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24 Effective Behavior Reflection Sheets For Students

August 30, 2023 //  by  Lauren Du Plessis

Crafting a compassionate classroom is about more than managing student behavior, it’s about fostering an environment where your students can learn from their actions, embrace responsibility, and cultivate emotional intelligence. Ultimately, this journey begins with understanding and reflection. Dive into our collection of meticulously curated behavior reflection sheets, each designed to empower your students to think, feel, and make choices that contribute positively to your classroom environment and beyond. Get ready to transform your teaching approach and inspire your students on their path to self-improvement with these resources!

1. What Happened Reflection Sheet

Let’s unlock the doors to understanding! Guide your students in pondering their actions and reactions. What led them down a certain path? This reflection sheet brings empathy and responsibility to life- culminating in a transformative journey that takes place within the very heart of your classroom.

Learn More: Pinterest

2. “Feelings Map” Reflection

Feelings, feelings everywhere! Help your students navigate their emotions  after any event by having them draw a map of their feelings. Let them get creative with this visual project, which will help them increase emotional literacy and regulation.

Learn More: Reward Charts

3. Behavior Consequences Sheet

Have you ever considered the impact of your actions? Ask your students to dig deep into their behaviours and think about how what they do affects themselves and others. 

Learn More: Laura Candler

4. My Behavior Plan Worksheet

Time to shape future success! With this worksheet, encourage your students to outline a robust behaviour improvement plan. To do so, have them write down concrete goals to improve their future actions. This activity is more than just planning; it’s about taking ownership and making a genuine commitment to positive change. 

Learn More: Have Fun Teaching

5. Behavior Journal Reflection

Open the doors to daily discovery! This behaviour journal reflection invites your students to engage in a self-dialogue. Have them check in with themselves as a good daily kick-off to your lessons by encouraging them to explore a variety of topics, ranging from their emotional well-being to their openness. The options are endless!

Learn More: Twinkl

6. Self-Evaluation Reflection Sheet

Guide your students in evaluating their behavior by taking a good look at who they are. Pondering, exploring, and growing – that’s what this activity is all about! Watch them bloom and flourish as they take stock of their lives in uncharted ways. 

Learn More: Squarehead Teachers

7. Peer Impact Reflection Sheet

Encourage your learners to be a positive addition to your classroom community by reviewing their impact with a peer impact reflection sheet. This sheet will help them see how their actions affect others and consider ways in which they can be more empathetic in the classroom. 

8. Goal Setting Reflection

Goals: Whether big or small, we all need them! With this tool, your students can set, strive, and achieve. Ask them to write down specific goals and detail how they plan to accomplish them.

Learn More: TPT

9. Time-Out Reflection Sheet

Time-outs aren’t just for toddlers or sports teams – a pause for personal growth can be beneficial to your students as well!! Encourage them to reflect and grow by taking a moment or two to sit in solitude.

10. Behavior Chain Sheet

Invite your learners to dive into the causes of their behavior by completing a behavior chain sheet. With this exercise, they’re offered an opportunity to deeply explore their triggers and reactions. Be sure to encourage them to be understanding and compassionate with themselves and others as they take time to reflect.  

11. Teacher-Student Conference Sheet

Bridging gaps and building connections is what this sheet is all about! Foster dialogue between yourself and your students to nurture trust and rapport. Ask your students to reflect on their interactions with you, and how both of you can be more understanding of one another moving forward. 

Learn More: Ninja Plans

12. Making Amends Reflection Sheet

Apologies can heal, and so can forgiveness. This reflection sheet helps your students make amends and embrace reconciliation. Ask them to put themselves in their peers’ shoes to understand why their classmates may have acted in a certain way. Empathy, humanity, and compassion take center stage here!

Learn More: Kid Pointz

13. Behavior Reflection Using Painting

Art and emotions blend in this colorful approach to understanding behavior. Break out your art supplies and have your students craft a painting that reflects how they felt or what they did in a specific scenario. Then, have everyone share their pieces! This creative approach may help reluctant students express feelings they otherwise might not have known how to express! 

Learn More: Kinder Art

14. Positive Behavior Reflection

Shine a light on positivity with this thought-provoking task! Celebrate and encourage the good things that your students do by asking them to spend time reflecting on them. If they struggle, step in to help them recognize the good and build on it; encouraging a culture of positive actions amongst your learners. 

Learn More: Social Emotional Workshop

15. My Behavior and Learning Sheet

With this sheet, your students can explore how learning and behavior influence each other. Encourage them to think of behaviors that positively impact their ability to learn and behaviors that could still use some improvement. Connecting life and learning in a harmonious dance, this activity acts as a delightful classroom tool that’s sure to have a tangible impact on your lessons. 

Learn More: Laugh Eat Learn

16. Respect Reflection Sheet

Honor and respect are two important foundational elements of any classroom environment.  Engage your students in understanding respect’s true meaning by asking them to reflect on what it means to them, and how they use it in their day-to-day lives. This sheet is perfect for nurturing self-esteem and encouraging your kiddos to consider their values. 

Learn More: Printable Word Searches

17. Behavior and Emotions Sheet

Unlock the world of feelings by bringing in a sheet that connects emotions with actions; shaping emotionally intelligent students. As your learners embark on a journey that’s sure to bring them closer to themselves, prompt them to consider how their emotions influence their day-to-day decision-making. 

18. My Impulse Control Sheet

Teaching mindfulness has never been easier! Guide your students to take a moment to pause before they react using this impulse control sheet. Have them practice staying calm and collected by considering their options before taking action. Their future selves will thank you!

19. Learning from Mistakes Reflection

Mistakes are meant to be embraced! Help your kiddos transform their errors into milestones by asking them to reflect on the mistakes they’ve made, and considering how they can ensure that they don’t happen again. Make sure to include themes of resilience in this activity, and let them know that with experience comes wisdom! 

Learn More: TeacherVision

20. Taking Responsibility Reflection

Accountability is the main focus of this reflective tool. Lead your students towards responsible learning by encouraging them to consider how their actions have direct consequences. 

21. Calm Down Reflection Sheet

In a world that is increasingly stressful, it’s important to have the ability to stay calm! Help your students learn this skill with a sheet that has them reflect on ways to relax during high-stress situations. Encourage mindfulness, breathing exercises, and self-reflection to help them explore and manage these feelings.  

22. Behavior Change Contract

Take your goal-setting sheet one step further and create a behavior change contract for your students. Let them commit to betterment by signing a piece of paper detailing what they will do to improve themselves within your classroom. Ensure they’re active participants in creating the contracts, and join them on the journey by signing it as well! 

Learn More: Scribd

23. My Choices Reflection Sheet

Choose your own adventure! With a choices reflection sheet, you can walk your kiddos through a series of decisions and detail how they often lead to different end results. Provide them with intriguing paths, full of twists and turns, and see how they start to connect the dots of their own choice patterns! 

24. Weekly Behavior Reflection Sheet

Encourage Your students to celebrate their improvements on a longer time scale by taking time to reflect on their weekly behavior. Point out patterns, and foster interest in their continual growth by using this exercise as a chronicle of your students’ improvement, and as a roadmap to their future success. Feel free to share with their parents at the end of the year! 

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How to Write Behavior Goals that Work: Dealing With Challenges + Free Reward Cards

Embarking on the journey of education is an adventure filled with challenges, triumphs, and the ever-evolving landscape of student behavior. This post is a complete guide on how to write behavior goals .

Whether you’re a seasoned educator or a fresh face in the world of teaching, the ability to navigate and address behavior is a crucial skill. In this post, we’ll be your guide through the intricacies of “How to Write Behavior Goals” – a skill that can truly transform the classroom experience for both educators and students alike.

So, buckle up as we explore the why, what, and how of crafting behavior goals that not only target specific behaviors but also pave the way for a positive and successful learning environment.

From personal anecdotes to step-by-step strategies, let’s dive into the art and science of writing behavior goals that truly make a difference.

We’ve all been there – that moment when you find yourself wondering, “How can I address this challenging behavior in my students?” Whether you’re a seasoned educator or a new teacher navigating the ins and outs of the classroom, behavior goals can be your secret weapon.

In this article, we’ll explore what behavior goals are, why they are crucial in an educational setting, and how you can identify and write them effectively.

What are Behavior Goals?

Behavior goals are like roadmaps for students, guiding them toward positive outcomes in terms of their behavior. These goals help identify and target specific behaviors that need improvement or reinforcement. They are a cornerstone of effective behavior management, providing a clear direction for both educators and students.

In my early teaching days, I had a student, let’s call him Alex, who struggled with staying focused during independent tasks.

