Student Discipline the Behavioral Matrix and Corrective Essay

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Student Discipline

The Behavioral Matrix and Corrective Action

How should an administrator respond to a teacher who, during the first week of use, refers a student who demonstrates an Intensity I Offense on the Behavioral Matrix to the office? How should an administrator respond to a teacher who continually does this, even after specific feedback and correction?

Under the terms of a school-wide behavioral matrix, the teacher is equally responsible as the student for adhering to collective values and strategies. Therefore, a teacher who defies this matrix to bring an Intensity I offender to the principal's office must be admonished for attempting to shift disciplinary responsibilities. Indeed, under the terms of this strategic disciplinary approach, Intensity I refers to "behavior problems in the classroom that teachers handle with a minimum of interaction or intervention (e.g., using physical proximity, a social skills prompt, reinforcing other students' appropriate behavior, giving a non- verbal cue to the student)." (p. 7) A habitual failure to understand this may require the teacher to engage in a workshop concerning the finer points of corrective action at every level of the Behavioral Matrix.

How can a school's administration and discipline committee maximize the entire staff's consistent use of the social skills program, the Behavioral Matrix, and the time-out process?

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Just as with students, accountability of teachers is the key to successful implementation of the behavioral matrix. The best way to maximize the staff's use of the strategies discussed here is to ensure that training is comprehensive, that there is a high level of administrative support and that positive reinforcement strategies are fashioned to reward those teachers who exhibit a particular commitment to the program.

TOPIC: Essay on Student Discipline the Behavioral Matrix and Corrective Assignment

How can a school's administration and discipline committee move a school faculty from wanting to punish student misbehavior to focusing on the use of strategic interventions that eliminate the misbehavior and replace it with pro-social behavior?

The goal of corrective action is to promote consequences over punishment. But this may not always be readily attainable for teachers. This is why a school's administration must take steps to alter the culture of punishment that often defines school disciplinary terms. For instance, classes may be rewarded for achieving certain standards of behavioral stability with field trips, assemblies or even just ten minutes of extra recess as part of a schoolwide program. This can help make it substantially easer for teachers to promote corrective actions rather than punishments, creating a socio-cultural pressure for adherence throughout the classroom.

Module 3 Activity: Behavioral Matrix Analysis

Intensity I:

Intensity I Behavior, also identified as Annoying behavior by the Behavioral Matrix, refers to the general gamut of disruptive, distracted and limitation-challenging behaviors exhibited by most students at one time or another. Unless chronic, such behaviors will not typically be considered highly problematic and thus justify corrective actions that also limit the disruptions to the general flow of the classroom.

Using the Behavioral Matrix to identify the most commonly problematic Intensity I behaviors in the middle school setting, we can see that most offenses are minor in nature but do require confrontation. According to the responses in the Behavioral Matrix, the most common behavior issues related to passive and off-task behavior, denoting that at points, some students would struggle to pay attention, listen to instructions or stay on task.

In addition to this distracted behavior, students would exhibit tendencies toward disruptiveness as well. Some students were prone to calling out answers without being called on, a sign of enthusiasm that must be encouraged even as the offending behavior is constructively corrected. Other behaviors such as teasing or talking to other students without permission during class time may be met with a more stern corrective intervention, though still along the continuum of low-intensity responses.

Especially in the case of these low-intensity offenses, the… [END OF PREVIEW] . . . READ MORE

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