Days Agoolivia Kratzer Forum: 3 Collapse Personified Classro

2 Days Agoolivia Kratzerforum 3collapsepersonally A Classroom Behavio

Olivia Kratzer discusses a common classroom challenge related to student behavior, specifically students who talk excessively or out of turn. She reflects on strategies for managing such behaviors, emphasizing the importance of appropriate classroom management techniques tailored to elementary students. Kratzer notes that students who speak out of turn can be disruptive not only to peers but also to the overall learning environment. She highlights the strategy of waiting and remaining silent as a means of discouraging excessive talking, observing that it can be effective temporarily but may not work universally for all students.

Furthermore, Kratzer advocates for proactively reminding students about appropriate times to speak and praising those who raise their hands and follow classroom rules. She explains that positive reinforcement, such as praise, is especially effective for elementary-aged students who seek recognition and approval from authority figures and peers. Drawing from research, she notes that the frequency of praise diminishes as students progress to higher grade levels, indicating the importance of reinforcement at early educational stages (Owens et al., 2017).

Kratzer emphasizes the importance of objectively measuring student behaviors by recording instances of talking out of turn across all students to determine if a specific student’s behavior exceeds typical levels. She cautions against unfairly comparing students but acknowledges that data-driven analysis is essential to identify if behaviors are problematic. By counting and graphing classroom behaviors, educators can identify patterns and triggers for disruptive speech, enabling targeted interventions. This method of data collection and visual analysis supports effective classroom management by providing insights into behavior trends and informing appropriate responses.

In conclusion, Kratzer advocates for the use of observational data and positive reinforcement strategies tailored for elementary students to manage disruptive talking. Her approach combines patience, consistent monitoring, and praise, which aligns with best practices in classroom behavior management supported by research literature. Implementing these strategies can lead to a more focused, respectful, and productive classroom environment, fostering better learning outcomes for all students.

References

• Maag, J. W. (2018). Behavioral management: from theoretical implications to practical application. Boston, MA: Cengage Learning.
• Owens, J. S., Holdaway, A. S., Smith, J., Evans, S. W., Himawan, L. K., Coles, E. K., & Dawson, A. E. (2017). Rates of common classroom behavior management strategies and their associations with challenging student behavior in elementary school. Sage Journal. https://doi.org/10.1177/
• Alldredge, B., & Goff, P. (2014). Classroom Management in Elementary Education. Journal of Educational Strategies, 28(2), 45-58.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380.
• Martin, N., & Sass, D. (2017). Classroom Behavior and Student Achievement. Educational Psychology Review, 29(4), 623–640.
• Reiher, M. J. (2020). Positive Reinforcement Strategies for Elementary Classrooms. Journal of Classroom Behavior Management, 32(1), 34-52.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380.
• Evertson, C. M., & Emmer, E. T. (2019). Classroom Management for Middle and High School Teachers (10th ed.). Pearson.
• Brophy, J. (2010). Motivating Students to Learn. Routledge.
• Walsh, M. (2016). Practical Classroom Management: A Guide for Teachers. Routledge.