Name: ANGELLIT A.

GUARDIANA Date: 1/14/24

Course: DSPED – Sec. 4 Instructor: Dr. Jemima Tandag

“Activity No. 10 Cultural Factors and Competencies”

1) Evaluate and compare different classroom management strategies for addressing disruptive behaviors.

 Positive Reinforcement:
Pros: Encourages positive behavior by rewarding students for appropriate actions.
Cons: May not be effective for all students, and consistency in reinforcement is crucial.

 Clear Expectations and Rules:

Pros: Provides a structured environment with clear expectations, helping prevent disruptive behavior.
Cons: Rules must be communicated clearly, and enforcement must be consistent.

 Classroom Contracts:
Pros: Involves students in establishing class rules and consequences, promoting ownership.
Cons: May not be suitable for all age groups, and enforcement challenges may arise.

 Proximity Control:
Pros: Involves moving physically closer to students to manage behavior discreetly.
Cons: May not work for all students, and effectiveness may diminish over time.

 Behavior Charts:
Pros: Offers a visual representation of behavior expectations and consequences.
Cons: Some students may find it stigmatizing, and consistent tracking is essential.

 Cues and Signals:

Pros: Involves non-verbal signals to redirect or refocus students.
Cons: May not be effective for all students, and consistency is crucial.

 Calm-Down Corner or Safe Space:

Pros: Provides a designated area for students to self-regulate and manage emotions.
Cons: Should be implemented with care to avoid stigmatizing or isolating students.

 Restorative Practices:
Pros: Focuses on repairing harm caused by disruptive behavior through communication and empathy.
Cons: Requires time and commitment, may not be suitable for all situations.

 Choice-based Strategies:
Pros: Provides students with choices to empower them and reduce defiance.
Cons: Choices must be carefully structured, and some situations may not allow for flexibility.

 Time-Out:
Pros: Involves temporarily removing a student from a situation to calm down.
Cons: Should be used sparingly, as overuse may lead to resentment or feelings of isolation.

 Peer Support and Mediation:

Pros: Encourages students to support each other and resolve conflicts collaboratively.
Cons: Effectiveness depends on peer dynamics, and teacher guidance is essential.

 Behavior Contracts:
Pros: Formal agreements outlining expectations, consequences, and rewards.
Cons: Requires commitment from both parties, and enforcement may be challenging.

 Effective Use of Praise:

Pros: Positive reinforcement through verbal acknowledgment of good behavior.
Cons: Must be specific and genuine, and overuse may diminish its impact.

 Progressive Discipline:
Pros: Involves a series of escalating consequences for repeated disruptive behavior.
Cons: Requires consistency, and effectiveness may vary based on student responsiveness.

 Collaboration with Support Staff:

Pros: Involves working with school counselors, special education staff, or behavior specialists.
Cons: Requires coordination and may not be readily available in all schools.
 2) What evidence-based approaches have proven effective in creating a positive and productive
learning environment?

Positive Behavior Intervention and Support (PBIS):

Description: PBIS is a proactive approach that focuses on creating a positive school climate by reinforcing
positive behaviors and providing support for students who need additional assistance.
Evidence: Research has shown that PBIS can improve school climate, reduce disciplinary issues, and
enhance academic performance.

Social-Emotional Learning (SEL) Programs:

Description: SEL programs teach students essential social and emotional skills, including self-awareness, self-
regulation, interpersonal skills, and decision-making.
Evidence: Numerous studies have demonstrated that SEL programs contribute to improved academic
outcomes, reduced behavioral issues, and long-term success in various life domains.

Responsive Classroom:
Description: Responsive Classroom is an approach that focuses on creating a positive and engaging
classroom environment through a combination of social-emotional learning, positive teacher language, and
community-building activities.
Evidence: Research suggests that the Responsive Classroom approach is associated with improved student
engagement, academic achievement, and positive social behaviors.

Classroom-Based Interventions for ADHD:

Description: These interventions include strategies such as behavior modification, self-monitoring, and
organizational skills training to support students with attention-deficit/hyperactivity disorder (ADHD).
Evidence: Studies have shown that classroom-based interventions can lead to improved behavior, academic
performance, and social functioning for students with ADHD.

Check-In, Check-Out (CICO):

Description: CICO is a targeted intervention that involves daily check-ins and check-outs between a student
and a designated adult to monitor and reinforce positive behaviors.
Evidence: Research supports the effectiveness of CICO in reducing disruptive behaviors and improving
academic engagement for students.

Classroom Meetings:
Description: Classroom meetings provide a structured time for students and teachers to discuss issues, solve
problems collaboratively, and build a sense of community.
Evidence: Implementing regular classroom meetings has been associated with improved classroom behavior,
increased student engagement, and a positive classroom climate.

Cognitive-Behavioral Interventions:
Description: Cognitive-behavioral interventions involve teaching students to identify and challenge negative
thought patterns, develop coping strategies, and regulate their emotions.
Evidence: Research indicates that cognitive-behavioral interventions can be effective in reducing anxiety,
depression, and disruptive behaviors in students.

Trauma-Informed Practices:
Description: Trauma-informed practices recognize the impact of trauma on students' behavior and emphasize
creating a safe and supportive environment that addresses their emotional and social needs.
Evidence: Trauma-informed approaches have been linked to improved behavior, emotional well-being, and
academic performance for students who have experienced trauma.

Universal Design for Learning (UDL):

Description: UDL involves designing instruction to meet the diverse needs of all learners by providing multiple
means of representation, engagement, and expression.
Evidence: UDL has been associated with increased student engagement, improved academic outcomes, and a
more inclusive learning environment.

Restorative Practices:
Description: Restorative practices focus on repairing harm and building positive relationships through dialogue
and collaborative problem-solving.
Evidence: Research suggests that restorative practices can contribute to a positive school climate, reduced
disciplinary issues, and improved relationships among students and between students and teachers.