First Grade Classroom
Decreasing Undesirable Behaviors in the First Grade Classroom
The Rubber-Band Intervention
Research Proposal
Introduction
Framing the Study
Children misbehave for many reasons. Some reasons for misbehavior can be to get attention, disappointment, new situations, testing limits, or imitation (Richardson, R., n.d.). Continuously reprimanding the student could interfere with class instruction time while ignoring could cause others to mock the behavior- believing that it was acceptable. Educators have tried many intervention-strategies to see which one would work best. Some might have tried behavior contracts, but if the student is too young or simply not able to read or write, the teacher will have to make time to assist the student with the contract. Others had tried taking away minutes of the student’s recess/choice time. However, this means that the teacher’s time will again be affected. What is needed is a method that will decrease and eventually terminate the undesirable behaviors while simultaneously preserving teacher’s time. This study is to see if the rubber-band intervention method will do just that. The ultimate goal is to help students develop self-control.
According to the National Association of School Psychologists, self-control is an important skill for children to learn. It refers to having power or control over one’s actions and knowing the right from wrong. Children who do not make choices for their own behaviors, but instead rely on teachers, parents, or adults to make the choices for them, do not learn self-control (2002). In relation to my study, the children will be encouraged to make their own choices in regards to controlling their behavior. The researcher is only responsible for providing visual documentation of the child’s unacceptable behavior to help the child make better behavior choices.
Review of the Literature Deborah Richardson, a Child Development Assistant Specialist, wrote an article on why children misbehave (n.d.).
The Rubber-Band Intervention
Research Proposal
Introduction
Framing the Study
Children misbehave for many reasons. Some reasons for misbehavior can be to get attention, disappointment, new situations, testing limits, or imitation (Richardson, R., n.d.). Continuously reprimanding the student could interfere with class instruction time while ignoring could cause others to mock the behavior- believing that it was acceptable. Educators have tried many intervention-strategies to see which one would work best. Some might have tried behavior contracts, but if the student is too young or simply not able to read or write, the teacher will have to make time to assist the student with the contract. Others had tried taking away minutes of the student’s recess/choice time. However, this means that the teacher’s time will again be affected. What is needed is a method that will decrease and eventually terminate the undesirable behaviors while simultaneously preserving teacher’s time. This study is to see if the rubber-band intervention method will do just that. The ultimate goal is to help students develop self-control.
According to the National Association of School Psychologists, self-control is an important skill for children to learn. It refers to having power or control over one’s actions and knowing the right from wrong. Children who do not make choices for their own behaviors, but instead rely on teachers, parents, or adults to make the choices for them, do not learn self-control (2002). In relation to my study, the children will be encouraged to make their own choices in regards to controlling their behavior. The researcher is only responsible for providing visual documentation of the child’s unacceptable behavior to help the child make better behavior choices.
Review of the Literature Deborah Richardson, a Child Development Assistant Specialist, wrote an article on why children misbehave (n.d.).
References: Anguiano, P. (2001). A first- year teacher’s plan to reduce misbehavior in the classroom. TEACHING Exceptional Children, 33(3), 52-55. Dobbs, J., Arnold, D. & Doctoroff, G. (2004). Attention in the preschool classroom: the relationship among child gender, child misbehavior, and the types of teacher attention. National Association of School Psychologists. (2002). Behavior problems: teaching young children self- control skills. Pepper, F. & Henry, S. (1985). Using developmental and democratic practices to teach self- disciple Purkey, W. (1985). Inviting student self-discipline. Theory into Practice, 24(4), 256-259.