He would often resort to task avoidance, leading to incomplete assignments and a frustrated teacher (me). It was clear we needed behavior goals to tackle this challenge head-on.

Why Do We Need to Target Behavior Goals in Education?

Picture this: a classroom where students exhibit positive social skills, regulate their behaviors, and engage effectively with the learning process. Sounds like a dream, right? Well, behavior goals make this dream a reality.

In the hustle and bustle of the school year, having behavior goals in place helps create a positive learning environment. It’s not just about addressing problem behavior; it’s about fostering a culture of self-regulation, personal responsibility, and positive social interactions.

Take my experience with Alex, for instance. By setting behavior goals, we were not just fixing a momentary issue; we were laying the groundwork for his long-term success by developing self-regulation skills and promoting a calm body during independent tasks.

Examples of Negative Student Behavior

Being Mean to the Teacher:

• Example: Sarah interrupts the teacher by saying mean things about what we’re learning. This makes the class feel not nice, and it’s not okay.

Calling Names and Hurting Feelings:

• Example: Jason calls a friend mean names that hurt their feelings. This makes the friend sad, and it’s not nice to do.

Making Fun of Friends:

• Example: Emma always makes fun of her friends in class. This makes everyone feel bad and stops us from working together.

Using Bad Words:

• Example: Michael uses bad words when talking to friends and the teacher. This makes the class feel uncomfortable, and it’s not the right way to talk.

Talking Bad About Classmates:

• Example: Alex says mean things about a friend’s work in front of everyone. This makes the class feel not good, and it’s not how we should treat each other.

Teasing During Group Work:

• Example: Sarah teases her friends when they work together. This makes it hard for everyone to get along and do their best.

Not Being Nice About Lessons:

• Example: Jason always says bad things about what we’re learning. This makes the class feel not good, and it’s not how we should talk about our lessons.

Ignoring Other People’s Ideas:

• Example: Emma always ignores what her friends say in class. This makes it hard for everyone to work together and feel included.

Not Listening to the Teacher:

• Example: Michael doesn’t listen when the teacher talks. He says mean things and makes the class feel not okay.

Saying Mean Things About How Someone Looks:

Example: Alex says mean things about a friend’s looks. This makes the class feel uncomfortable, and it’s not how we should treat each other.

Be Honest with Your Students

When it comes to fostering positive behavior in the classroom, one of my go-to strategies is to be honest and open with my students. It’s like laying the foundation for a trustworthy relationship where everyone feels seen and heard. So, here’s the deal – I’ve found that when I share my expectations transparently and let the students in on the “why” behind certain rules or behavior goals, it creates a sense of camaraderie.

You see, honesty is a two-way street. When I’m open about what I expect from them, I encourage them to be open with me. It’s like saying, “Hey, we’re all in this together, and I’ve got your back.” I remember a time when I had a particularly challenging class, and I decided to sit down with them and have an honest conversation about our classroom dynamics.

I told them about my expectations, why certain behaviors were disruptive, and how we could work together to make our learning environment the best it could be. The response was surprising – the students appreciated the honesty. They felt respected because I treated them like partners in this educational journey, not just recipients of rules.

So, when it comes to behavior goals, especially the social ones, being honest and open with your students is not just a strategy; it’s a mindset. It’s about building a community where everyone feels comfortable expressing themselves, and that, my friend, is a game-changer in the world of education.

How to Identify Behavior Goals

Identifying behavior goals might seem daunting, but fear not – it’s like detective work with a sprinkle of educational magic.

The best practice involves collecting baseline data to understand the student’s behavior before diving into goal-setting. This data might include observing the student in various situations, noting triggers for undesired behavior, and identifying patterns.

Let’s go back to Alex. Through careful observation and data collection, I noticed that his task avoidance tendencies increased when faced with an independent assignment. Armed with this information, I could now craft specific behavior goals tailored to his needs.

Start a Rewards System

Now, let’s talk about something that never fails to bring a smile to my students’ faces – starting a rewards system. Yep, you heard it right – a little positive reinforcement can go a long way in shaping those behavior goals. Trust me, it’s like adding a dash of excitement to the learning mix.

So, here’s the lowdown from my experience. When I began implementing a rewards system, I noticed an immediate shift in the classroom vibe.

It’s not just about stickers or small treats; it’s about acknowledging the efforts and achievements of each student. I remember a time when I started a “Star of the Week” program where one student was recognized for their outstanding behavior or effort.

The impact was incredible. Students were not only motivated to meet behavior goals, but they were also cheering each other on. It became a positive cycle of encouragement.

The key, I’ve found, is to make the rewards system inclusive and personalized. It’s not always about grand gestures; sometimes, a simple note of appreciation or extra recess time can work wonders.

Now, I’ll admit, I was a bit skeptical at first. I mean, would a rewards system really make a difference in behavior? But let me tell you, the transformation was remarkable. It’s like the classroom became a stage for showcasing positive behavior, and the students were the stars of the show.

So, if you’re diving into the world of behavior goals, don’t underestimate the power of a well-crafted rewards system.

It’s not just about stickers and treats; it’s about creating an environment where positive behavior is celebrated, and every student gets their moment in the spotlight.

And trust me, there’s nothing more rewarding than seeing those smiles and a classroom buzzing with positive energy.

Dinosaur Rewards Cards (hole Punch)

Are you ready to add a touch of Jurassic fun to your classroom or parenting toolbox?

Introducing our free printable Dinosaur Rewards Cards with a hole punch twist! These cards bring a roar-some approach to positive reinforcement. Each card features adorable dinosaur illustrations, making the reward experience both engaging and visually exciting for kids.

The best part? You can customize these cards with a hole punch system, allowing children to collect them and trade them in for special rewards or privileges.

It’s a fantastic way to motivate and celebrate small victories in a dino-mite style.

Download your free printable Dinosaur Rewards Cards now and embark on a journey of positive reinforcement that’s as exciting as a prehistoric adventure!

How to Write Behavior Goals Step by Step

Now, let’s get down to the nitty-gritty of writing behavior goals. Follow these steps to ensure you’re on the path to success:

1. Gather Baseline Data

Before you start writing behavior goals, collect data to understand the student’s current behavior. This could involve observing them in different situations, noting when problem behavior occurs, and identifying any patterns.

2. Define the Target Behavior

Be specific about the behavior you want to address. Instead of a vague goal like “improve focus,” try something more concrete like “complete independent assignments without task avoidance.”

3. Make Goals Measurable

Ensure your goals are measurable. This might involve tracking the frequency, duration, or intensity of the behavior. For Alex, it meant noting how often he engaged in task avoidance during independent tasks.

4. Use the SMART Goals Framework

SMART goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Applying this framework ensures your goals are clear and attainable. For example, “Alex will complete independent assignments without task avoidance in 90% of tasks over the next six weeks.”

5. Consider Replacement Behaviors

Identify replacement behaviors that can replace the undesired behavior. In Alex’s case, we introduced the use of an appropriate fidget during independent tasks as a replacement for task avoidance.

6. Involve the IEP Team

For students with Individualized Education Programs (IEPs), collaborate with the IEP team. Their insights and expertise can enhance the effectiveness of the behavior plan.

7. Plan for Data Collection

Establish a system for data collection to track progress. This could involve daily observations, weekly check-ins, or the use of a behavior chart.

8. Implement Positive Reinforcement

Reward positive behavior to reinforce the desired change. Positive reinforcement can take various forms, from verbal praise to tangible rewards. Find what works best for the individual student.

9. Be Flexible and Adjust as Needed

Not all plans go off without a hitch. Be flexible and ready to adjust the goals based on the student’s progress. Remember, it’s a journey, not a sprint.

10. Celebrate Successes

Finally, celebrate successes along the way. Small victories add up to significant changes. Acknowledge and celebrate the positive changes in the student’s behavior.

In Alex’s case, after implementing behavior goals and consistently tracking progress over a six-week period, we observed a significant reduction in task avoidance during independent tasks. Celebrations were in order!

Some Examples of Behavior Goals

Now that we’ve covered the basics of behavior goal setting, let’s delve into some real-world examples. Keep in mind that behavior goals should be tailored to individual students and their unique needs. Here are a few examples that showcase the variety of ways behavior goals can be crafted:

1. Personal Space and Social Interactions:

   – *Objective:* Sarah will demonstrate improved personal space awareness during social interactions.

   – *Replacement Behavior:* Sarah will maintain a distance of at least one arm’s length during conversations.

2. Positive Self-Talk and Coping Strategies:

   – *Objective:* Jason will develop positive self-talk and appropriate coping strategies to manage stress.

   – *Replacement Behavior:* Jason will practice positive affirmations and deep-breathing exercises when faced with stressful situations.

