https://eric.ed.gov/?id=EJ976654. Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga, 13(1), 16-23 Ms. Johnson is a seventh-grade teacher in a local multicul

Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga, 13(1), 16-23

Ms. Johnson is a seventh-grade teacher in a local multicultural school. There are twenty-five students in her class, all with different academic backgrounds, learning styles, and cultural backgrounds. Recently, she has noticed some challenges related to behaviours management, especially when it comes to upholding a welcoming and encouraging learning environment in the classroom. Ms. Johnson is dedicated to fostering an environment in which each student feels appreciated, involved, and valued.

During a math lesson, Ms. Johnson observes that two students, Alex and Maya, frequently disrupt the class by talking and engaging in off-task behaviours. A few students also seem uninterested in the class and disengaged. Two girls pass a lip gloss between them and use it periodically. Ms. Johnson wants to address these behaviours proactively and create a more positive and inclusive classroom climate.

Questions:

1. What specific behaviours did Ms. Johnson observe during the math lesson? (3 marks)

2. How do these behaviours impact the overall classroom environment and the learning experience for other students? (2 marks)

3. List and describe three positive behaviours that Ms. Johnson would like to see more of in her classroom. (3 marks)

4. How can Ms. Johnson explicitly communicate and reinforce these positive behaviours to the entire class? (2 marks)

5. What might be three underlying reasons for the disruptive behaviours exhibited by Alex and Maya? (3 marks)

6. How can Ms. Johnson identify and address the individual needs of students to create a more inclusive and supportive learning environment? (3 marks)

7. Suggest three proactive strategies Ms. Johnson can implement to prevent disruptive behaviours during future lessons. (3 marks)

8. How can Ms. Johnson involve students in the development of classroom expectations to foster a sense of ownership and responsibility? (2 marks)

9. How can Ms. Johnson differentiate her instruction to better engage students with diverse learning styles and abilities? (4 marks)

10. What resources or teaching strategies can she incorporate to make the math lesson more accessible and interesting for all students? (3 marks)

11. How can Ms. Johnson ensure that positive behaviours are consistently acknowledged and rewarded, promoting a positive classroom culture? (2 marks)

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