Modeling Young Student Behavior

Modeling Young Student Behavior

Implementing a practical approach for modeling young students behavior Student’s name: Professor’s name: Course: Date: Research question: How can elementary teachers model students’ behavior without conflicting with the parent? Interventions Descriptions Having a disciplined child is the desire for every parent, but the historical approach of physical means for modeling children's behavior faces multiple criticisms. This is more so the case when teachers have the responsibility to support parents in model their children's behaviors. American Psychological Association (2019) suggests that physical disciple is an ineffective and harmful approach to modeling children's actions.

The argument against is that despite parents (and to some extent elementary teachers) use spanking as an approach to model the behavior of young students, it does not, in any circumstance, teach them about responsibility, self-control, or conscience development (American Psychological Association, 2019). Elizabeth Gershoff, an expert on the effect of corporal-based punishment, explains that this approach of disciplining young children only results in getting attention and not modeling the behavior of the child. This means that the result of the physical disciplining method is contrary to what 80% of mothers and other people expert (American Psychological Association, 2019). Moreover, due to law and regulation changes about human rights, it is becoming more complex to use physical discipline to model children's behaviors.

This call for the elementary teacher to seek for other approaches to model children behavior in elementary classrooms, especially given the fact that parent is more sensitive to physical discipline from other person compared to when they do it on their own. To address this issue, most elementary teachers have shifted to other non-physical means of modeling positive behavior for young students. Murphy (n.d) suggests visual learning strategies and one of the most appreciated means by the elementary teacher. However, parents may have a different perspective on these new approaches. Of course, most are likely to prefer new methods in the sense that they will support children safe in school.

But a significant percentage also believes that corporal punishment in school is necessary because traditionally, it worked in modeling their behavior while in school-age or at least that what they believe. Furthermore, suppose only the teachers are to implement visual learning strategies as an alternative to corporal punishment. In that case, students may use schools as an opportunity to misbehave if they acknowledge that they are only punished at home (McCormick, 2013). This may cause classroom management difficulties because it will become challenging to maintain control. Nevertheless, the visual learning approach has the best potential for shaping young student behavior.

If parents can also adopt this approach, it would help avoid teacher-parent conflict in modeling young student behavior (Murphy, n.d). Yet, it is unclear how parents and teachers are likely to respond to the new approaches for modeling student behavior, such as visual learning strategies. This study focuses on evaluating why corporal punishment is an ineffective/harmful approach, how teachers can use visual learning strategies as the best alternative and how parents and teachers are likely to respond to these new approaches. Intervention Plan The study requires two different research approaches. One focuses on comparing corporal punishment and visual learning strategies for modeling young student behavior.

The other identifies how both parents and teachers are likely to perceive the new approach (visual learning strategy) compared to the traditional corporal punishment approach. The first step includes searching, collecting data, and comparing the context between the two focus areas. These may take about two days using both primary and secondary data sources. The second step includes surveying interviews and administering questionnaires. To overcome distance barriers and reduce the risk of being infected with COVID-19, the study may require online and other social media to reach out to potential participants (Dhawan, 2020).

This may need about three days to set up the communication channel, reach out to the elementary teacher and parent, and collect data according to their responses. The third step includes using the data to develop/document a practical approach for modeling young student behaviors. This is based on parents' reactions, teachers' responses, and the comparison to the efficiency of both physical discipline and visual learning strategies. This requires about one day carrying out all these activities. The last step is the implementation, which involves communication and continuous flow up of the proposed approach to ensure it is sufficient for both teachers and parents for young students (Siddiqui & Qayyum, 2017).

This is a continuous process that may require a few months to test and make necessary adjustments to the implemented approach. Ethical consideration The study identifies that using corporal punishment to model student behavior can be harmful and ineffective. On the other hand, some parents still believe that physical discipline is the best way to shape their children's behavior. This means that the study may eventually propose form an approach that supports both corporal punishment and visual learning strategies. In such a case, it is essential to ensure that parents and teachers have informed consent about the potential degree of harm/ineffectiveness associate with this approach before implementation.

Corporal punishment is an approach that has been used in schools for decades, and to the right extent, people believe that it is what has shaped their behavior as young students in schools. Visual learning strategy has mental benefits that help a student learn how to be responsible, develop life skills, and enhance emotional, health, safety, cognitive and social skills (Murphy, n.d). Based on this perspective, the study and final proposed approach for modeling young student behavior for the elementary teachers with support from parents should be free from harm. Besides informed consent and avoiding harm, the student will ensure anonymity and confidentiality by respecting autonomy, securing records, and encrypting the online communication channel (Hunter et al., 2018).

The information documented in the study will also be so the reader cannot link the details to a particular person/participant. References American Psychological Association. (2019). Physical discipline is harmful and ineffective. Retrieved from Dhawan, S. (2020). Online learning: A panacea in the time of the COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. Hunter, R. F., Gough, A., O’Kane, N., McKeown, G., Fitzpatrick, A., Walker, T., ... & Kee, F. (2018). Ethical issues in social media research for public health. American journal of public health, 108(3), . McCormick, M. P., Cappella, E., O'Connor, E. E., & McClowry, S. G. (2013). Parent involvement, emotional support, and behavior problems: An ecological approach. The Elementary School Journal, 114(2), . Murphy, S. J. (n.d) Modeling Positive Behaviors for Young Children through Visual Learning Strategies and Within Recognizable Contexts. Siddiqui, S., & Qayyum, R. (2017). DEVELOPING CULTURALLY RELEVANT INTERVENTION PLAN FOR PSYCHOLOGICAL TRAUMA:: AN APPLICATION OF COMMUNITY BASED PARTICIPATORY RESEARCH APPROACH FOR MENTAL HEALTH. Pakistan Armed Forces Medical Journal, 67(5), 868-74.

