Description
Assessment Description
Previously, you employed academic writing to describe decisions made address a problem or issue of concern to the school or district in which you work or live. In this assignment, you will use concise writing to create a presentation of your decisions and rationale for delivery to the building administrator or school board.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Refer to the paper you wrote in Topic 6 as well as related instructor feedback.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral level writing. The Manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Directions:
Using the resolutions paper you wrote in Topic 6, create an executive summary presentation of the paper (five to seven slides, exclusive of the title and reference slides) with appropriate speaker notes that could be delivered to a school administrator or school board in less than 4 minutes. Consider the feedback from your instructor as you prepare the presentation. Include the following in your presentation:
The final single-sentence problem statement.
An overview of two solutions you believe to be the most viable for addressing the problem or issue and the supporting research and theories.
An overview of the ethical implications of each potential solution.
An overview of and rationale for your recommended solution and the resulting potential improvement to teaching and learning in your school or district.
Unformatted Attachment Preview
1
Benchmark- Resolution
Creating an Inclusive Learning Environment
Ebony S. Hill
Grand Canyon University
EDL 910
Professor Steven Baule
March 6, 2024
2
Creating an Inclusive Learning Environment
Problem Statement: The current strategies for dealing with students’ inappropriate
behavior are not efficient for creating an effective learning environment, and educators often
experience stress and burnout. Thus, preventative strategies that involve students, administrators,
teachers, and families responsible for building positive school climates should be implemented
instead, and the focus should be on preventive measures and teachers’ wellness, which involve
providing professional development on self-care and classroom management.
Most Viable Solutions: Preventive Measures and Teacher Wellness
Preventive Proactive Discipline
The application of preventive methods of discipline creates a manageable amount of
disruptions in the classroom. According to Caldarella et al. (2021), these ways are focused on the
formation of definite expectations, the training of emotional skills, and the setting up of a
favorable environment. Coming up with particular collective codes of conduct that are tailored
around notions of responsibility, fairness, and empathy is one approach that has been quite
effective (Setia et al., 2021). The process will result in the teachers and the students
brainstorming in order to provide real-life examples of behaviors that are positive and negative.
This will further the development of a team spirit with everybody in the classroom taking care of
the other.
According to Saleem and Muhammad (2020), learners meet the goals set when they are
allowed to voice their opinions in the process. For starters, students may do so by suggesting
some potential school regulations in small groups and then conducting the discussion in a whole
class format to eventually agree on the final norms. A project where the students have an active
role sounds more interesting, and it can also teach you how to negotiate. For a visual reminder,
3
guidelines formed with common consent could be displayed on the walls of the classroom.
Students signing behavior contracts are the second best method of making students hold
themselves accountable for the school behavior.
The accountability of the project may be improved by the ongoing reinforcement of
expectations and the holding of weekly community meetings (Gilmour & Sandilos, 2023). In
these meetings, the students take turns organizing, during which they all give comments to each
other as a way of rewarding the good behavior, collectively look for solutions to problems, and
act out role plays portraying the appropriate behaviors. The utter concentration assures that
individuals involved will always put all their efforts into making good decisions that keep
behavioral standards on top of their minds (Morgan & Kelly, 2021). The timely and in-themoment reminders of rules are a progressive scaffolding tool in guiding the students to make
wise choices during the crossfire between classmates.
A well-structured instruction taught as part of the regular curriculum equips the students’
emotional abilities which is similarly important to the proactive discipline. Gilmour and Sandilos
(2023) add that perspective-taking, properly identifying feelings within oneself and others,
dealing with anger and anxiety issues, utilization of conflict resolution techniques, displaying
patience while working in groups, and deescalating interpersonal tensions should be nurtured.
The development of these skills in a way that caters to all students can be achieved by
incorporating their development in activities such as reading comprehension, class discussions,
group projects, writing assignments as well as other similar activities. Morgan and Kelly (2021)
indicate that the ability to develop empathy can be facilitated through the study of how
characters in written work behave. Mathematical word problems can be subject to the inclusion
of situations that will require the use of tactics in order to resolve them.
4
Besides giving special instruction, general in-class skill-building is vital for learners who
need inspiring models to look up to outside school (Minahan & Ablon, 2022). Many of the
children who are in distress do not have what is called an emotional toolkit, which can further
increase the opportunities for them to engage in arguments with their peers when those needs are
not met (Setia et al., 2021). These may be prevented by offering these young people alternative
ways of expressing their opinions and tantrums or by teaching courteous ways of expressing
disagreement and compromise. A substantial amount of class time needs to be preserved if we
want the entire class to reach a satisfactory level of academic accomplishments.
