERA JEAN SHAILY P. DALITA

Professor: DR. JASMIN P. JASMIN

Activity 2
1. Give/cite one (1) example of situation that will explain
Ecological theory of behavior as to :
a. Microsystem
Microsystems are the closes influences to a child that directly affect their psychosocial
development.
The microsystem refers to those most immediate contacts in the child’s life. Examples would
be the child’s family, their nursery or playgroup, their neighbors and their local community.
What is suggesting here is that whilst young children are influenced by the actions of others
they also, in turn, directly influence the actions of others with whom they come into contact
with.
b. Mesosystem
Mesosystem is where all of a child’s immediate influences (family, school, community,
church, etc.) interact. Mesosystems are where a child’s microsystems connect and influence
one another- for example, a child’s parents connecting with their teacher at school. The
closer a circle or a system is to the child, the greater is the degree of immediate influence it
exerts on the development of the child.
c. Exosystem
Exosystem refers to one or more settings that do not involve the developing person as an
active participant, but which events occur that affect-or are affected by- what happens in the
setting containing the developing person. Example, if the government raises taxes or adds
more standardized testing at the state level, the child will be impacted by this decision via
their parent’s financial situation and will be forced undergo more testing within their
classrooms. They have no say regarding the systemic changes, but the consequences of the
system will ultimately touch their lives.
d. Macro system
Macrosystem is the broad, ail-encompassing influences that impact the child and all the
systems that surround the child. Several example of macrosystems are the education
system, the law systems, the cultural system, and the geographic location in which a child is
raised. A primes example of the macrosystem is the culture a child absorbs. The ideas,
customs and social behaviors influence a child or young person’s identity, values and
perceptions. Children who live in wealthy families will have different experiences compared to
children living in poverty.
 e. Chrono system
Chronosystem comprises both normative life transitions (such as graduating from school,
marriage, birth of a child) as well as non-normative life transitions (such as an accident
winning a lottery, a parental divorce) a chronosystem, being based on environmental
changes over time and major life events throughout a child’s life, affects them by altering
behavior and/or decision-making processes. These events may either be positive or
negative. Positive being, puberty, graduating from school, a birth or a change in view on
feminism (now versus back then.) the negative may be someone who passed away,
developing a chronic illness or catastrophic event, such as war.
2. As a teacher, how can you help support a child with Emotional and behavioral disorders?
Students who suffer from Emotional and Behavioral Disorders or EBD, often find it very difficult to
control their behavior and focus on their work in the classroom. EBD students also commonly lack
the impulse control and the emotional balance that is necessary to handle social interactions with
other students effectively.
This can be challenging for us as their teacher, especially in an inclusive classroom where only a
portion of the students have EBD—but there are ways to help all students in your classroom feel
welcomed and ready to learn. EBD students’ behavior can be moderated by implementing a
classroom management plan that is specially tailored to meet the specific needs of these students.
1. Keep class rules/Activities simple and clear
Try to keep your classroom guidelines broad and simple—no more than 3 to 5 main rules. Let
students know about them on the first day of class, and post them in the classroom as well.
2. Reward positive behavior
Try to celebrate the successes of these students more than you reprimand or punish their mistakes.
When they receive positive feedback and rewards, they start to see that there is a positive benefit to
good behavior. They will then start to see you as more of an ally than an adversary, and this will in
turn motivate them to want to behave and do well in your classroom.
3. Allow for mini-breaks
Take time to periodically stop teaching and allow students to catch up if need be. Give them time to
finish their assignment, and allow those who have finished to stretch, get out of their seats, and
move around a bit. This will allow them to burn off any excess energy that might have built up from
sitting still for a long period of time.
4. Fair treatment for all
To ensure that you are treating all of your students in a consistently fair manner, don’t bend your
established rules for any student. Enforce the expected consequences every time, with every
student. Allowing exceptions opens you up to accusations of being unfair.
5. Use motivational strategies
To avoid disruptive or off-task behaviors, take some extra steps to motivate these students. Offer
them incentives for academic successes, large and small. Celebrate their hard work, and praise
their good efforts consistently. This can go a long way in giving these students the motivation to
excel in your class.
3. Give three (3) examples of the alternative tools that can be used in behavior management.
1. Develop a Relationship With Your Students
Get to know your students individually. Take time to find out their interests and dislikes. If your
lessons are centered around what the learners like, you will find it easier to keep them engaged.

Also, knowing your students will help you identify some triggers to behavioral problems. For
example, if a student suddenly starts lashing out and talking over you in a lesson, they may be
going through some personal problems at home or facing issues like bullying at school.

If you know a bit about the child, you may be able to figure out the root of the problem. Instead of
punishing the bad behavior, you can talk to the student or point them in the direction of help; for
example, get them to see the school counselor.

One way of developing a good relationship with your class is by speaking positively about them to
their parents and administrators.

2. Create Stimulating Lessons

Structure your activities to engage and involve your learners throughout the lesson. Strive to allow
your students to uncover knowledge with practical activities.

Most importantly, vary your teaching methods, use plenty of aids and make the work as interactive
and fun as you can.

You can draw the attention of younger students by incorporating games and using plenty of actions
in your learning time. With older students, try to stay relatable, for example, by referencing modern
music or movies.

3. Set Rules Together With Students

When children take ownership of the rules, peer pressure works in your favor to enforce them and
improve behavior management.

Also, have a guideline for how infractions will be dealt with. These guidelines help remove the
feeling of being punished, so students will know what to expect when they’re called out about their
behavior.

