...Canter's Behavior Management Cycle: A Case Study David is a five year old boy who from the very beginning displayed disruptive behavior inside and outside of the classroom. His teacher has logged his behavior, asked her administrators for support, and has referred the child for a behavioral evaluation. During this time the teacher spoke with the child’s parents who stated that his behavior was similar at home. They also shared that the majority of his disruptive behavior seemed to be his way of seeking attention. During this time David’s behavior was growing more and more disturbing and aggressive. Based on the teachers observation logs, David had difficulty getting along with other children and consistently did not follow directions. On any given day, David hits, yells, or knocks things out of peer’s hands to gain the teachers attention or get something he wants. During some part of the day David is physically aggressive toward one or two peers, this usually includes kicking or punching. Most of the children have learned to ignore him or stay away from him. When it comes to his academic skills he is at level. Although David has the skills to complete assignments or activities he is rarely unable to do so. Most of the issues begin when directions are given and when peers are working. The behaviors escalate when he is redirected. As the disruptive behavior continues the teacher begins to run out of patience with David and begins to call attention to every negative action...
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...Canter's Behavior Management Cycle: a Case Study In: Social Issues Canter's Behavior Management Cycle: a Case Study Canter's Behavior Management Cycle: A Case Study David is a five year old boy who from the very beginning displayed disruptive behavior inside and outside of the classroom. His teacher has logged his behavior, asked her administrators for support, and has referred the child for a behavioral evaluation. During this time the teacher spoke with the child’s parents who stated that his behavior was similar at home. They also shared that the majority of his disruptive behavior seemed to be his way of seeking attention. During this time David’s behavior was growing more and more disturbing and aggressive. Based on the teachers observation logs, David had difficulty getting along with other children and consistently did not follow directions. On any given day, David hits, yells, or knocks things out of peer’s hands to gain the teachers attention or get something he wants. During some part of the day David is physically aggressive toward one or two peers, this usually includes kicking or punching. Most of the children have learned to ignore him or stay away from him. When it comes to his academic skills he is at level. Although David has the skills to complete assignments or activities he is rarely unable to do so. Most of the issues begin when directions are given and when peers are working. The behaviors escalate when he is redirected. As the disruptive behavior...
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...Arizona Statehood and Constitution "I believe in the United States of America as a Government of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign Nation of many sovereign States; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes. I therefore believe it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag; and to defend It against all enemies." Tyler, W (1918) -- The American's Creed. The Spanish Period, Arizona is the youngest of all the states, and the last of the 48 states to be admitted to the Statehood in 1912. Arizona’s history goes back hundreds of years. In 1535, the Spanish explorer Alvar Nunez Cabeza de Vaca, with three companions, found their way to Arizona; where Cabeza de Vaca was perhaps the first European explorer to enter Arizona territory. Arizona history states that, “His report led to further explorations of the region. The Spaniards heard stories about the great wealth of the Seven Cities of Cibola. They grew eager to find this treasure”. In the 1600s Antonio de Espejo and Juan de Onate found minerals that would make Arizona rich and increase Spanish interest in the territory. In 1752 the Spanish established the first white settlement. The Arizona history states that “the 18th...
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...Canter’s Behavior Management Cycle: A Case Study Canter’s Behavior Management Cycle: A Case Study Effective teachers are aware that they must motivate students to quickly follow directions and to get on and stay on task to insure and increase time for learning (Canter, 2006). Canter’s Behavior Management Cycle is based on a three step process to effectively communicate directions, reinforce those directions with behavioral narration, and taking appropriate corrective action for those who still chose to not comply with direction. Utilizing Canter’s cycle will assist teachers in handling misbehavior. A Case Study Luke is a tenth grade student in Mrs. Flanagan’s American History class. He is very popular because of his talent on the basketball court and only comes to school to play sports. He keeps his grades just high enough to remain on the team and puts forth little effort in his work but enjoys being the center of attention on and off the court. In the past, teachers have allowed him to get by with poor effort and classroom disruptions, so he continually talks and calls out during lessons. When assignments are due, Luke either “forgets” the assignment or comes up with some kind of excuse, actually utilizing the classic “my dog ate it” which gets a laugh from his classmates. Other students find Luke’s behavior entertaining and get off task to join in. Mrs. Flanagan is becoming more and more frustrated with Luke’s behavior, not only his class disruptions, but...