3. Task Avoidance and Independent Assignments:

   – *Objective:* Emma will reduce task avoidance during independent assignments.

   – *Replacement Behavior:* Emma will use a designated quiet space break, equipped with sensory tools, when feeling overwhelmed.

4. Undesired Peer Behavior and Social Skills:

   – *Objective:* Alex will improve social skills by decreasing undesired peer behaviors.

   – *Replacement Behavior:* Alex will initiate positive interactions and seek guidance from the teacher when conflicts arise.

5. Unexpected Behavior in General Education Setting:

   – *Objective:* Michael will decrease unexpected behaviors in the general education setting.

   – *Replacement Behavior:* Michael will utilize sticky notes to set reminders for tasks and follow a visual schedule to enhance predictability.

These examples highlight the versatility of behavior goals, targeting specific behaviors while providing replacement actions to guide students toward positive change.

Writing Behavior Goals When You Don’t Know the Skills that Need Targeting

Addressing behavior change can be challenging, especially when you’re unsure about the specific skills that need targeting. In such cases, a systematic approach can be immensely helpful. Here’s a step-by-step guide to writing behavior goals in these situations:

1. Observe and Document Behavior

Start by closely observing the student’s behavior in various settings. Note any patterns, triggers, or situations where the undesired behavior tends to occur. This observational phase helps gather valuable baseline data.

2. Collaborate with the School Team

Engage with the school team, including colleagues, special education professionals, and support staff. Their insights can provide a broader perspective on the student’s behavior and potential areas for improvement.

3. Utilize the PENT Website and Blog Posts

The PENT (Positive Environments, Network of Trainers) website is a fantastic resource for behavior intervention strategies. Explore their library of resources, including articles and blog posts, to gain insights into evidence-based practices for behavior change.

4. Focus on General Positive Behavior

While you may not pinpoint specific skills initially, start by setting goals that promote general positive behavior. Emphasize actions that contribute to a positive and inclusive classroom environment, such as respecting others, following class rules, and participating in group activities.

5. Set Time-Bound Consecutive School Week Goals

Establish short-term goals that span consecutive school weeks. This time-bound approach allows for consistent monitoring and evaluation of the student’s progress. Celebrate small victories along the way to maintain motivation.

6. Address Unexpected Behaviors

If the undesired behavior includes unexpected actions, work on goals that enhance predictability and routine. Implement visual schedules, cue cards, or other tools to provide structure and reduce anxiety.

7. Gradually Introduce Self-Regulation Strategies

Encourage the use of self-regulation strategies even if the specific skills are unclear initially. Activities like movement breaks, deep-breathing exercises, or incorporating heavy work activities can contribute to overall self-regulation.

8. Evaluate and Adjust

Regularly assess the effectiveness of the behavior goals. If progress is slow or new insights emerge, be ready to adjust the goals accordingly. Flexibility is key in addressing behavior change.

9. Consider Age-Appropriate Strategies for Older Students

For older students, incorporate age-appropriate strategies. This might include journaling for self-reflection, goal-setting exercises, or involving them in the process of choosing coping mechanisms that resonate with their preferences.

10. Seek Continuous Feedback

Maintain open communication with the student, the school team, and parents. Seek continuous feedback on the effectiveness of the behavior goals and make collaborative adjustments as needed.

In the dynamic landscape of behavior intervention, the key is to be adaptable, patient, and persistent. By following these steps and leveraging available resources, you can lay the foundation for positive behavior change, even when the specific skills needing targeting are not immediately apparent.

In the dynamic world of education, behavior goals are the compass that keeps us headed in the right direction. They transform classrooms into spaces where students develop self-regulation skills, engage positively with their peers, and thrive academically.

10 Social Behavior Goal Examples

• Goal: Sarah will improve her communication skills by actively participating in class discussions and expressing her thoughts clearly.
• Target Behavior: Sarah will raise her hand and contribute at least two meaningful points during each class discussion.
• Goal: Jason will enhance his active listening skills to better engage with peers and teachers during instructional periods.
• Target Behavior: Jason will maintain eye contact, refrain from interrupting, and summarize key points after listening to instructions or conversations.
• Goal: Emma will develop collaborative skills by working effectively with peers on group projects and assignments.
• Target Behavior: Emma will actively contribute to group discussions, share responsibilities, and provide constructive feedback to team members.
• Goal: Michael will cultivate empathy by demonstrating understanding and consideration towards the feelings and perspectives of classmates.
• Target Behavior: Michael will engage in at least one empathetic interaction per week, such as offering support during challenging moments or acknowledging others’ achievements.
• Goal: Alex will improve his awareness of personal space in social interactions to create a more comfortable environment for peers.
• Target Behavior: Alex will maintain a distance of at least one arm’s length during conversations and respect others’ personal space boundaries.
• Goal: Sarah will develop effective conflict resolution skills to address interpersonal issues in a positive manner.
• Target Behavior: Sarah will use “I” statements to express her feelings, actively listen to the concerns of others, and work towards mutually acceptable solutions.
• Goal: Jason will enhance his self-advocacy skills by expressing his needs and preferences in a positive and assertive manner.
• Target Behavior: Jason will articulate his learning preferences, ask for clarification when needed, and advocate for accommodations during appropriate situations.
• Goal: Emma will refine her use of humor to foster positive social interactions and avoid unintended negative consequences.
• Target Behavior: Emma will gauge the appropriateness of jokes, avoiding humor that may be offensive or hurtful to others.
• Goal: Michael will improve his ability to take turns during conversations and group activities.
• Target Behavior: Michael will wait for others to finish speaking before contributing to the conversation, fostering a more inclusive and respectful dialogue.
• Timely Arrival and Departure:
• Goal: Alex will develop punctuality habits to ensure timely arrival and departure from scheduled activities.
• Target Behavior: Alex will arrive at class or social events on time and depart without causing disruptions, promoting a smoother flow of activities.

These social behavior goals address a range of skills essential for positive social interactions, teamwork, and personal growth, providing a holistic approach to fostering a positive and inclusive learning environment.

Remember, the journey to behavioral change is unique for each student. By understanding the power of behavior goals, gathering baseline data, and following a step-by-step process, you’re not just addressing problem behavior – you’re shaping the future success of your students in a positive and impactful way. 

In conclusion, mastering the art of writing behavior goals is akin to unlocking a powerful tool for fostering positive change in our classrooms. By understanding the unique needs of individual students, employing effective strategies, and embracing a collaborative approach, educators can shape environments where positive behavior flourishes. 

Remember, behavior goals are not just about addressing challenges; they are about cultivating self-regulation, social skills, and a love for learning.

So, as you embark on this journey, armed with insights and practical tips, may your classrooms be spaces where behavior goals pave the way for a brighter and more successful educational experience for every student. Happy goal-setting!

Happy goal-setting!

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Excellent Resource! Writing behavior goals can be difficult and this information is beneficial with assisting.

You’re welcome! Thank you so much for the kind words! 🙂

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Reflective Essay Topics for Negative Behavior

Common Struggles in High Shcool

Written reflections on negative behaviors can focus on both past and future actions. By thinking about what happened and how it can help or hurt future goals, students can learn life lessons from their own reflection and through the advice of others.

Admiting What Went Wrong

One of the most important steps of changing negative behavior is understanding what went wrong. Have students carefully think through their actions and have them specifically write, in detail, what they did that was hurtful or disruptive to themselves or others. For example, a student who is calling other students names should stop and think through how her words made other students feel. One essay topic might be a journal entry from the perspective of a classmate. Ask the student to consider how she would feel if someone treated her in a similar way. The point is not to shame the student, but rather to make her aware of how actions affect others.

Developing Alternatives

Encourage students to write about how they could have handled a difficult situation in a more positive way. For instance, if a student is caught lying, ask him to write about the merits of honesty and ways the situation could have been handled better. Students could be required to write about two or three ways to deal with situations in which they might normally be tempted toward destructive behavior, such as disrupting class or fighting with classmates. This can serve as a preemptive tool for future scenarios.

Have Students Focus on the Future

Students can be inspired toward positive behavior and away from negative behavior by writing about their own future success. Teach for America suggests that students think of themselves in college or an exciting career and then write about how negative behavior distracts them from their goals. Allow students to keep these written reflections and encourage them to reread their essays often. Consistent reminders of plans can serve as ongoing encouragement well after the paper is complete.

Show Students Where to Seek Advice

Push students to seek the advice of others. Tell students to interview school staffers, parents, neighbors or older siblings to document their life experiences in making good and bad decisions. After they've talked with two or three people, have them compile the advice into thoughtful essays that reflect on the decisions they've made that have helped or hurt their individual progress. Encourage students to review these essays with parents or important adults in their lives to reinforce these life lessons through follow-up conversations.

