Charles Finney the Great Revivalist

Charles Grandison Finny was born in Connecticut on august 29, 1792. His family was not religious and didn’t teach him much about being Christian. He was an excellent student in school. When he grew up he was a lawyer. He heard enough about the bible to know he wasn’t going to heaven that scared him. So one day he ran in the woods and said if he didn’t find God he wasn’t coming back. When he came out of the woods he felt the love of God. He wanted to be God’s lawyer.He met with his client and said he had to quit the case and to go be God’s lawyer. He was really blunt when teaching about God he was more like a lawyer than a pastor. When he started preaching he noticed that people where just pretending to be Christians and really weren’t living as Christians. He told them the truth about Christianity and challenged them to be real Christians. Finney preached firmly in a way that people had never heard before and at first people didnâ€⠄¢t like him or his way of preaching.He continued to challenge them to be the way god wants them to be and after a while they began to understand him and his way of preaching. Finney had a great impact on people of his time. Charles Finney proves that when you believe in something strong enough anything is possible. Finney proved that by finding God and convincing people to change their ways even when they didn’t like him. If more people in the world where like Finney everyone would be able to stand up for what they think is right and the world would be a better place.

Iban Marriage

A young man may marry at the age of twenty-two, if he is the only child in the family. If he has brothers or sisters, he is likely to marry when he grows older. A girl usually marries at the age of eighteen. At these ages young men and women generally know how to support themselves. If a young man wants to marry he may tell his parents, so that they may choose the daughter of one of their close relatives for him. If he wishes to marry a particular girl, he may tell them so, so that they may think about it in making a final decision.If they agree to their son’s choice, they will send word regarding their intention to the girl’s parents. If the boy’s request is acceptable to the parents of the girl, then the latter may fix a day for nanya bini, when they can discuss formally the rules they will follow at the wedding of their children. A day or two prior to nanya bini, the young man’s parents will inform their relatives about the coming wedding of their son t o the girl he loves.They also request that three men and three women who are very closely related to them join them in meeting and discussing the coming marriage with the girl’s parents on the nanya bini day. The nanya bini meeting between parents of the future bride and the bridegroom may take place either during the day or at night. If it is held during the day, the young man’s parents and relatives will come early to the girl’s room. On their arrival the men are asked to take a seat on the mats which have been spread for this purpose along the girl’s family’s upper gallery, while the women are invited to take a seat in the family room.At about 10 a. m. , after the visitors have been entertained with drinks, the girl’s father calls all the people of the longhouse and his relatives who have arrived from other villages to gather at his lower gallery in order to hear his discussion with his visitors. After the people have taken their seats th e parents of the bride and the bridegroom inform their friends arid relatives that they have agreed that their son and their daughter should be married if the bridegroom’s parents agree to the payment of adat nikah (marriage price) demanded by the bride’s parents as follows: 1.A bride’s wealth of $100 to $300, depending upon the family background of the bride-to-be, and lower than $100 if she is of low birth. 2. A sigi alas muda, $4. 00, to sigi rusa, $8. 00, of bunga pinang (ceremonial wedding fee), and sigi jabir, $1. 00, to sigi panding, $2. 00 again, if the bride is of low birth. 3. One medium size brass gun (bedil) for batang pinang and one bendai gong for tandan pinang if the bride and the bridegroom are of distinguished families. People of common background would not demand the batang and tandan pinang presents from the bridegroom’s family.If the bridegroom’s parents agree to pay the marriage price, then a genealogist (tukang tusut) will rec ite the bride’s and the bridegroom’s family trees to see whether the marriage is incestuous or not. Incestuous means in this connection that the couple is kin of different generations. If their union is incestuous to this sense then the bridal parents should inform the Penghulu (district chief) that the coming marriage ceremony of their children will be celebrated with besapat ka ai or bekalih di darat depending on the category of the incest as discussed earlier (cf, pp. 29-30).At the end of the discussion of nanya bini, the groom’s parents leave a silver girdle (lampit) with the bride as a deposit to bind their promise. A day is then set for the melah pinang or marriage ceremony which must be held within three months. If it is an incestuous marriage, it must be held as soon as possible after the besapat ka ai or bekalih di darat ceremonies in order to avoid kudi (disaster). A few days after this, the groom’s parents will gather the people of their longho use to inform them that their son’s marriage has been agreed upon in discussion with the future bride’s parents.The groom’s father also tells them of the day agreed upon for the wedding festival. From this time onwards the groom’s family starts to make cakes and accumulates the derian fees. The marriage festival (melah pinang) is held in the bride’s house. About one week before the Melah Pinang festival is held, the groom’s parents again call all the people in their longhouse to meet at their gallery as they are to send the belanja (expenses) to the bride’s parents. At this meeting each family in the longhouse presents whatever money its members have agreed to con-tribute to finance the feast.After the groom’s parents have sent their belanja for the Melah Pinang feast, the girl’s parents will begin to pound rice, brew jars of tuak wine, and buy the necessary bulls, pigs and drinks for the oc ¬casion. Four to five days before the ceremony, the girl’s parents call for a meeting of people on their house gallery. At this meeting, the girl’s father enquires from the heads of each family whether they have finished making preparations for the ceremony. If all preparations have been made, then the bride’s father will inform the people of how many neighboring longhouses he intends to invite to the feast.The people of other families in the longhouse will naturally agree to this and one man is sent to invite the guests upriver while another man is sent downriver. The two men inform the guests to come to the wedding festival early that day so that their reception can be properly perfor ¬med. By this point the agreement to marry is considered binding on both par ¬ties, and compensation must be paid if either wishes to break the agreement. 1. If a young man makes a promise to discuss his marriage with a girl’s parents and fails to do so according to his promise, he is fined sigi jabir, $1. 0, and sigi panding, $2. 00, for the cost of pinang sirih wasted by the parents of the girl. If he refuses to pay the fine, the case is brought to the court of the Penghulu for further hearing. 2. If a bridegroom fails to marry his bride after the melah pinang day has been fixed, through no fault of the later, the former is fined sigi panding, $2. 00, and sigi alas, $4. 00, respectively, the later for the cost of wasted pinang sirih. If the bridegroom refuses to pay the fine, the case is brought to the Penghulu’s court for further judgment.

