Learning Environment/ Classroom Management Part 2

In order to put a stop to Cherie’s disruptive behavior, I would first establish that the two of us needed to converse privately after class about her actions. By explaining calmly to her that we need to discuss the way she is behaving, she should conclude that there is an issue at hand. According to the SCT, Cherie is showing signs of low-self-determination of standards and goals. Due to that her self-instruction, emotional regulation, and self-monitoring is at a low level. As a teacher I would attempt to find the root her bad behavior and help her to understand where it is coming from as well if she wasn't aware. In a constructivist model I would help her to see another perspective on her actions and tie in the concept of world views to her own as a middle school student. We would work to find strategies to help regulate her behavior and energy into productive activities, while focus on self-monitoring and her emotional stability. According to Ormrod (2011), self-monitoring or self-observation is the process of observing how one behaves in action (p.345). I would calmly explain to her that her behaviors were ruining my classroom and I will no longer tolerate her acting out. I will explain to her that she is a role model to the other children and when she acts out the others follow her actions and I cannot have those behaviors as the basis of respect in my classroom. I will promote the idea that she is no longer a child and cannot behave the way she does as an adult to help her to understand the consequences her actions may have down the road. As part of the social cognitive theory I would give Cherie the opportunity to set goals for herself and attempt to rid her of this bad behavior. I would explain that the two of us could work on whatever the problem may be that was causing her to disrupt my class and if she refuses to work with me then there will be higher consequences.