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...Running Head: Canter’s Behavior Management Cycle: A Case Study Canter’s Behavior Management Cycle: A Case Study It only takes one student, whose disruptive behavior impacts the entire learning environment of the whole class. Disruptive behavior can be any behavior that bothers, interferes with, disturbs, or prevents effective learning (Canter, 2006). Disruptive behavior can be broken down into three categories: verbal behavior, physical movement, and participation in an activity. The largest category of disruptions can be found in verbal behavior (Canter, 2006). The following case study deals with classroom disruptions of verbal behavior. Case Study Eric is 15 years old. He is a sophomore at Everyday High School. Eric was a very good student last year with little behavioral issues. However this year, Eric has been displaying disruptive behavior in the classroom. Over the summer, Eric’s parents got divorced. Eric’s dad, Dennis, was having an affair, and moved in with his girlfriend thirty miles away. Eric’s mom, Julie, caught Dennis cheating on her which tore her to pieces. Julie has not taken the split of very well. She has begun drowning her sorrows with the heavy use of alcohol. Julie is also meeting with a counselor to help her work through this tough issue in her life. She has been having so much trouble dealing with the situation, that she sent Eric to live with her parents...
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...Canter’s Behavior Management Canter’s Behavior Management Cycle Thomas Morgan Grand Canyon University: EDU 536 July 2, 2012 Canter’s Behavior Management Cycle There are many examples of misbehavior that can occur in the classroom on a daily basis. These behaviors can range from small issues like talking in class to major issues such as fighting. These issues need to be handled as early as possible by the teacher to ensure that as less of a disruption to other students occurs. If other students become disrupted by the actions of a few then these students could very well begin to engage in the disruptive behavior and begin to now cause a whole new set of issues for the classroom. Another consequence of the teacher not addressing the misbehavior immediately is that the behavior can become harmful to others or the student themselves. As a teacher, student safety should be the most important thing that the teacher is worried about. Once these behaviors are corrected and other students see that the behavior will not be allowed in the class, then they will begin to formulate within themselves how they should act and perform in that manner. An effective method of classroom management that has been proven to work is Canter’s Behavior Management Cycle. These are steps that were developed by Lee Canter as a way of preventing and handling misbehaviors in the classroom. Case Study Sanchez is a 12 year old, fifth grader in my homeroom class. Sanchez was retained in the fifth...
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...in place to be able to effectively manage the disruptions immediately. A disruption from a child misbehaving can be very damaging to the rest of the class and throw the rest of the day off when it is not handled immediately. Behaviors have to be handled consistently as well; if the teacher allows one child to misbehave the other students receive the message that it is ok to follow the behavior. When students are misbehaving it can cause themselves and other students to lose focus in the lesson. A classroom full of misbehaviors can also cause students to feel threatened. When a student does not feel safe and secure in his or her classroom, he or she is less likely to succeed. Not only do teachers have to prepare and teach lessons, they also need to be able to recognize the misbehavior and control it in a timely and professional manner. Teachers set the example for students and students can learn just as much from the example being set. A teacher can stop the disruption and use it as a teaching moment for the students. Having an action plan with consequences in place that is consistently followed is important. Many management theories have been studied and used; one that has shown to be effective when used is Canter’s management Cycle. Case Study: Billy is a nine year old male student at Finley Farms elementary school in Gilbert AZ. Billy disrupts the classroom on a daily basis and for the past two months the disruptions have increased. Billy’s parents are divorced;...
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...Running Head: APLLYING CANTER’S BEHAVIOR MANAGEMENT CYCLE APLLYING CANTER’S BEHAVIOR MANAGEMENT CYCLE Walter R. Keeping Grand Canyon University: EDU-536 Case Study: Disruptive Behavior Objective: Change the student’s behavior by applying Lee Canter's behavior management of assertive discipline. Student Name: Carson Smith (Transferred) Disruptive behavior in question! Bulling victim Carson Smith was transferred 4 months into the school year. Like most kids in a new place, Carson is a very quiet young man who doesn’t socially interact and is making bad grades. Due to being the victim of ongoing bulling that wasn’t dealt with, Carson has entered the new school in a defensive state of being with his guard up, thinking he will be treated the same and nothing changes. Carson has come to his new school discouraged and to the point of “giving up on education”. Carson has been pushed through the system and has been labeled as trouble maker because no one took the time to respect what was taking place. By applying Lee Canter's behavior management cycle, I am going to demonstrate that after a very short period of time, Carson will begin to thrive through the guidance of his teacher and peers, while emerging as a successful young adult. I will also show the importance of the classroom environment that Carson will enter and how it relates to his future success. By implementing Carson...
