Enhancing Classroom Environment for Students with Challenging Behaviours

This paper discusses the importance of a conducive classroom environment for students with challenging behaviours. It covers tips for setting up a classroom, teaching expected behaviours, and goal setting for students. The role of teachers and parents in enhancing the students' behaviour is also highlighted.

Running head: students with challenging behaviours1
Students with challenges Behaviours
Students Name
University Affiliation

students with challenging behaviours 2
Abstract
This paper will focus on the challenging behaviors affecting school age children, the role of their
teachers in enhancing the children become better people in the society, the role of their parents in
enforcing good and acceptable behaviors in the children. The supervisory role of the teachers in
building and growing the children in becoming fully responsible individuals in the society.

students with challenging behaviours 3
Students with challenges Behaviours
The setup in a classroom will automatically affect the students’ attitude towards learning
as well as their learning habits. A teacher must evaluate and identify the existing classroom
structure before he/ she decides to implement a broader approach to classroom behavioral
support (Sayeski, & Brown 2011). An exciting class set up will raise the morale of the students
and bring more excitement and interest in the learning process. A comfortable and humble
classroom setting is all that the students need to achieve academic excellence. The environment
is a significant determinant of the success of the students.
An organized, comfortable and stimulating environment will assist students to learn
effectively. The classroom can be exciting regarding the furniture, the learning aids like the
drawings, and also the ability to have a conducive environment which provides mind-blowing
experiences. In an attempt to come up with such a situation, there entails a practical physical
layout arrangement, supply of diversified material and offering encouragement to students to
have a sense of belonging and ownership (Simonsen et al. 2014).
In the process of setting up a classroom, several tips will assist and includes:
Ask the students to define which learning behavior should be for which learning center.
Assist students in learning how to behave appropriately through role-playing by
practicing with them. Encourage equitable participation from all the students and encourage the
slow learners for them to be able to catch up with the rest.
Provide with post procedures for the learning centers; the students will refer to them.
These post procedures will act as reference materials in the future, which will, in turn, provide a
better remembrance of anything learned.
Let the students propose where they think different learning centers should differ
regarding location and materials, the student’s ideas will enhance the feeling of belonging and
ownership.
Organising the Learning Centers
When planning, always consider the physical features of the classroom. A class needs
will evolve as the year progresses and for this reason, you can add different kinds of learning
centers at different times (MacSuga et al. 2012). Here are different common arrangements; Use
bookshelves. Keep the computers screens facing away from windows, Ensure there is
comfortable seating, ensure there is enough ventilation in the classroom and enough power

students with challenging behaviours 4
backup for the computers in case of emergency. Use walls for posters to save space. Come up
with a loft to save space which will, in turn, create a private spot for reading independently. High
activity learning centers must be distinct from areas where the students require silence. Always
have an area set aside for small group meeting with the teacher. The following strategies discuss
how students can have a collective group area. All students MUST have a bright field of vision
of the chalkboard. Always determine the activities involving the whole group, how they will take
place to ascertain how the student’s desks will be arranged (Remember that when counters are in
small circles; it promotes discussions whereas small clusters of desks it will end up as group
meeting areas.) DuFour & Eaker, 1998). The teacher’s desk must be in an area where he/ she can
view the entire classroom and should not block the way, and the teacher should be visible from
all the corners of the class to enhance proper coordination of the class even when they are seated
or standing. The records and supplies area should be out of reach of the students; there should be
better security for the records and supplies region to discourage students from accessing this
region (Sayeski, & Brown 2011).
What Is Tier 1?
Tier 1 instruction is available in the general education classroom. In this tier, the teachers
have to deliver ineffective and more engaging instruction in writing, reading, and mathematics.
In this plan and the text below it, there is a consistent framework which has the results of
research on professional learning communities (DuFour & Eaker, 1998) this will have an impact
in assisting schools in making most of these decisions. There are several sources of information
which will support schools to determine the constituents of active instructional practice at Tier 1.
The suggested constituents of an active instructional practice of tier 1 in schools.
1. Initiatives from federal policy
2. Research from relevant academic sources.
3. The process will require acquiring some literature on research on effective school
teaching.
4. Getting a valid Tier 1 instruction, and ensuring these sources are to be used alongside
the existing state frameworks to inform, evaluate and develop instructional delivery and the
following students’ outcomes (Mayer, 1995).