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Teaching Kids to Accept Responsibility for their Choices

When it comes to classroom management, learning to deal with small disruptions is probably more important than figuring out what to about the big stuff. One reason is that those little things you might be tempted to ignore can quickly escalate into BIG problems and hours of lost instructional time.

That’s why you need an easy strategy for dealing with frequent student misbehavior, and it’s best if your strategy also helps kids understand how their choices impact others. This Behavior Reflections graphic organizer is the perfect tool for doing just that!

Years ago when I was trained in Thinking Maps , I was introduced to the Multi-flow Map for exploring causes and effects. Right then, I had an “ah-ha” moment about how to improve student behavior. I realized that most students who were engaging in distracting behaviors had never thought about why they were behaving in a certain way or how their actions might affect others. So I created the Behavior Reflections cause and effect graphic organizer to help students reflect on their behavior, understand why they made certain choices in the past, and make better choices in the future.

How I Introduced this Graphic Organizer to My Class

• We started by writing a short description of the undesirable behavior in the middle of the form. For example, “Repeatedly blurting out answers.”
• Then they tried to figure out the causes, or why someone might engage in that behavior. Those items were listed on the left. Answers might include, “I wanted the teacher to know that I knew the answer,” “It’s a bad habit,” or “I got excited and wanted to tell my answer.” Sometimes this step takes a bit of coaching because most kids have never really tried to figure out why they do the things they do.
• In the three boxes on the right side, they wrote out the effects, or consequences of their behavior, including how their behavior affected others. They may never have realized that when they blurt out answers, they are depriving other students of the opportunity to think through a problem and answer on their own.
• Finally, the student writes out a short plan for improvement which I have to approve before the paper goes home for a parent signature.

How and When I Used It

After I introduced the Behavior Reflections form to the class, I began having students complete it when they engaged in a distracting, annoying, or disrespectful behavior. I did not use this form for violent incidents or for serious infractions, and it never took precedence over established school policies. It was simply a tool to get kids to understand why they were behaving in a certain way and how their behaviors affected others.

What Happened

The Behavior Reflections form turned out to be even more powerful than I had anticipated. Misbehaving students stopped seeing me as someone who would punish them arbitrarily for something they didn’t think was wrong, and they began to accept more responsibility for their actions. Sometimes additional steps were needed such as short-term behavior contracts, but this form was a great place to start.

Inspired by Thinking Maps

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12 Best Behavior Management Techniques for the Classroom

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1. Clear Rules and Expectations

2. consistent consequences, 3. positive reinforcement, 4. structured environment, 5. engaging lessons, 6. building relationships, 7. conflict resolution skills, 8. collaborative setting, 7. reflective practice, 8. parental involvement, 9. behavioral contracts, 10. mindfulness and emotional regulation.

Have you ever wondered how to keep your classroom calm and focused? Effective behavior management techniques are key to fostering a positive learning environment where all students can thrive. In this blog, we’ll explore the root causes of challenging behavior, and share 15 powerful strategies to help teachers manage their classrooms better.

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5 Causes of Challenging Behavior in the Classroom

• Lack of Engagement: Students may lose interest and start disruptive behaviors when lessons are not engaging. Keeping lessons interactive and interesting can help maintain their attention and reduce disruptions.
• Seeking Attention: Some students act out to get attention from teachers or classmates. Recognizing and addressing these behaviors promptly can help manage them without reinforcing them.
• Underlying Emotional Issues: Emotional stress or problems at home can affect a student’s behavior in school. Understanding and supporting these students can help them feel more secure and less likely to behave disruptively.
• Inconsistent Discipline: If rules and consequences are inconsistent, students may become confused about what is expected of them, leading to misbehavior. Clear and consistent guidelines can help prevent this confusion.
• Special Educational Needs: Students with special educational needs might exhibit challenging behaviors if unmet. Tailoring support to these students can help them engage more effectively in classroom activities.

15 Best Classroom Behavior Management Techniques for Teachers

Getting everyone on the same page starts with clear rules. Think of it as setting the stage for your classroom’s daily drama. Involve your students in creating these rules—this way, they’re more likely to stick to them! Once set, keep these rules in plain sight and give them a friendly reminder now and then. It’s like having a roadmap for behavior that everyone can follow.

Keeping things fair means being consistent. Let your students know what will happen if rules are broken right from day one. Stick to your guns! If you say that no talking during a test means losing recess time, then keep to that every time. This doesn’t just keep the peace; it builds trust. Your students will know you mean what you say, helping them feel secure and understood in your classroom.

Catch them being good! Focusing on correcting bad behavior is easy, but shining a light on the good stuff is equally important. When you see a student following the rules, being kind, or working hard, let them know it hasn’t gone unnoticed. A simple compliment, a smile, or even a small reward can make a big impact. This approach not only makes the student feel proud but also encourages their classmates to strive for that positive acknowledgment too.

A well-organized classroom naturally encourages better behavior. Think about creating predictable spaces with clear boundaries. Arrange your desks so you can easily see everyone and everyone can see you. Make sure your materials are accessible and everything has its place. A tidy classroom reduces misbehavior and shows you care about the space and your students.

Keep them interested, and they’ll be less likely to act out. Try mixing up your teaching styles—use videos, group work, hands-on activities, and technology to cater to various learning preferences. When students are engaged, they’re focused; when they’re focused, there’s less room for disruption. Remember, a bored student is often the one who misbehaves.

Show your students that you care about them not just as learners but as individuals. Spend a little time getting to know their interests, struggles, and stories. A quick chat about their weekend or a shared joke can go a long way. When students feel connected and respected, they’re more likely to respect you and the classroom rules.

It’s important to teach kids how to get along. In your classroom, use behavior management techniques to show students how to resolve disagreements in a peaceful and respectful way. Model the skills yourself by demonstrating how to listen carefully, speak calmly, and find a fair solution when a conflict arises. This not only helps smooth out the day-to-day interactions but also equips your students with valuable life skills.

Group projects aren’t just for learning academics—they’re also great for learning how to work together. By encouraging collaborative learning, you enhance peer interaction which can naturally decrease student conflicts. This approach not only supports your classroom behavioral strategies but also helps students develop teamwork and social skills that are essential outside the classroom walls.

Reflection is a powerful tool for student behavior management. Encourage your students to think about their actions and their effects on others. This can be done through activities like writing in a journal, discussing feelings and outcomes, and group discussions about different scenarios. This practice helps students make better choices and understand the impact of their behavior, fostering a more considerate and responsible classroom community.

Teamwork makes the dream work, right? Getting parents involved can be a game-changer in managing student behavior. Share what’s happening in the classroom and suggest reinforcing good behaviors at home. 

Regular communication via newsletters, emails, or parent-teacher meetings keeps everyone on the same page and shows you’re all in it together. This partnership is one of the most effective behavior management strategies for teachers, helping to create a consistent support network for students.

Sometimes, a little formal agreement can help keep things on track. Develop behavioral contracts with students who need a bit more guidance. These contracts outline specific behaviors the student agrees to follow, along with clear rewards and consequences. It’s a practical way to help students set and achieve behavior goals, and having something in writing makes the expectations clear and real for both the student and the teacher.

Ever tried taking a deep breath to calm down? Teaching students mindfulness exercises can help them manage their emotions better. Simple activities like deep breathing, quiet reflection, or guided imagery can significantly affect how they handle stress or anger. Integrating these practices into your daily routine helps students stay centered and promotes a calm, focused atmosphere in the classroom.

11. Cultural Competence

Embrace the diversity in your classroom by being culturally aware and sensitive. This means recognizing and celebrating your students’ different backgrounds. Incorporate multicultural content into your lessons and encourage open discussions where students can share their cultural experiences. This approach enriches learning and builds respect and understanding among students, creating a more inclusive and harmonious classroom environment.

12. Professional Development

Stay sharp and up-to-date! Regular professional development is key for teachers looking to enhance their classroom management skills. Attend workshops, seminars, or online courses to learn new strategies and insights from other educators. Keeping your skills fresh allows you to bring innovative ideas back to your classroom, keeping your approach to behavior management dynamic and effective.

Common Classroom Behavior Challenges and Solutions

1. Challenge: Disruptive Outbursts

Solution: Stay calm and respond consistently. Use a quiet but firm voice to redirect the student’s attention. After the class, discuss what happened and explore better choices with the student.

2. Challenge: Lack of Engagement

Solution: Mix up your teaching methods! Use videos, group work, and interactive activities to cater to different learning styles and keep all students interested and involved.