Teacher Wellness: Reducing Burnout through Systems Support
The means for students to be effective and critical while grasping these lessons depend on
the teachers having personal resources to sensitively advocate for healthy lifestyles (Morgan &
Kelly, 2021). While it is undoubtedly effective to teach emotional skills through classroom
instruction, student’s memory may not be sufficient enough to retain these lessons. However,
research on stress shows that a number of educators go through such stress that the level of their
reserves of resilience begins to decrease (Stevenson et al., 2020). The educators’ burnout which
is pretty common these days, also leads to ineffective sanctions, and the problem even gets
worse. It is time to find a solution to this battle, and structural support at the school or district
level is necessary.
Findings show that the key sources of teachers’ stress are an unrealistic workload and a
lack of paid vacation (Robosa et al., 2021). In addition to lesson planning, grading, meetings, and
some administrative responsibilities, teachers usually need more than sixty hours per week to
complete all of these activities. These circumstances make the available position for preventive
selfcare almost nonexistent, and one has to deliberately learn helplessness and reluctance that
5
will provide empathy and patience to learners (Saleem & Muhammad, 2020). Helpful and easyto-follow preventive measures are necessary. This implies initiating such policies as regulating
the number of hours that teachers can work for at least 40-45 hours in a week, ensuring breaks
between sessions, providing paid overtime or compensatory hours for excess work, adding the
yearly personal day, and implementing enough paid sick leaves and mental health days (de
Ruiter et al., 2020). With a balanced lifestyle, you will be able to tackle your workload in a more
sustainable way, which keeps burnout at bay.
Approaches such as free counseling, support groups, as well as crisis hotlines, which are
examples of the necessary crucial system-level interventions. Access to private mental health
services is another major preventive treatment (Caldarella et al., 2021). The provision of
empathetic environments allows teachers who have either experienced traumatic situations
themselves or indirectly to discuss the matter safely without the art of judgment. It is usually a
challenge to organize extra services off-the-school premises owing to the exactness of lesson
planning and teaching. Therefore, it is preferable to offer school-based support during prepared
periods or after lessons (Morgan & Kelly, 2021). This makes it easier to get advice on how
things work. Providing teachers with these strategies and equipping them with healthy coping
outlets that they can use on their own by participating in workshops that focus on mindfulness,
stress reduction, and self-care is another gesture.
The problem is that when there is no help from the leadership when a student’s difficulty
arises, it normally exacerbates the fatigue. The schools should confidently address this challenge
through a system that will be fair in the management of expectations and quick in resolving
conflicts (Levine et al., 2023). It is in moments when parents, administrators, and staff engage in
teamwork to handle disciplinary issues that teachers can experience fewer feelings of isolation
6
and are less prone are getting burnt out as a result of the overwhelming nature of discipline. In
other words, care that is accorded to learners in the classroom should also be afforded to teachers
through the creation of an institutional culture that prioritizes staff welfare. Empathizing with the
punished student in all preventive measures still has some extent in it. It will only be fully
utilized if the school system defends the human rights of the teachers and the administrators first.
Ethical Implications
The preventive care approach aims at fewer instances of disruptive classroom behavior
by offering alternatives for lack of correct behavior instead of just invoking punishments,
allowing proactive working on the root causes (Oxley & Holden, 2021). The strategy entails
responsibility and justice. Students feel more appreciated and enjoy the internal experience of
self-management when they are involved in the development of code in cooperation with their
classmates. The function here is to ensure that the students preserve their responsibilities. By
regularly combining emotional skills training with defined academic courses, every student,
especially those who have yet to come across useful mentors, is given the essential tools to
effectively voice their needs within their community (Setia et al., 2021). Psychosocial
development training can greatly benefit the youth and those in particular who always feel
attacked when they are overwhelmed by problems. Castigating undesirable behavior leaning on
the development of trajectories to cope as the counterpart, on the other hand, it may lead to the
amplification of the root issues.
The Solution That is Less Viable
At first glance, the expert teams may seem effective in handling defiant student actions.