Remember to enforce the guidelines impartially and consistently. If you slack on the enforcement
even once, you create a loophole that everyone will want to take advantage of.

4. Identify and discuss at least five (5) models of behavior management.

 Being Respectful.
 Modeling Behaviors.
 Having Clear Expectations.
 Maintaining Routines.
 Dealing with Chronic Misbehaviors.

5. Identify and discuss at least five (5) principles of behavior management.

 All behaviors are learned.
 All behaviors can be modified.
 Behaviors that increase duration or frequency are being reinforced.
 Behaviors that decrease in duration or frequency are not reinforced.
  All behaviors have a purpose or serve a function (WHY)
 Controlling the antecedent or the event before the behavior is best practice in behavior
management.

6. How can the use of positive discipline help you in managing classroom behavior?
Positive discipline is a more effective way to manage misbehaving students in the classroom, rather
than using punishment or rewards. It allows students to learn and adapt their behaviors to meet
expectations in the classroom, while simultaneously teaching them how to make better choices in
their path to adulthood.
If a student misbehaves in the classroom, a teacher must have a few techniques that they can use
to reduce or eliminate the unwanted behavior. From misbehaving in the classroom to not doing the
assigned work, there are many ways to deal with unwanted behavior including punishment,
discipline, or even using rewards. However, the most effective method for dealing with students that
are misbehaving in the classroom is using positive discipline. According to the American Academy
of Pediatrics, there are many types of positive discipline, and whatever technique is used to prevent
or reduce misbehavior will only be effective if:

 Both the student and teacher understand what the problem behavior is and what the
expected consequence is for the misbehavior
 The appropriate consequence is consistently applied every time the misbehavior occurs
 The manner you deliver the technique matters (calm versus aggressive)
 It gives the students a reason for a specific consequence to help them learn

In most cases, using punishment or rewards is not needed, as the majority of problems or
misbehaviors can be dealt with using positive discipline.

7. Discuss the features of positive discipline in everyday teaching?

Positive discipline is an approach to teaching that helps children succeed, gives them the
information they need to learn, and supports their development. It respects children’s right to healthy
development, protection from violence, and active participation in their learning. Positive discipline is
not about permissiveness, letting students do whatever they want, or having no rules, limits or
expectations. Positive discipline is about long-term solutions that develop students’ own self-
discipline and their life-long learning. It is about clear and consistent communication, and consistent
reinforcement of your expectations, rules and limits. Positive discipline is about teaching
nonviolence, empathy, self-respect, human rights, and respect for others.
1. Identifying your long-term goals
Teaching children all they need to learn in order to be successful in life is one of the world’s
most important jobs. But many teachers begin a new school year without thinking about the
impact they will have on their students’ later lives. We tend to focus on short-term goals — do
your homework, stop talking, give me an answer now. Short term situations can cause stress
and frustration. The problem is that the way we react to short-term stress often interferes with
our long-term goals. Teachers can easily react to short-term frustration in a way that blocks
their long-term goals by yelling, humiliating or hitting.
2. Providing warmth and structure
Your long-term goals are your blueprints. They keep you focused on the impact you want to
have on your students. Achieving those goals requires two tools – warmth and structure.
3. Warmth
Warmth affects students academically, emotionally and behaviorally. As teachers and adults,
we are motivated to try, to learn from our mistakes, and do better next time when we are
supported by those around us. Students also learn best when they feel respected,
 understood, trusted, and safe. A warm classroom environment is the foundation for meeting
your long-term goals.

4. Understanding child development

Teachers are well aware that children change as they grow. Development is an ongoing,
never-ending process. It is because children change that we are able to teach them new
information and new skills. All learning builds on prior learning – and forms a foundation for
future learning. But children do not learn in the same way at every age. Their ways of thinking
and understanding change, so the ways that we teach them must change as well. To reach
your long-term goals you need to provide warmth and structure that are appropriate to your
students’ stage of development. Expectations need to match students’ abilities. When we
start to see the world through the eyes of a 6-yearold or a 13-year-old, we can begin to
understand the reasons for their behavior. Then we can be more effective teachers.
 Early childhood Much of students’ development is invisible to teachers. Children’s
experiences before school entry set the stage for their readiness to learn, their
motivation to learn, and their skills in social interaction.
 Transition to school Making the transition to school is a momentous event in a child’s
life. It is one of the biggest adjustments she will ever make. From a child’s perspective,
school is an entirely new world. It is in a new location, filled with new children and new
adults with new expectations. There are new schedules and routines to follow. And,
perhaps for the first time, the child is without her parents or caregivers. This situation
presents a tremendous challenge for the child.
 Late Primary (9- to 12-year-olds) By the late primary grades, children are able to solve
problems mentally, so their mathematical abilities progress quickly. They also become
able to think about their own thinking (metacognition). This means that they can reflect
on how they learn, assess their strategies, and try out new ones.
 Adolescence (13- to 18- year-olds) Adolescence is a time of remarkable
transformation. Youth are crossing the bridge from childhood to adulthood, an
amazing change seen in all areas of their development.
5. Recognizing individual differences
While all children go through the same stages of development, they do so within different
environments, cultures, and with different personalities, talents and abilities. Every class is
made up of a group of individual students, each with his or her own story. Teachers need to
find out the different stories in their classrooms
6. Problem solving
Sometimes student’s behaviors can be satisfying to teachers “Why won’t she stop talking?”
“Why can’t he just do his homework?” Once a teacher has identified her long-term goals,
understands the importance of providing warmth and structure, understands child
development and recognizes the importance of individual differences, she will have the
information she needs to solve these challenges by responding with positive discipline.