3. Challenge: Resistance to Rules

Solution: Involve students in setting the classroom rules. This gives them a sense of ownership and can lead to better compliance and enthusiasm about the norms they helped create.

4. Challenge: Cliques and Social Struggles

Solution: Promote inclusive activities that encourage interaction across different groups. Regular team-building exercises can also help break down barriers and boost camaraderie.

5. Challenge: Communicating with Parents

Solution: Establish a clear, open line of communication from the start. Regular updates and a transparent approach can build trust and make parents your partners in managing behavior.

6. Challenge: Constant Interruptions

Solution: Teach and reinforce classroom signals like hand raising. Acknowledge good behavior immediately to set a positive example for others.

Implementing effective behavior management techniques in the classroom can transform both teaching and learning experiences. As you explore these strategies and adapt them to your unique classroom environment, remember that consistency and empathy go a long way. We can create more engaging and respectful learning spaces for all students.

Frequently Asked Questions (FAQs)

What is a behavior management technique.

A behavior management technique involves strategies and practices teachers use to encourage desired behaviors and discourage undesired ones, ensuring a productive and respectful learning environment.

What is a good behavior management plan?

A good behavior management plan clearly defines expected behaviors, outlines consistent consequences and rewards, and includes strategies tailored to effectively meet the needs of all students.

How do you create a behavior management plan for a classroom?

To create a behavior management plan for a classroom, start by setting clear, achievable behavior goals. Involve students in the rule-setting process, define clear consequences and rewards, and ensure consistent implementation and regular plan review to adapt as needed.

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Essay on Behavior in Class for IELTS – Writing Task 2

Updated On Nov 17, 2023

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IELTS is one of the English language evaluation exams that millions of candidates take in order to migrate to an English-speaking country. This reflects the importance of the language on a global scale. As a result, the problem/cause and solution essay, a part of Writing Task 2 of the IELTS, is discussed here with an outline and vocabulary that will help you to prepare.

Learn some ways to achieve a band score of 8 for Writing Task 2 and check out this speaking skills essay for IELTS given below.

You should spend not more than 40 minutes on this task.

You should write at least 250 words.

In many countries, schools have severe problems with student behavior. What do you think are the causes of this? What solutions can you suggest?

Problem/Cause & Solution Essay

Introduction

• In many countries, the manner in which students conduct themselves in schools is quite distressing.
• There are numerous reasons behind this development that have led to such alarming behavior in young children, especially adolescents.
• In the following paragraphs, I will elaborate on the causes and possible solutions to tackle this issue.

Paragraph 1: Reasons/Causes of severe issues with student behavior.

Paragraph 2: Solutions to reduce this behavior.

Clearly restate the points covered in the essay.

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Sample Answer 1

In many countries, the manner in which students conduct themselves in school is quite distressing . There are numerous reasons behind this development that have led to such alarming behavior in young children, especially adolescents . In the following paragraphs, I will elaborate on the causes and possible solutions to tackle this issue.

To begin with, children lack proper awareness of the diversions around them due to a lack of adult supervision. For example, since most parents are working professionals who do not have the time to educate their children on the good and bad, these young people crave attention and easily go astray . Additionally, unbridled access to social media and video games exposes them to violent activities that are imitated by them to stand out among their mates. Further, excessive pressure created due to academic competition and societal comparisons forces some students to act out. For instance, students either go into depression due to demotivation or become vicious towards classmates who are better than them. Therefore, these factors, coupled with unhealthy lifestyles and peer pressure, tend to make students unruly , which is reflected in their etiquette at school.

There are several measures that can be taken by the elders to manage the misconduct of students at school and at home. Firstly, parents, irrespective of their busy schedules, should take time to look after their wards. For instance, spouses should divide their chores among themselves and interact with the children before bedtime, and occasionally, make them feel special through various activities. Secondly, involving grandparents in the upbringing of the child can give both company and help them to learn from each other. Thirdly, teachers should be careful not to compare the students, as each child has unique capabilities and may not achieve the same thing. Lastly, both family members and teachers should control access to the internet or cruel games that might affect the child’s psyche .

To sum up, guardians or parents should motivate the students for their efforts and take care of their surroundings so that external influences or bad lifestyle do not affect their demeanor and make them ill-tempered.

Looking for a detailed guide on IELTS Writing Task 2? Check here !

Important Vocabulary Used in the Essay on Behavior in Class 

• Distressing (adjective)

Meaning: upsetting or worrying

Eg: The workload was quite distressing for me today.

• Alarming (adjective)

Meaning: causing worry or fear

Eg: The way the sea levels are increasing is alarming for us.

• Adolescent (noun)

Meaning: a young person who is developing into an adult

Eg: Parents should guide adolescents properly.

• Crave (verb)

Meaning: to have a very strong feeling of wanting something

Eg: The baby craves for the mother’s touch.

• Astray (adverb)

Meaning: away from the correct path or way of doing something

Eg: The stranger led us astray from the main road.

• Unbridled (adjective)

Meaning: not controlled or limited

Eg: The young boy became arrogant due to the unbridled attention he received from his parents.

• Unruly (adjective)

Meaning: difficult to control or manage

Eg: His unruly behavior at the party caught everyone’s attention.

• Etiquette (noun)

Meaning: the set of rules or customs that control accepted behavior in particular social groups or social situations

Eg: Please maintain the table etiquette properly.

• Psyche (noun)

Meaning: the mind, or the deepest thoughts, feelings, or beliefs of a person or group

Eg: Freudian study deals with the human psyche.

• Demeanor (noun)

Meaning: a way of looking and behaving

Eg: Her calm demeanor attracts everyone.

Sample Answer 2

In numerous nations, the behavior of students within educational institutions is a cause for concern. Multiple factors have contributed to the emergence of disorderly behavior among young individuals, particularly adolescents. In the subsequent sections, I will delve into the underlying reasons and potential remedies to address this matter.

One significant cause of behavioral issues in schools is the breakdown of the traditional family structure. With more families facing single-parent households or both parents working long hours, children may lack the necessary guidance and supervision. This can result in a lack of discipline and a decline in values taught within the home. Furthermore, economic challenges can lead to financial stress, which often trickles down to affect a child’s emotional well-being. Moreover, the influence of media and technology cannot be underestimated. The constant exposure to violent or inappropriate content desensitizes students to aggressive behavior, making them more prone to acting out inappropriately. Additionally, social media platforms can exacerbate conflicts among students, leading to disruptions within the school setting.

To address these issues, schools should prioritize fostering a strong sense of community. Implementing mentorship programs and involving parents in their child’s education can create a support system that reinforces positive behavior. Schools can also provide workshops and resources to help parents develop effective discipline strategies at home. Furthermore, it is imperative to incorporate media literacy into the curriculum. In addition, schools should promote extracurricular activities that encourage teamwork, leadership, and conflict resolution skills. These activities not only provide an outlet for pent-up energy but also instill values that promote positive behavior.

In conclusion, the severe problems with student behavior in schools stem from a combination of factors. However, by facilitating a sense of community, teaching media literacy, and providing opportunities for positive engagement, schools can work towards creating a more conducive learning environment for all students.

Important Vocabulary Used in the Essay on Behavior in Class

• Disorderly (Adjective)

Meaning: It describes something that is chaotic, messy, or not well-organized.

Eg: The disorderly classroom made it challenging for the teacher to conduct the lesson effectively.

• Trickles Down (Verb phrase)

Meaning: It refers to a process in which something, often wealth or information, gradually passes or spreads from a higher level to a lower level.

Eg: In some economic systems, the idea is that when wealth trickles down from the rich to the poor, it benefits everyone in society.

• Desensitizes (verb)

Meaning: To make less sensitive or responsive to something.

Eg: The continuous exposure to violent movies desensitizes children to real-life aggression.

• Exacerbate (verb)

Meaning: To make a problem, bad situation, or negative feeling worse.

Eg: Adding fuel to the fire will only exacerbate the conflicts among students.

• Fostering (Noun)

Meaning: It refers to the act of nurturing, promoting, or encouraging the growth or development of something.

Eg: The fostering of creativity in schools is essential for students’ overall development.

• Mentorship (Noun)

Meaning: The guidance and support provided by a mentor, usually a more experienced or knowledgeable person.

Eg: The mentorship program pairs experienced teachers with new educators to offer guidance and support.

• Imperative (Adjective)

Meaning: It signifies something that is crucial, necessary, or of utmost importance.

Eg: It is imperative that we address the environmental challenges facing our planet to ensure a sustainable future.

• Pent-Up (Adjective)

Meaning: It describes emotions or energy that has been suppressed, restrained, or held back for a period.

Eg: After a long day of work, she had a pent-up desire to relax and unwind by taking a long walk in the park.