However, while collaborative specialists offer valuable guidance, they are not solely the ultimate
solution (Hanisch et al., 2020). They can skillfully lend their counseling expertise to teenagers
7
who find them hard to cope with. The use of this approach, however, comes with the danger of
developing a dependence on external forces to resolve all of the difficulties that occur. In this
case, teachers can start removing students whom they perceive to be “problematic” at first sight
of mischief without considering how the setting itself or the curriculum designed can be changed
in an “upstream” manner (Oxley & Holden, 2021). Moderate changes in peer dynamics can be
realized by the setting of the classroom in a certain manner- for instance, through a
rearrangement of seats in a way that the students who are prone to side chatter face the front
rather than their colleagues. The lack of understanding of those discipline rules and punishments
may cause us problems that could be easily solved by jointly brainstorming and revising those
standards with a degree of consensus. Teachers may never have a chance to gain confidence in
using such preventive methods related to the classroom if they continually refer students’
problems out to the outside world.
In addition, referring the children with problems one by one to these specialists makes it
difficult for the classroom teacher to supplant holistically the integration of social-emotional
skills that are needed across all classrooms (Hanisch et al., 2020). Thus, those students who seek
more help will naturally be the ones who don’t have out of school positive role models to copy
on how to communicate interactively. For this reason, the children are instantly required to have
supervised application of those skills, resulting in impulse control, emotional regulation, conflict
resolution, and cooperation among their peers when involved in regular school activities
throughout the day. As skillfulness is not grounded on conventional modeling and rhythmic
citation, it results from scaffold iterative training (Saleem & Muhammad, 2020). In this sense,
overuse of pullout models will deprive children of the right to have sufficient guided transfer,
which then builds their self-respect and allows them to learn to work with their regular peer
8
groups. And the emphasis is placed on righting the behavior through a superficial reaction
instead of tackling the roots, improving self-control, and building healthy relationships.
Research also indicates that exclusionary extraction models may deepen the schism along
social strata (Saracho, 2023). Schoolchildren who constantly exit the classroom tend to share
certain cultural, ethnic, or economic traits that can cause implied separation. Deficit-oriented
perceptions, where only a portion of students are in the limelight while others are covered up,
can hamper the whole concept of inclusion. Such a strategy can be used to balance resources by
integrating students who have more needs with others; however, the negative outcome is that it
can hide the biases and systemic inequalities (Morgan & Kelly, 2021). This is often because even
referral programs with good outcomes come with their prejudices about what habits are okay to
keep in the community while others are not. To close the rift within the community, children
have to be kept integrated in normal settings as they build their skills to be able to cope with the
environments.
Ethical Implications
Using collaborative partners to cope with challenges in real-time lessons might severely
diminish teachers’ independence. In scenarios where specialists are directly brought in at the
slightest indication of misbehavior or boredom, educators will lose the chance to develop their
ways of adapting to the changing demands (Hanisch et al., 2020). However, the groundwork of
quality education is the teachers’ efforts aimed at the implementation of various solutions.
Frequent utilization of over-referral systems stops the instructors from developing the capacity to
institute classroom adaptive skills necessary for improving the classroom environment that meets
the needs of each student. The idea that they are stripped of the right to examine elements of
their daily life, relationships, and room settings, which will likely hold the solution in the future,
9
is one of the consequences (Minahan & Ablon, 2022). Teachers could get disengaged because of
the depreciation of this empowered self-determination as they would feel as if they do not hold a
primary say over meeting the requirements of their classrooms anymore. In this situation, they
become no more than a pathway for looting than agents of transformation.
In addition, the tradition of isolating children who seem to be “difficult” only for some
remedial measures that are not accessible to the rest of the children can result in the repetition of
bias, even at a subconscious level (Saracho, 2023). For example, suppose rising generations are
more often seen as a group that shares specific socioeconomic, cultural, gender, or neurodiversity-related characteristics in common. In that case, the well-intentioned differentiation
programs have the potential to create silent segregation as a result of them (Minahan & Ablon,
2022). The polarization of children into separate remedial environments also feeds into the
deficit mentality, which means that there is an expectation that those in individual restorative
settings do not need the same things as those in mainstream environments.
Besides, those students who need to catch up in understanding are unable to participate in
holistic teaching when certain aspects continually come from outside the institution. For
example, adolescents who are having trouble regulating their emotions and behaviors need an
opportunity to try out and use the new techniques with their peers in a secure and supportive
environment (Stevenson et al., 2020). This is essential to lay the foundation for autonomous
learners. In contrast, such implementation is likely to see a shift from the adjustment of attitudes
through superficial compliance to building the inner basis of positive conduct through
internalization. After students have returned to their normal settings, they are not given enough
chances to take part in planned transfer exercises that build up fluency and mutual
understanding. They are left to deal with the stresses and accommodate the study conditions on
10
their own for an extended period, which remote support systems cannot implement (Robosa et
al., 2021). Thus, excessive reliance on someone else’s help may result in treating the individual
only from the surface level, without the ability to independently deal with obstacles in the future.