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... Home Page » Business and Management The Global Integration of Diversity Management: a Longitudinal Case Study In: Business and Management The Global Integration of Diversity Management: a Longitudinal Case Study Int. J. of Human Resource Management 18:11 November 2007 1895– 1916 The global integration of diversity management: a longitudinal case study Aulikki Sippola and Adam Smale Abstract Whilst the extant diversity management literature has provided a comprehensive array of theoretical frameworks and empirical studies on how organizations can and have approached the management of a diverse workforce, the same cannot be said about the literature on diversity in an international setting. Indeed, from a diversity management perspective we know surprisingly little about how multinational firms are responding to the increasing globalization of their workforce. This study seeks to contribute to this underresearched area through an in-depth longitudinal case study of TRANSCO, a well-known European MNC, which has been attempting to integrate diversity management globally throughout its worldwide operations. Adopting a Finnish host-country perspective, the study investigates what TRANSCO has been integrating, how it has tried to facilitate this and the challenges that have arisen throughout the process. The results indicate that TRANSCO has committed a considerable amount of resources to the global diversity management integration process, reflected in...
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...Nicole Sahlin November 28, 2012 EDU-536 Canter’s Disruptive Behavior Case Study Every teacher has had that one student who talks out during class, students who do not raise their hand and just carries on when you are trying to teach a lesson. You spend most of your lesson time trying to bring the class back on track rather than teaching. Canter’s has come up with a behavioral management cycle to help teacher’s rectify the bad behavior. Background on Kirra Kirra is 12 and a 5th grader at Manchester Township Elementary School her teacher is Mrs. Mills. Kirra lives with her mother, father, younger brother, and an older sister. Kirra’s home life is unfortunately anything but peaceful and calm. Her mother and father are constantly fighting with each other about money and the children. Kirra’s older sister Christina is the root of several of the family drama as well. Christina sneaks out and does not come home until three in the morning; she also sneaks people in and usually is very loud at night when Kirra is trying to sleep. Kirra also suffers from several health conditions, such as cyst in her ovaries and high blood pressure. Every month it seems that she is in and out of the hospital trying to discover what is causing the high blood pressure. On top of Kirra’s toxic home life and also her health issues Kirra does not have it easy at school either, when she was in fourth...
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...Canter’s Behavior Management Cycle: A Case Study Michelle Chandler Grand Canyon University: EDU-536 December 15, 2012 Effective teachers know that by motivating students to grasp directions quickly they can stay focused on instruction, which is critical to the learning process, and less time will be exhausted on noncompliant student behavior (Canter, 2006). Otherwise, students may not be able to concentrate on or benefit from the lesson plan because the student or students that are misbehaving continue to disrupt the class. Speaking out of turn, chatter amongst students, getting off task, sleeping during class, using cell phones or other types of technology and yelling across the classroom are all examples of disruptive behavior. Disruptive behavior can even escalate to issues much more severe such as threatening the safety and welfare of other students or teachers in the classroom. The first step, and most important for a teacher is to identify the disruptive behavior and address the inappropriate actions of the student in a professional manner. Moreover, a teacher should take action as soon as they first notice the student misbehaving. Stopping one student’s disruptive behavior will demonstrate to the other students that misbehaving in the classroom will not be tolerated or they will face consequences. There are many ways to effectively manage disruptive behavior in a classroom. Although, one method has proven to be most successful for teachers and that is Canter’s...
