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Individualizing Behavior Management: Impact on Student Achievement
John Wesley Powell Student Research Conference
  • Angela Herrmann, Illinois Wesleyan University
  • Leah Nillas, Faculty Advisor, Illinois Wesleyan University
Graduation Year
2016
Location
Room 101, State Farm Hall Foyer
Start Date
16-4-2016 9:00 AM
End Date
16-4-2016 10:00 AM
Disciplines
Description
Teachers frequently identify classroom behavior management as an area in which they struggle. According to Shook (2012), twenty percent of new teachers leave the teaching profession within one year because of the difficulties and challenges they face concerning behavior management. A key component to managing a classroom is getting to know your students and their specific needs. In this self-study, I discuss how individualized behavior management approaches affect student achievement. Specifically, I focus on students with Emotional Behavior Disorder (EBD) and explore common behavior management strategies that can be applied in the classroom and their impact on student achievement. I collected and analyzed data from field notes and anecdotal notes, which included documentations of my classroom observations, staff collaboration discussions, and personal teaching experiences. Related to current research, I highlight the importance of individualizing behavior management approaches based on students’ needs. If students’ needs are met, then students are more likely to be academically successful and their achievement will improve.
Citation Information
Angela Herrmann and Leah Nillas, Faculty Advisor. "Individualizing Behavior Management: Impact on Student Achievement" (2016)
Available at: http://works.bepress.com/leah_nillas/184/