The sphere of ethics for digital networks has its particular problems, especially if shared
ethical standards are not verified or supported. It becomes more regular for materials that are
projected to enhance learning by uniting students with peers from across the globe to instead
degrade the integrity (Saleem & Muhammad, 2020). Students may inappropriately use of the
already available tools, such as camera phones or text messaging, if they are not guided
purposefully. This could involve sharing their answers casually with friends or searching the
internet for information to use in their assignments without giving credit to the source (Oxley &
Holden, 2021). Motives for communal sharing that are well-meaning at its very heart can turn
into a more common method of cheating among adolescents who perceive that as their only
option to save face.
Recommendation
We suggest coordinating preventative, climate-level policies with disciplinary steps and
expanding teacher psychological services. This recommendation stems from an analysis of
scholarly literature. It requires a phased integration of universal prevention strategies that are
evidence-based (Caldarella et al., 2021). These programs use approaches such as school-home
cooperation building up structure and a few steps, student leadership roles in which expectations
are modeled through conduct, and training in social and emotional skills, which are spread
throughout a variety of lessons. Moreover, providing professional counseling services, teachers
advocacy mentors, self-care planning, and training on how to overcome traumas as a regular
practice is evidence that the organization is aware of the challenges that teachers experience
11
(Saracho, 2023). Comprehensive prevention that will reduce the probability of the emergence of
maladjustment should be among the priority measures alongside buffers against wellness that
will lessen the effect of the crisis if it continues to go on.
The right way to make the transition easier is by gradually using scaffold sequences.
Conducting a detailed survey, disaggregating the data, and analyzing the climatic research during
the preparation process is vital. (de Ruiter et al., 2020) state that these activities are the base on
which the remaining effort can be formulated. It is crucial to mirror the habits that everyone is
supposed to observe, from the administration to the learners, during the weekly meetings through
volunteer staff bonding events. After that, the pioneering faculty members could test some
features of preventive ecology by attending specialized workshops with climatologists. For
example, they could jointly develop lesson plans that deal with skills related to emotional
intelligence, or they could build referral mechanisms that are also equitable (Setia et al., 2021).
After that, integration teams that have been designated, consisting of experts who understand the
diversity of family relationships and the culture peculiar to each school, assemble the prototypes.
Conclusion
The best practices for managing disruptive behaviors are those that are aligned with the
principles of inclusion, access, and community, stressing the significance of preventive
classroom ecology and teachers’ professional programs. With sustainability demonstrated in all
different contexts, the culture of the room goes beyond mere academic signs of success into
social-emotional being, which is good for the whole society. The suggested recommendation
becomes noticeable when the students are in group activities in which each other’s development
is equally important and when the teachers identify themselves as caregivers of all diverse needs.
12
The goal here is to deliver a moment symbolic in nature that leaves everyone with a clear
understanding of what education should be.
13
References
Caldarella, P., Larsen, R. A., Williams, L., Wills, H. P., & Wehby, J. H. (2021). “Stop doing
that!”: Effects of teacher reprimands on student disruptive behavior and
engagement. Journal of Positive Behavior Interventions, 23(3), 163–173.
https://doi.org/10.1177/1098300720935101
de Ruiter, J. A., Poorthuis, A. M., Aldrup, K., & Koomen, H. M. (2020). Teachers’ emotional
experiences in response to daily events with individual students vary in perceived past
disruptive behavior. Journal of School Psychology, 82, 85-102.
https://doi.org/10.1016/j.jsp.2020.08.005
Gilmour, A. F., & Sandilos, L. E. (2023). The crucial role of administrators in shaping working
conditions for teachers of students with EBD. Journal of Emotional and Behavioral
Disorders, 31(2), 109-119. https://doi.org/10.1177/10634266221149933
Hanisch, C., Eichelberger, I., Richard, S., & Doepfner, M. (2020). Effects of a modular teacher
coaching program on child attention problems and disruptive behavior and teachers’ selfefficacy and stress. School Psychology International, 41(6), 543-568.
https://doi.org/10.1177/0143034320958743
Levine, R. S., Smith, K., & Wagner, N. J. (2023). The impact of callous-unemotional traits on
achievement, behaviors, and relationships in school: A systematic review. Child
Psychiatry & Human Development, 54(6), 1546–1566. https://doi.org/10.1007/s10578022-01344-5
Minahan, J., & Ablon, J. S. (2022). A skill-building approach to reducing students’ anxiety and
challenging behavior. Phi Delta Kappan, 103(8), 43-48.