• Conducive (adjective)

Meaning: Making a certain situation or outcome likely or possible.

Eg: A peaceful and inclusive classroom environment is conducive to effective learning.

Also, check:

• Academic IELTS Writing Task 2 Topic (In September 2015) & Band 9.0 Essay
• Academic IELTS Writing Task 2 Topic ( In January 2016) & Band 9 Model Essay.
• Academic IELTS Writing Task 2 Topic (In July 2015) & Band 9.0 Argumentative Essay
• Academic IELTS Writing Task 2 Topic: Architecture & History – Sample Essay
• Academic IELTS Writing Task 2 Topic: Environment & Sample Essay
• Academic IELTS Writing Task 2 Topic: Economic Growth With Model Essay

Practice IELTS Writing Task 2 based on Essay types

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7 Strategies to Help Overwhelmed Students 

Some students develop anxiety about assignments, but there are ways teachers can help them cope with these feelings.

“The three most important aspects of learning—attention, focus, and memory—are all controlled by our emotions, not cognition.” —Marc Brackett

When students are overwhelmed by cognitive tasks, their stress response systems will move into survival states (fight, flight, or shut down) where they are literally unable to access the prefrontal cortex. The prefrontal cortex is the area of the brain where our executive functions live and can be activated.

These executive functions are a set of cognitive or mental tasks that allow us to problem-solve, make decisions, plan, prepare, emotionally regulate, hold strong attention, and access working memory. This region is activated when we are feeling emotionally safe and connected in our environment, but we also need to feel competent or capable in how our unique style of learning or academic performance is being seen, understood, and evaluated.

When assignments, projects, and academic tasks feel overwhelming, this can create anxiety, frustration, angry outbursts, or a shutdown in behavior where assignments are not even attempted alongside behaviors that we often label as apathetic, unmotivated, disrespectful, oppositional, or entitled.

Impact on Neurodivergent Learners

Many of the behavioral challenges we encounter in our classrooms are rooted in cognitive overload. This is especially true for our neurodivergent learners whose brain functioning is different. These differences show up in how we process information, pay attention, self-start, or organize. These are not deficits, but distinct differences in learning profiles. Many of our neurodivergent learners cannot learn well through traditional teaching practices. They need to move, share stories, use hands-on strategies, or use technology, and at times they require the direction, pacing, chunking of assignments, and transitions with a trusted adult.

Co-regulation through cognitive tasks is a supportive, affirming, and validating practice that can ease the dysregulation of assessments, writing assignments, and longer projects that may activate sensory overload, social anxiety, and academic burnout. Below are some ideas to integrate into our teaching practices mitigating the survival states that prohibit access to the prefrontal cortex where learning occurs.

7 Ways to Support Students Through Co-regulation

1. Check in frequently and predictably. When we share a hand on the shoulder, a warm smile, quick questions such as “What do you need? How can we work through this together?” or even intentional proximity and a tone of voice that says, “I am here, and we will get through this together,” we are providing a classroom culture that validates collaboration, celebrates effort and differences, and shares our presence through a strength-based lens.

2. Highlight confusing or difficult assignments. This practice has been a game changer in my classroom teaching. I will distribute personal highlighters, and when students observe my personal highlighter and how I am reading through difficult sections of an assignment and focus on concepts that I do not understand well, they are more likely to pick up their highlighter and begin doing this with me. I also will sit beside students who need more support and suggestions as we scan different parts of the learning that might create a clearer path with color.

3. Chunk assignments. Chunking is taking small sections or steps of learning and only focusing on these segments. It might be an opening paragraph, the first two or three pages of a text, three vocabulary reads, or the first two steps of a long-division equation. We rework through these chunks until the students feel more comfortable to move on. It’s an empowering practice that encodes new learning with more ease.

4. Create summative assessments together. This is one of my favorite practices for deeper learning and student input or voice. At the end of a segment of learning, I will invite students to share their ideas for assessments. We have created a sign-up sheet for this practice because it has been popular in the past.

I have given prompts for this co-regulatory activity such as these: What do you think is important to remember from this chapter? Which concepts will you need to remember in the future? What would be a just way we could help each other with the steps we have learned? What types of prompts seem helpful? What was hard for you to remember? How could we create a fair assessment from what we have learned and need to remember?

5. Role-play “I am the administrator.” In this practice, I am the taker of thoughts or notes. This is a wonderful way to invite students to begin a writing assignment when they are staring at a blank sheet of paper. In this practice, I tell the students that they have all these brilliant ideas and thoughts in their head, and maybe we can work together to place these on paper or in our Chromebooks.

I begin with the writing as students tell me what they want to write about. I will type or write out their thoughts as they dictate to me. This lessens the fear and anxiety of staring at a blank Microsoft Word or Google document or sheet of paper. I remind them that I am only the recorder of their thoughts.

6. Map it out. Through a daily, weekly, or monthly timeline, the students and I can decide which parts of assignments and tasks we should be focusing upon. We can create this timeline with colors, symbols, and shapes as we check off the times of day or days of the week as we are nearing completion or completion.

7. Make it relatable. Most of us learn best when taught through ways that emphasize our unique interests. We can understand a concept if it is related to sports, video games, shopping, holidays, storytelling, movies, or our passions and hobbies. When we learn about our students’ interests and observe how they integrate the learning, we can incorporate those interests into what feels familiar and relatable to the students. I love this article that shares how math is taught in different cultures .

Connection drives nervous system development. When we provide the felt safety through co-regulation that our brains require in order to access the thinking and reasoning (executive function) areas of the brain, we are an active participant in our students’ learning.

Writing Student Learning Outcomes

Guidelines for writing slos.

Student learning outcomes should be defined by using action terms that are:

• Performed by the learner

Outcomes that are unmeasurable or do not refer to actions performed by the learner cannot be easily assessed. We cannot measure what occurs in a student’s mind (e.g, the student understands concept X”), but we can measure actions taken by a student (e.g., the student defines, explains, and provides examples of concept X).

When writing student learning outcomes:

• Become aware of
• Become familiar with
• Avoid describing actions taken by somebody other than the learner (e.g., “the program will help students to appreciate concept X” or “the course will provide students with the opportunity to learn about concept X”).

Bloom’s revised taxonomy 1 of educational objectives can help you choose verbs that are appropriate to the level of achievement and performance you desire. Download  Action Words by Bloom's Taxonomy Level , a useful table to help you write good student learning outcomes.

Unclear and Clear Sample Student Learning Outcomes

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Students and Their Behaviors Expository Essay

Introduction, types of students, understanding and dealing with different behaviors, reference list.

Education is very vital and everybody should be given an opportunity to have access to it; it enables individuals to be critical thinkers and be in a better position to make enlightened decisions regarding various aspect of the world. The classroom setting is however faced with various challenges brought about by the diversity of the students involved. Different students exhibit different capabilities and behaviors posing a challenge to the teachers and other staffs involved in the provision of education.

A teacher should however try his or her best to ensure that all the students acquire quality education through the application of different teaching techniques aimed at facilitating the learning process. This paper will look into some of the behaviors in students, reasons for the behaviors, the appropriate education programs, and interventions that can be applied to deal with the behaviors.

There are different types of students depending on their behaviors or characteristics, for example, drop outs or hang outs are the students who start by being inconsistent in their school attendances and may only come for examinations then finally drop out of school if necessary measures are not taken.

They are more concerned with social issues than they are on academic matters and usually do not perform well in class. Another type is where the students are serious in academic work and at the same time balances with the social world and hence attain good grades. There are other students who dwell on the last minute and waste most of their school life only to have a lot of pressure sometimes before the examination.

There are also the nerd students who are usually very nice, perform well but are usually not social. Students can also be generally classified as hyperactive, passive-aggressive, and hostile aggressive among other categorizations. In this paper, Sara is a nerd student though with some emotional problems while Lupe falls under the drop out or hang out group (The Red and Black Archives, 2008).

Since there are different behaviors in students, it is important for teachers to understand and deal with them accordingly. Sara may be a bright student but her performance may be negatively affected by the withdrawal and lack of socialization behavior. Socialization is very essential as it lifts up a student’s self esteem and helps him or her deal with various situations.

A good way of dealing with this behavior is through appreciation and motivation by the teachers which works by raising the self esteem of the student and encouraging them to do better. Direct teaching of social problem solving, counseling, encouragement of group discussion and providing group formation opportunities among the students will also enhance socialization.

Lupe’s problem is more of a discipline-related than emotional problem. One way of dealing with her problem is peer oriented intervention where peers can be used to bring about positive improvement, for instance, association with those who do not miss class but take academic work seriously.