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...Grand Canyon University EDU450: Canter’s Management-Case Study Zann Melton 5/11/13 Bailey [Pick the date] | Lee Canter developed a theory based on ways to deal with children’s behavior. Canter’s theory consists of a 3 step cycle: (1) Pre-planned schedule, rules, and consequences that students will follow at all times. (2) Supportive feedback for students that follow the rules. (3) Counteractive actions when students decide not to follow rules. Below is a case study following the Canter Behavior Management Cycle: Day 1: In a class of twenty 5th grade students after the teacher completes roll call she goes over the class rules and consequences. The teacher makes sure the students understand the rules and that consequence will follow if the rules are broken. Step 1: verbal warning- or- time out in the hall Step 2: Written letter to parent or a phone call Step 3: 1 to 3 days in ISS (In School Suspension) depending on circumstances Step 4: Discipline referral (go to the principal’s office for further disciplinary action) The teacher also explained to the students that awards will be given to students who follow the rules at the end of the week. Everyday a student does not break a rule they will earn a star by their name. 5 Stars (1) Free homework pass –or- (1) Free game pass on the computers –or- the chance to get a “brown bag” surprise and piece of candy 4 Stars (1) piece of candy 3 Stars (1) smiley face sticker 1-2 Stars...
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...A case studies a student's disruptive behavior. I’d like to take make a case study of a person I shall call Max. Now Max is a student who is normally a good student but has a I think I know everything type attitude so sometimes he becomes a disruption for he likes to show off to the class with his storehouse of knowledge and can sometimes test the teacher’s patience. In this case study I shall go through the behavior cycle as listed in our textbook, “Lee Canter’s Classroom Management for Academic Success.” For instance the first part of the cycle mentions using explicit directions or to communicate your instructions clearly and that a teacher cannot afford be vague when issuing directions in what he/she would like to have the class do. In this case, the teacher tells the class to go to their seats and begins to work on their worksheet on the planet Saturn. Max starts out going to his seat but stops to make a commentary on Debbie’s attire and then gets to his seat and then starts his assignment but then stops his work and starts to tell the class all he knows about Saturn. Now according to the text he did do what he was told but he did it his way and on his time frame. This is because the teacher did not give explicit enough instructions. A sample of this would be, class, go directly to your seats to not talk and get to work on your worksheet on the planet Saturn until you have finished the assignment. Using explicit directions...
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...A Case Study of Disruptive Behavior in The Classroom 1 A Case Study of Disruptive Behavior in The Classroom Grand Canyon University-EDU536 Peggy Mosley 05/01/13 A Case Study of Disruptive Behavior in The Classroom 2 Both parents worked long hours, Tammy's father is a pie and cookie chef at the locate bread factory, he leaves for work at 5:00 a.m. and gets home by 3:00 in the evening. Her mother works at the mall as a sales manager at one of the clothing stores. Tammy's mom sees all the children off to school before she has to be at work, she works 10:00 a.m. until 9:00 p.m. at night. She is usually home to say good-night to the children. There are five children in the family: Richard is 6 years old and in the first grade, Barbara is 9 years old and in the fourth grade, Allen is16 years old and a 10th grader, Diana is a 14 year old 8th grader who has a learning-disability. A disorder in the basic psychological processes involving understanding or the use of language, which the disorder may reveal itself in an imperfect ability to listen, think, speak, read, write, spell,...
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...Canter's Behavior Management Cycle: A Case Study Latonya Pinckney Grand Canyon University Canter's Behavior Management Cycle: A Case Study Nancy is a 7 year old American girl in the 2 Graded; who lives with her mother and her mother is a single parent. She was referred to the therapist at the school for a diagnosis due to his abilities of dealing not being able to keep up academic task within the class. Plus she is experience disruptive behavior within the classroom in the last seven months. Within the meeting apart from Nancy, there is the therapist, Nancy mother and her teacher that is at the interview for the referral. At school Nancy often likes to disrupt the teacher with irrelevant comments to his classmates and the teacher. There is 10 other student that is in the classroom with Nancy. When she is asked to set and stop disrupting the class she just gets a little loud about how the teacher is just picking on her. Then she just goes to her desk and start to kicking the legs and pushing the disk around where it disturb the whole class. At home she would run around the house a lot even when she is told to stop; she acts if her mother has not even said anything to her about running in the house. Nancy is constantly told that she is not to do thing but she does them anyway, so by Nancy always misbehaving and being disruptive...
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