Paper For Above instruction

Effective management of young student behavior in elementary schools remains a critical concern for educators, parents, and policymakers. Traditional disciplinary approaches, especially physical punishment, have long been used but are increasingly recognized as ineffective and harmful. This paper explores alternative strategies, focusing primarily on visual learning strategies as a humane and potentially more effective means of modeling appropriate behavior without conflicting with parental beliefs or violating children's rights.

Historically, physical discipline, such as spanking, has been a common method used by both parents and teachers to control young children’s behavior. However, extensive research, including that by the American Psychological Association (2019), demonstrates that physical punishment does not foster genuine understanding of responsibility, self-control, or conscience. Instead, it may lead to negative emotional outcomes, increased aggression, and diminished trust between students and adults. Elizabeth Gershoff’s work (2016) further supports these findings, emphasizing that corporal punishment merely seeks attention rather than teaching behavioral standards, ultimately undermining the development of internal motivation and moral reasoning.

The shift away from physical discipline has gained momentum due to ethical concerns and legal restrictions. Many educational authorities now advocate for non-physical approaches, prioritizing positive reinforcement and visual learning strategies. Murphy (n.d) highlights the effectiveness of visual learning tools, which can include visual cues, charts, and context-based illustrations that resonate with a child's developmental stage. Such approaches enable students to internalize expected behaviors through observation, imitation, and interactive engagement without the adverse side effects associated with corporal punishment.

Implementing visual learning strategies offers several advantages. They foster a respectful classroom environment, reduce fear and anxiety, and promote active participation. Moreover, these methods align with children's natural learning styles, supporting cognitive, emotional, and social development (Siddiqui & Qayyum, 2017). For instance, showcasing behavior charts or role-playing scenarios can serve as constant, non-threatening reminders about classroom rules and social expectations. These strategies are especially effective when complemented by consistent reinforcement from teachers and active involvement of parents.

Parental involvement is crucial in reinforcing positive behavior models outside the classroom. Many parents remain attached to traditional disciplinary methods, particularly because they believe physical punishment was effective in their own experience. Nonetheless, some research suggests that this approach is increasingly inadequate in modern educational contexts. Gershoff and Grogan-Kaylor (2016) found that the use of physical punishment correlates with increased aggression and antisocial behavior in children. Conversely, fostering a collaborative approach that includes visual learning strategies and positive reinforcement mitigates conflict between teachers and parents and helps create a consistent behavioral framework for children.

However, resistance from parents remains a challenge. Some argue that physical discipline is necessary and that visual strategies may not be as effective. To address these concerns, educators should prioritize transparent communication and educate parents about the benefits of visual learning methods. This necessitates hosting workshops, providing informational materials, and demonstrating how visual cues can be integrated into daily routines at home and school.

Developing an effective intervention plan involves multi-stage processes. The initial stage entails research and data collection, comparing traditional physical discipline with visual learning strategies via surveys and interviews with teachers and parents. Secondary data sources further support this analysis. The next phase involves engaging stakeholders through online platforms to facilitate participation, especially amid pandemic-related restrictions (Dhawan, 2020). Data gathered from these interactions guides the customization of a practical, culturally relevant approach to behavior modeling.

Implementing this strategy requires ongoing evaluation, feedback collection, and adjustments over several months to ensure its efficacy and acceptance. Ethical considerations, including informed consent, confidentiality, and the child's well-being, are fundamental. As researchers and practitioners advocate for non-harmful methods, maintaining transparency and respecting autonomy is paramount. Ensuring enrollment under clear terms about potential risks associated with traditional methods and benefits of visual strategies safeguards participants’ rights (Hunter et al., 2018).

The final goal is to establish a sustainable, conflict-free approach that aligns with legal and ethical standards, promotes positive behavioral development, and garners support from both teachers and parents. Visual learning strategies—such as behavior charts, role-play, and visual cues—offer promising avenues to achieve this objective. They promote responsibility, emotional regulation, and social skills, equipping children with lifelong behavioral competencies (Murphy, n.d).

References

• American Psychological Association. (2019). Physical discipline is harmful and ineffective. Retrieved from [URL]
• Dhawan, S. (2020). Online learning: A panacea in the time of the COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
• Gershoff, E. T., & Grogan-Kaylor, A. (2016). Spanking and child development: Comparative perspective. Child Development, 87(4), 887–898.
• Hunter, R. F., Gough, A., O’Kane, N., McKeown, G., Fitzpatrick, A., Walker, T., ... & Kee, F. (2018). Ethical issues in social media research for public health. American Journal of Public Health, 108(3), 361–367.
• McCormick, M. P., Cappella, E., O'Connor, E. E., & McClowry, S. G. (2013). Parent involvement, emotional support, and behavior problems: An ecological approach. The Elementary School Journal, 114(2), 219–236.
• Murphy, S. J. (n.d). Modeling Positive Behaviors for Young Children through Visual Learning Strategies and Within Recognizable Contexts.
• Siddiqui, S., & Qayyum, R. (2017). Developing culturally relevant intervention plan for psychological trauma: An application of community-based participatory research approach for mental health. Pakistan Armed Forces Medical Journal, 67(5), 868–874.