https://doi.org/10.1177/00317217221100010
14
Morgan, J., & Kelly, N. J. (2021). Inequality, exclusion, and tolerance for political dissent in
Latin America. Comparative Political Studies, 54(11), 2019-2051.
https://doi.org/10.1177/0010414021997163
Oxley, L., & Holden, G. W. (2021). Three positive approaches to school discipline: Are they
compatible with social justice principles. Educational & Child Psychology, 38(2), 71-81.
https://www.researchgate.net/profile/George-Holden-2/publication/367141345
Robosa, J., Paras, N., Perante, L., Alvez, T., & Tus, J. (2021). The experiences and challenges
faced of the public school teachers amidst the COVID-19 pandemic: A
phenomenological study in the Philippines. International Journal Of Advance Research
And Innovative Ideas In Education, 7(1), 10-6084. http://www.ijariie.com/
Saleem, A., & Muhammad, D. Y. (2020). Negative emotions and self-created challenges of
novice public-school teachers in managing classroom. Journal of elementary
education, 29(2), 178-195. http://111.68.103.26/journals/index.php/jee/article/view/1862
Saracho, O. N. (2023). Theories of child development and their impact on early childhood
education and care. Early Childhood Education Journal, 51(1), 15-30.
https://doi.org/10.1007/s10643-021-01271-5
Setia, S., Leng, P., Muliatie, Y. E., Ekowati, D., & Ratmawati, D. (2021). The principal
leadership in developing inclusive education for diverse students. International Journal
of Emerging Issues in Early Childhood Education (IJEIECE), 3(1), 08-24.
https://repository.unair.ac.id/124713/
Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of
teacher education and the need for classroom behavior management skills. Education and
Treatment of Children, 43(4), 393-404. https://doi.org/10.1007/s43494-020-00031-1
1
Creating an Inclusive Learning Environment
Ebony S. Hill
Grand Canyon University
EDL 910
Professor Steven Baule
February 21, 2024
2
Creating an Inclusive Learning Environment
Problem Statement: Solutions pertaining to teacher well-being and effective behavior
management are inadequate in tackling the disruptive conduct exhibited by students, which
impedes the learning process and induces stress and exhaustion among educators.
The present matter is of the utmost importance as it impacts the character of instruction
as well as the well-being and contentment of instructors. The challenge has an impact on the
employment satisfaction and quality of life of educators, thereby causing disruptions in the
classroom environment.
What is not working?
The existing approaches to managing disruptive behavior among learners are inadequate
in addressing the problem. According to Stevenson et al. (2020), regulating behavior is
prioritized over eliminating it. This reactive approach results in a recurring cycle of addressing
symptoms instead of addressing the underlying causes. In addition, inadequate coordination and
integration among administrators, experts, and educators diminishes the effectiveness of therapy.
Funding and support gaps for teacher health initiatives further complicate the situation. There
needs to be better management of the multidimensional character of disruptive behavior that
impedes the development of effective learning environments in the absence of a proactive and
comprehensive strategy (Levine et al., 2023). It is imperative to inspect prevailing methodologies
and explore innovative approaches that prioritize preventive measures to effectuate enduring
modifications in classroom dynamics.
What should be improved?
3
The prevention of destructive behavior is only stimulated by a proactive attitude. Schools
can reinforce the approach by creating a positive environment, accommodating disruptive
students, and offering individualized support. It is crucial to prioritize teacher safety and
happiness as the primary objective. This is because the problem of classroom disruption can
quickly exhaust teachers who strive to create an excellent learning environment and, in turn,
degrade the general quality of the educational environment. Hence, the self-care and
management of stress must be part of the core of teacher professional development. Research
further recommends joint work with special education teachers and behavioral specialists. Such
professionals have a wealth of expertise and experience in staving off and resolving disruptive
behaviors.
Solutions Techniques
Preventive Measures
A key aspect of successful disruptive behavior management and the creation of an
atmosphere of wellness and cooperation in the educational process is prevention. Proactive
behavioral management has proved to be an effective measure for reducing disruptive behavior
and increasing academic participation (Caldarella et al., 2021). The measures include consistent
routines, clear expectations, and the teaching of social and emotional skills. These preventive
strategies would significantly reduce disruptive behavior and enhance the overall classroom
climate.