Another way is the involvement of parents where the parents are used to encourage the student to attend school regularly by showing them the importance of education and how performance is affected by attendance. Equipping Lupe with social problem solving skills is also essential as they help one resist bad peer influence, solve conflicts and most importantly cope with emotions and stress (Mishra, 2007).

Self esteem and emotional well being are essential in any student’s life as they help establish a sense of belonging, confidence, and self motivation that are necessary in the learning process especially in promoting good behavior and discipline.

Mishra, R.C. (2007). Classroom Behavior . New Delhi: APH Publishing.

The Red and Black Archives (2008). Three Types Of Students Roam Campus . Web.

• Chicago (A-D)
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IvyPanda. (2023, October 31). Students and Their Behaviors. https://ivypanda.com/essays/students-and-their-behaviors/

"Students and Their Behaviors." IvyPanda , 31 Oct. 2023, ivypanda.com/essays/students-and-their-behaviors/.

IvyPanda . (2023) 'Students and Their Behaviors'. 31 October.

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1. IvyPanda . "Students and Their Behaviors." October 31, 2023. https://ivypanda.com/essays/students-and-their-behaviors/.

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IvyPanda . "Students and Their Behaviors." October 31, 2023. https://ivypanda.com/essays/students-and-their-behaviors/.

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8 Ways to Create AI-Proof Writing Prompts

C reating 100 percent AI-proof writing prompts can often be impossible but that doesn’t mean there aren’t strategies that can limit the efficacy of AI work. These techniques can also help ensure more of the writing submitted in your classroom is human-generated. 

I started seeing a big uptick in AI-generated work submitted in my classes over the last year and that has continued. As a result, I’ve gotten much better at recognizing AI work , but I’ve also gotten better at creating writing prompts that are less AI-friendly. 

Essentially, I like to use the public health Swiss cheese analogy when thinking about AI prevention: All these strategies on their own have holes but when you layer the cheese together, you create a barrier that’s hard to get through. 

The eight strategies here may not prevent students from submitting AI work, but I find these can incentivize human writing and make sure that any work submitted via AI will not really meet the requirements of the assignment. 

1. Writing AI-Proof Prompts: Put Your Prompt Into Popular AI tools such as ChatGPT, Copilot, and Bard 

Putting your writing prompt into an AI tools will give you an immediate idea of how most AI tools will handle your prompt. If the various AI chatbots do a good, or at least adequate, job immediately, it might be wise to tweak the prompt. 

One of my classes asks students to write about a prized possession. When you put this prompt into an AI chatbot, it frequently returns an essay about a family member's finely crafted watch. Obviously, I now watch out for any essays about watches. 

2. Forbid Cliché Use

Probably the quickest and easiest way to cut back on some AI use is to come down hard on cliché use in writing assignments. AI tools are essentially cliché machines, so banning these can prevent a lot of AI use. 

Equally as important, this practice will help your students become better writers. As any good writer knows, clichés should be avoided like the plague. 

3. Incorporate Recent Events

The free version of ChatGPT only has access to events up to 2022. While there are plugins to allow it to search the internet and other internet-capable AI tools, some students won’t get further than ChatGPT. 

More importantly, in my experience, all AI tools struggle to incorporate recent events as effectively as historic ones. So connecting class material and assignments to events such as a recent State of Union speech or the Academy Awards will make any AI writing use less effective. 

4. Require Quotes

AI tools can incorporate direct quotations but most are not very good at doing so. The quotes used tend to be very short and not as well-placed within essays. 

Asking an AI tool for recent quotes also can be particularly problematic for today’s robot writers. For instance, I asked Microsoft's Copilot to summarize the recent Academy Awards using quotes, and specifically asked it to quote from Oppenheimer's director Christopher Nolan’s acceptance speech. It quoted something Nolan had previously said instead. Copilot also quoted from Wes Anderson’s acceptance speech, an obvious error since Anderson wasn’t at the awards .  

5. Make Assignments Personal

Having students reflect on material in their own lives can be a good way to prevent AI writing. In-person teachers can get to know their students well enough to know when these types of personal details are fabricated. 

I teach online but still find it easier to tell when a more personalized prompt was written by AI. For example, one student submitted a paper about how much she loved skateboarding that was so non-specific it screamed AI written. Another submitted a post about a pair of sneakers that was also clearly written by a "sole-less" AI (I could tell because of the clichés and other reasons). 

6. Make Primary or Scholarly Sources Mandatory

Requiring sources that are not easily accessible on the internet can stop AI writing in its tracks. I like to have students find historic newspapers for certain assignments. The AI tools I am familiar with can’t incorporate these. 

For instance, I asked Copilot to compare coverage of the first Academy Awards in the media to the most recent awards show and to include quotes from historic newspaper coverage. The comparison was not well done and there were no quotes from historical newspaper coverage. 

AI tools also struggle to incorporate journal articles. Encouraging your students to include these types of sources ensures the work they produce is deeper than something that can be revealed by a quick Google search, which not only makes it harder for AI to write but also can raise the overall quality.  

7. Require Interviews, Field Trips, Etc. 

Building on primary and scholarly sources, you can have your students conduct interviews or go on field trips to historic sites, museums, etc. 

AI is still, thankfully, incapable of engaging in these types of behavior. This requires too much work for every assignment but it is the most effective way to truly ensure your work is human- not computer-written. 

If you’re still worried about AI use, you can even go a step further by asking your students to include photos of them with their interview subjects or from the field trips. Yes, AI art generators are getting better as well, but remember the Swiss cheese analogy? Every layer of prevention can help. 

8. Have Students Write During Class

As I said to start, none of the methods discussed are foolproof. Many ways around these safeguards already exist and there will be more ways to bypass these in the future. So if you’re really, really worried about AI use you may want to choose what I call the “nuclear option.” If you teach in person you can require students to write essays in person. 

This approach definitely works for preventing AI and is okay for short pieces, but for longer pieces, it has a lot of downsides. I would have trouble writing a long piece in this setting and imagine many students will as well. Additionally, this requirement could create an accusatory class atmosphere that is more focused on preventing AI use than actually teaching. It’s also not practical for online teaching. 

That all being said, given how common AI writing has become in education, I understand why some teachers will turn to this method. Hopefully, suggestions 1-7 will work but if AI-generated papers are still out of hand in your classroom, this is a blunt-force method that can work temporarily. 

Good luck and may your assignments be free of AI writing! 

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Ole Miss Students Appear to Mock Black Protester With Monkey Noises

Rep. Mike Collins (R-GA) praised the clip on X, writing, “Ole Miss taking care of business.”

Josh Fiallo

Breaking News Reporter

A pro- Palestine demonstration at the University of Mississippi was overtaken by counter-protesters Thursday, culminating with a viral clip of white students mimicking monkey noises and gestures in the direction of a Black woman.

That gross clip was captured moments before police shut down the demonstration entirely and escorted the outnumbered pro-Palestine protesters from the scene.

In the video, an unnamed white man in a light blue shirt is seen contorting his face to mimic that of a monkey while he motioned his arms back and forth—racist tropes historically used to dehumanize Black Americans in the south. Another man, in a blue and yellow shirt, can be seen and heard making similar monkey-like noises .

The racist mocking of the woman was praised by conservatives online, including Rep. Mike Collins (R-GA), who posted the clip with the caption, “Ole Miss taking care of business.”

Other clips preceding the outright racist outburst by a pair of Ole Miss students showed the same group of counter-protesters chanting, “Lizzo, Lizzo,” and, “Fuck you, bitch,” at the woman.

The woman at the center of the encounter has not been identified. Clips showed her lightly antagonizing the counter-protesters, flicking them off and walking toward them while filming.

The men’s actions were condemned by progressives, including many who called out Collins for glorifying the disgusting gestures.

“This is a video showing anti-Blackness,” wrote the progressive lobbyist Nina Turner, responding to Collins on X. “This is a sitting Congressman applauding it.”

While initial counter-protesters on college campuses appeared to be staunchly pro-Israel last month, donning Israeli flags and calling for the return of hostages, pro-Palestine protests in the south have now been contested by conservative students who’ve sang The Star-Spangled Banner in unison and chanted, “We want Trump.”

There was a similar clash between protesters and counter-protesters on the campus of the University of North Carolina earlier this week. That’s when a group of fraternity members combined to take down a Palestine flag that’d been raised on campus and replaced it with the U.S. flag. A GoFundMe campaign to help the brothers host a massive party has since netted more than $500,000.

In a tongue-in-cheek fundraising mission, a GoFundMe author offered this take on what’s happening across the country.

