Hadli Gates, Dixie State University
Abstract Behavior is a consistent issue that all elementary education teachers deal with throughout their career. Each student is unique, and comes from a variety of cultures that it is nearly impossible to use one strategy for every student. For this reason, behavioral discipline is one of the most important aspects of education, and is something each teacher must develop. This research will experiment in reducing disruptive behaviors seen in a third grade classroom from one student. The hypothesis is by trying different techniques and applying theories, disruptive behavior will be reduced in a time frame of five weeks. This research is a qualitative approach to discover the function or cause behind the disruptive behavior, and experiment with various methods to help diminish disruptiveness in class. Some of the strategies that will be used include documenting the behavior each week, communicating and collaborating with the classroom teacher, teaching self-regulations, and interacting appropriately. The purpose behind this study is to first help the specific student become self-regulated and accepted. Behavior happens for a purpose, and the sooner that purpose behind the student’s disruptiveness is found, the easier it will be to help them learn and progress. Second, this study will benefit the entire third grade classroom. The teacher will not have to focus as much attention to this issue, and will in turn be able to teach the curriculum more efficiently. Lastly, this study will benefit future teacher experience in applying theories and strategies for classroom management. This case study is still in progress, but as mentioned above, the hypothesis is that by five weeks the amount of disruptive behavior from the specified student will be reduced. Several resources will give valuable strategies and interventions, and with the help of a mentor this research will be important to develop skills necessary to become a successful classroom teacher in behavioral discipline.