students with challenging behaviours 5
Plan for Tier 1
Component Goals Steps, strategies,
timeline,
resources and
communication
Who is
responsible
Evaluation
common
philosophy and
purpose
Establish a
school policy
applicable
overboard
Enforcement of
the policies in all
the schools
Crucial parents
and teachers
support
Teachers
evaluation
Leadership Inculcating the
spirit of
leadership in
young students
A step by step
process since
school going age
Teachers
support in
school and also
parents support
in home
Both
teachers
and parents
are
responsible
for
bringing up
a
responsible
leader.
Clarifying expected
behaviour
Often
reminding
students on the
appropriate
behaviours
Making students
understand what
is right and what
is wrong
Providing
guidelines to
students on how
leaders are
expected to
behave
Teachers
Teaching expected
behaviours
Teachers to
teach and
guide students
on the
expected
behaviours
Making sure
students behave as
per the policies.
Teachers Teachers

students with challenging behaviours 6
Encouraging
expected
behaviours
Observing
students and
their successes
Enforcing
accepted policies
Use Classroom
Responsive
Assessment
Teachers
evaluation
Discouraging
inappropriate
behaviour
Responding to
misbehaviour
in a redirection
of teacher’s
language
Enforcing
following of the
accepted policies
Using Morning
Meetings
Teachers
evaluation
Ongoing
monitoring
Continuous
evaluation
from teachers
Continuous policy
enforcement
Use Classroom
Responsive
Assessment
Teachers
Effective classroom
practices
Using
classroom
responsive
assessment
Continuous policy
enforcement
Using Morning
Meetings
Teachers
1. Setting goals.
Goal setting is a process which takes quite some time. Below are some of the tips that
will assist a general teacher in achieving the process. It is a specific process of making sure that
the set objectives of the school are collectively achieved either through the help of the students,
teachers, non-teaching staff, and the parents.
2. Look at the Data
A significant step is to look at and meet the individual student and have a look at the most
recent classroom assignments and activities. Single student concentration to check at their work
is an effective method of collecting information about the progress of the students in each class
and each specific subjects. Create awareness in them on how to compare their results to the
average student or where they ought to be at that particular juncture of the year. To some students

students with challenging behaviours 7
it may come as a shocking revelation this is because most have no idea where they stand. This
part is essential because the students need to be challenged by where they are to create personal
goals (Simonsen et al. 2014). Student challenging models will encourage healthy competition
amongst the students and will, in turn, bring better results by the end of the day.
3. Guide Students in Goals Setting
Guide the student, let them set the goals for themselves. Give the student the freedom of
thinking and expression of their interests in life and whatever they may want to achieve. For
better learning ensure the students first propose their goals. In most cases, however, you will
prompt the students while guiding them (MacSuga et al. 2012). The teacher’s services more so
are very critical in guiding the students and maybe correct them in areas they may be wrong and
also in areas they may need additional information and knowledge. Let the students come up
with one or two goals each time. All in all, it mostly depends on the students’ wants and needs,
but fewer goals are achievable without overwhelming pressure.
Students have a mandate of setting specific goals that will be easy to accomplish. The
teacher should encourage the students at all times to set realistic and achievable goals. For
instance, a 5th-grade student can set a goal to read 130 words in a minute and put in two weeks;
this is quite an unreasonable task. Guide them to determining how many weeks they may need to
adequately fulfill their function (Sayeski, & Brown 2011). Setting unrealistic goals may have
adverse effects on the performance and even self-esteem of the students because they may feel
they are not able to achieve any academic goals.

students with challenging behaviours 8
In conclusion, students should have the chance to set their goals depending on their needs
and wants. The classroom should be a conducive environment where learning is fun and exciting
for the students. Teachers have a duty of helping students improve morals and academic wise as
it forms the most basic standards of living and appreciation in the society. The parents should not
forget their role in building the students life for the times they stay with.

students with challenging behaviours 9
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Beyond Behavior,
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