“Commie losers across the country have invaded college campuses to make dumb demands of weak University Administrators,” the fundraiser begins. “But amidst the chaos, the screaming, the anti-semitism, the hatred of faith and flag, stood a platoon of American heroes. Armored in Vineyard Vines and Patagonia, fueled by Zyn and White Claws, these triumphant Brohemians protected Old Glory from the unwashed Marxist horde— laughing at their shrieks and wails and shielding the Stars & Stripes from Soviet missiles.”

Got a tip? Send it to The Daily Beast  here .

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Updates on KSL Oval protest and adjustments to campus operations: May 2, 2024

To the university community,

I write today with an update on the protest at the Kelvin Smith Library (KSL) Oval and adjustments we are making to campus operations. 

At Case Western Reserve, we support the free exchange of ideas and viewpoints in accordance with university policies. We also believe that constructive dialogue—and the meaningful action that can result from it—should never involve harassment, incitement, or behavior that threatens and is intimidating to our community.  

On Monday morning, a group of individuals began protesting on KSL Oval. At the time, we made the university community—including the protesters—aware of specific guidelines for their actions on private property, which included limitations on time (8 a.m.–8 p.m.), place (defined space in front of Kelvin Smith Library) and manner (ensuring their actions do not interfere with university operations, including setting up encampments on campus property and the use of disruptive sound).

Recognizing our students’ right to protest and as a gesture of trust with the protest’s student leaders, on Monday evening we made an exception to these rules. As we attempted to gather more information and assess safety concerns in a quickly evolving situation, we allowed protesters who were current students, faculty and staff (verified by showing CWRU IDs and obtaining a wristband) to remain at the site overnight and to set up tents for the evening. Any individual without a CWRU ID was asked to leave campus at 8 p.m. but was permitted to return Tuesday morning, at which point tents needed to be removed. This decision was thought reasonable when we knew that the overnight protesters were current students, faculty and staff. Protesters continued to receive protection from Case Western Reserve University police.

It was our expectation that such guidelines would again be followed Tuesday and beyond. However, Tuesday evening the protesters broke the temporary revised guidelines described above, and they have allowed third parties, not currently affiliated with CWRU, to remain. Some protesters have disrupted university operations and access to university spaces such that some students, faculty and staff feel threatened.

As a result, the protest on the KSL Oval is no longer approved. The protesters’ continued presence and occupation is considered trespassing and is a violation of university policies. Students, faculty or staff who break such policies will be held accountable through the respective conduct process. These actions may also result in prosecution of protestors for criminal trespass and other crimes, whether or not they are affiliated with CWRU. In addition, protesters will be accountable for any anti-Semitic or other intimidating or harassing speech. The university will not engage with protesters about their demands until the protesters leave the KSL Oval and the CWRU community members have completed the conduct process. 

As always, the safety of our campus community is our highest priority. As we continue to assess the protest, we are making the following adjustments to campus operations:

• Beginning at 6 p.m. on Thursday, May 2, all campus buildings will require a CWRU ID to enter.
• Two buildings in the direct vicinity of the protest site—Tinkham Veale University Center and Thwing Center—will be closed from 6 p.m. to 6 a.m. daily, beginning Friday, May 3.
• Leutner Commons’ Division of Student Affairs room and Lower-Level Fireside Lounge will be open 24/7, beginning Friday.
• In Fribley Commons, Elephant Step Inn’s late-night seating area and second floor lounges will have 24/7 access, beginning Friday.
• The Biomedical Research Building cafeteria will remain open until midnight.
• Shuttles will be available throughout the week, 7 a.m. to 11 p.m., to transport to and from Samson Pavilion. As always, Safe Ride is available until 3 a.m. each night.

Faculty, staff and students seeking to avoid the KSL Oval are encouraged to take alternate routes through campus.

We continue to support the rights of our students, faculty and staff to protest and express their ideas when they are in accord with university policy, and we have applied these interim measures to enhance the safety of our campus community.

Sincerely, Eric W. Kaler President

'You are our hope': Palestinian students find strength in U.S. campus protests

Protests over Israel's assault on Gaza have rocked college campuses in the U.S. and drawn condemnation from Israeli leaders, but students in the Palestinian enclave say they are watching the demonstrations closely — and gaining renewed strength from their peers in America.

"I feel proud that there is a group of students who feel what we feel now — and are helping and supporting us," said Reem Musa Suleiman Abu Shinar, who studied law before Oct. 7. She was speaking to an NBC News crew in the city of Rafah in southern Gaza, where she and her family are sheltering along with more than a million others ahead of an expected Israeli ground offensive.

Abu Shinar, 23, was not alone in praising U.S. college students, with university students and children in Gaza gathering over the weekend to send a message of thanks to the demonstrators, with words of gratitude written across tents in Rafah.

News of the encampments at U.S. colleges also reached Gaza's north, with Ezz Lulu, a 22-year-old medical student, urging students to "keep fighting for what's right."

"You are making a difference," he said.

The demonstrations, which escalated Tuesday, have swept across U.S. colleges amid mounting global criticism of Israel's actions in Gaza, where health officials say more than 34,000 people have been killed in more than six months of war.

But some of the protest action has also drawn accusations of antisemitism, which Jewish groups say has soared in the wake of the Hamas-led attacks on Oct. 7, in which some 1,200 people were killed and around 250 others taken hostage. Student protesters have rejected this accusation, with some saying claims of antisemitism are being weaponized against them in a bid to dismiss their criticisms of Israel’s actions in Gaza. 

While the demonstrations stoke controversy in the U.S., they have struck a chord with many in Gaza.

Just over six months ago, Abu Shinar, who is from the Jabalia refugee camp in northern Gaza, was studying human rights law at Israa University in Gaza, determined to become a force of positive change for her community.

Her dreams were brought to a screeching halt after Israel launched its assault on Gaza — and in January, she saw them come crashing down after her school was razed to the ground by the Israeli military.

Abu Shinar said it was powerful to see thousands of U.S. students set up encampments calling for an end to the war in Gaza and for their schools to divest from Israel and from companies that could be profiting from the war.

But she said she also fears for the students' academic futures.

“My educational career stopped because of the war, and I do not want any student to be suspended from education,” she said.

The protests in the U.S. started at Columbia University in New York on April 17 with an encampment and student calls to end Israel’s assault on Gaza and for the college to divest from companies benefiting from the war.

Since then, encampments have cropped up on campuses of at least 20 colleges from coast to coast, as well as at the University of Alberta in Edmonton, Canada, and Sciences Po in Paris.

Protesters at Columbia University stormed and occupied Hamilton Hall overnight, flying a Palestinian flag from the building's windows and renaming it "Hind Hall" after Hind Rajab , a six-year-old who was killed in Israel's offensive in Gaza after making a harrowing plea for help in calls with first responders.

The elite university had started suspending students who ignored an order to leave their encampment by the university’s 2 p.m. deadline on Monday.

Many universities have said that while they support freedom of speech and will allow protests on campus, encampments violate school policy.

Abdallah Abujaser, a 21-year-old clinical psychology student at Israa University, said he was disturbed to hear that hundreds of students in the U.S. had been arrested. “It is our right to object to anything we do not like,” he said.

“We are all equal,” he added. “We have the right to study and the right to live in safety.”

Lulu said he felt "very disappointed in the hard disciplinary actions" unfolding at U.S. colleges. "The students should feel safe and shouldn't be prevented from expressing their views," he said.

Abujaser, who previously described his devastation after seeing his school destroyed in interviews with NBC News, said he felt a renewed hope for humanity seeing the protests on U.S. campuses.

"Thank you for the humanity within you," he said in a message to rallying students from Rafah, where he is sheltering with his family.

Aya Salama, a 21-year-old English language and translation student who had been set to graduate this spring from Al-Azhar University before the war began, said she hoped demonstrators at U.S. colleges would "stay strong and continue these protests."

With growing reports of student arrests and suspensions, Salama said she felt there were "double standards" at play. "If they made those protests for Ukraine or any European country, we would see another reaction for them," she said.

But, she said, "these protests have given us hope that our voice is heard and that there is people who care about the genocide that’s happening in Gaza."

The International Court of Justice has ordered Israel to prevent acts of genocide by its forces in Gaza, but Israel has described the allegation as "outrageous." The U.S. has also rejected the accusation.

Abu Shinar said she hoped students would keep showing their support, but she also urged them to "be careful."

Today's university students, she said, may become the lawmakers and leaders who one day affect the future of Palestinians. "We appreciate this assistance, but also pay attention to your educational journey so that you can help us later," she said.

"You are our hope."

Chantal Da Silva is a breaking news editor for NBC News Digital based in London. 

Yasmine Salam is an associate producer with the NBC News Investigative Unit. Previously she worked in the London Bureau, covering international stories.