Setting objectives and following a routine are among the early steps that contribute to the
optimization of the educational environment. According to de Ruiter et al. (2020), children who
are well-versed in classroom behavioral expectations are likely to feel a certain sense of security
and, therefore, exhibit proper conduct. Social-emotional competencies are invaluable in relation
4
to social ties between students and teachers since they help students manage their feelings,
resolve their conflicts, and develop oriented angles, which are traits of an upbeat personality.
It is crucial to note that children exhibiting disruptive behaviors always need special care
to address their issues and integrate socially. Educators should facilitate an accommodating,
inclusive educational setting by identifying the needs of the different students and providing the
right solutions to problems (Caldarella et al., 2021). This approach creates a feeling of belonging
and appreciation among the children in the academic community. The tailored approach
develops personal relationships and mutual respect between instruction recipients and teachers.
Teacher Wellness Programs
Wellness programs develop teaching approaches and the management capacities of
teachers by preventing burnout and constant stress. According to Levine et al. (2023),
instructors’ well-being is critical in classroom dynamics, as findings indicate that teacher stress is
associated with a negative impact on students regarding concentration and involvement. A
teacher well-being program is an excellent tool because it enriches the experiences of students,
reduces the level of stress, and makes the environment conducive to learning.
The programs should include a wide variety of physical and mental health services to
reduce tension and help instructors maintain proper self-care. They should be composed of
elements such as counseling, meditation, mindfulness training, and stress reduction (de Ruiter et
al., 2020). Literature indicates that educational institutions that address the physical and
psychological well-being of their faculty and staff indicate that they value their staff by
promoting an environment of empathy and support. Instructors who feel valued and recognized
in their work are more capable of confronting and navigating challenges in the classroom.
Collaboration with Specialists
5
Behavioral specialists and education instructors can cooperate to increase the
effectiveness of disruptive behavior interventions and students’ performance. This would save
time and energy that would otherwise be wasted trying to manage students with behavioral
problems during school hours (Hanisch et al., 2020). The provision enables teachers to perform
their duties better and leave the issues of students with behavioral problems to specialists in
behavior management. They should work together to tackle behavioral issues by creating
individualized behavior intervention programs that are based on the specialists’ expertise. These
programs can be customized for children in accordance with their abilities.
The interdisciplinary teams that sustain individualized instruction, support, and services
turn out to be useful for students with moderate to severe disabilities, as supported by Stevenson
et al. (2020). Therefore, by working together with specialists, educators can aid children of
varied learning styles to attain academic and social success through personalized help. If a
collaboration of specialists is created, then shared responsibility and accountability for student
development will flourish. This is achieved by monitoring the progress of students and using the
most up-to-date teaching methods.
Conclusion
A multidimensional and proactive approach that covers the reactionary approaches is
essential in dealing with arising classroom issues. The strategy should prioritize building
connections with subject-matter experts, addressing problems as soon as possible, and ensuring
teachers’ well-being. These are primary measures aimed at creating a conducive learning
environment that improves learning outcomes and mental health. Even though the principal
beneficiaries are learners, these capital projects play a crucial role in improving the overall
effectiveness and success of the education system. In this context, long-term changes in the
6
classroom environment and teachers’ contentment depend on active, all-embracing strategies and
joint work with stakeholders.
References
7
Caldarella, P., Larsen, R. A., Williams, L., Wills, H. P., & Wehby, J. H. (2021). “Stop doing
that!”: Effects of teacher reprimands on student disruptive behavior and
engagement. Journal of Positive Behavior Interventions, 23(3), 163–
173. https://doi.org/10.1177/1098300720935101
de Ruiter, J. A., Poorthuis, A. M., Aldrup, K., & Koomen, H. M. (2020). Teachers’ emotional
experiences in response to daily events with individual students vary in perceived past
disruptive behavior. Journal of School Psychology, 82, 85102. https://doi.org/10.1016/j.jsp.2020.08.005
Hanisch, C., Eichelberger, I., Richard, S., & Doepfner, M. (2020). Effects of a modular teacher
coaching program on child attention problems and disruptive behavior and teachers’ selfefficacy and stress. School Psychology International, 41(6), 543568. https://doi.org/10.1177/0143034320958743
Levine, R. S., Smith, K., & Wagner, N. J. (2023). The impact of callous-unemotional traits on
achievement, behaviors, and relationships in school: A systematic review. Child
Psychiatry & Human Development, 54(6), 1546–1566. https://doi.org/10.1007/s10578022-01344-5
Stevenson, N