The Male and Female Self in European Civilization Essay

The Male and Female Self in European Civilization - Essay Example Two of these personalities were Heloise and Abelard who became famous for their disastrous affair which shook the church in France during the Middle-Ages. Peter Abelard, a renowned philosopher and priest, fell in love with his beautiful and convent-educated student Heloise who eventually became pregnant. The affair ended in a tragedy when the couple secretly got married. When Heloise's uncle found out about the illicit affair and the marriage, he ordered Abelard castrated. Abelard spent the rest of his life in a monastery and Heloise decided to take vows as an Abbess, both embittered and separated from each other. Heloise's and Abelard's letters, written to each other at the height of their affair, compiled by Constant Mews, in a book called 'The Lost Love Letters of Heloise and Abelard,' radically and eloquently described the transcendent nature of their love. These collection of letters found and translated by Mews, only manifested that although men mainly dominated this period, th e voices of women in that generation could never be silenced by constraints on gender or the established religious institutions. In one of her letters, Heloise wrote to Abelard she preferred love to chains and freedom to marriage as marriage was done merely for conventional purposes. And if the name of wife appears more sacred and more valid, sweeter to me is ever the word friend, or, if thou be not ashamed, concubine or whoreI preferred to love to wedlock, freedom to a bond. I call God to witness, if Augustus, ruling over the whole world, were to deem me worthy of the honour of marriage, and to confirm the whole world to me, to be ruled by me forever, dearer to me and of greater dignity would it seem to be called thy strumpet than his empress. (Constant 27) Heloise altered her definition of 'self' from being 1'a woman of great wisdom and prudence and religion' to someone who is not 'chaste.' Constant Mews mentioned this as 2'an incredible insight into Heloise's perception of the hypocrisy of religious life.' A part of Heloise identification of the 'self' was her strong views about gender issues of her time questioning the functions of Christian women in religious life and how this life could be made to suit them and not the other way around. Mews added that 3'the traditions [Heloise] inherited were one in secular level' quite distinct from the love based on the Scriptures that Heloise had to follow or the love that '[was] talked about in monastic life.' The Middle-Ages were the period in which society identified women as the cause of decay and corruption and Heloise defied this prevailing idea by developing a notion of love which at best was liberal and beyond her time. In another letter to Abelard, Heloise wrote 4'I do not consider the friendship of those who seem to love each other for riches and pleasures to be durable at all since the very things on which they base their love seem to have no durability.' In many of her letters in which she professed love to Abelard, Heloise stressed equality and friendship as essential to love and relationships. For the most part, Abelard agreed with Heloise's view about love saying that they could live

Discussion Questions Week 2 Essay Example | Topics and Well Written Essays - 750 words - 1

Discussion Questions Week 2 - Essay Example Those who are transiting between jobs can be included in this category. Frictional unemployment is that unemployment caused by information or search costs. Usually when a person quits, is fired, or enters the labour market, there are jobs available for which that person is qualified. The person will be frictionally unemployed because it takes time (and effort) to find the jobs that are available. The emerging students after the completion of their studies who are searching for jobs (new entrants), and those who are seeking better jobs than the present one (Re-entrants) can be considered frictionally unemployed. Frictional unemployment results from the day-to-day changes in a dynamic, changing economic system in which old industries die and new ones are born, in which people get tired of old jobs and old bosses, in which bosses find work of subordinates unsatisfactory, and in which new people enter and others re-enter the labour force. Frictional unemployment exists because both jobs and workers are heterogeneous, and a mismatch can result between the characteristics of supply and demand. Such a mismatch can be related to skills, payment, work time, location, attitude, taste, and a multitude of other factors. The government can advice the students about the career prospects and they can guide them through proper counseling. Proper career oriented training and schooling will help the students in attaining the desired jobs. The available jobs can be notified to the job seekers using different means and at the same time the organizations that have job vacancies should be informed about the available labour force by the government. The prejudices about the jobs and the employees can be avoided through the intervention of t he government. The government can also provide incentives to the unemployed. In this case, the number of unemployed workers exceeds the number of job vacancies, so that if even all open jobs were filled, some workers

Conflicts In The Island Of The Greater Tunb And Lesser Tunb& The Essay

Conflicts In The Island Of The Greater Tunb And Lesser Tunb& The Island Of Abo Mosa - Essay Example In more recent times, Abu Musa has been developed with the idea of oil exploration and plantations in mind. The soil is better here as is the availability of fresh water. These facts make Abu Musa important geographically even though it is farther from the Strait of Hormuz than the Tunb islands. The history of these islands is long but not very detailed until the modern era. The real reason they are mentioned at all in the histories of various nations surrounding the Persian Gulf is the fact that people have been arguing about their ownership for a very long time. Because Greater and lesser Tunb lie closest to the Persian coast of the Gulf, ownership by Persian and then Iran has always been claimed. The ownership of Abu Musa has been more disputed because by some measurements, it actually lies closer to the Arab shores of the Gulf than it does to the mainland of Iran. Before the arrival of European powers, various tribal chiefs and sultans had claimed all three islands. The arrival o f the British changed the dynamics of power in the Persian Gulf region. Both the British and the Russians worked hard to influence the government of Iran. The British sought to keep a balance of power on the northern shore of the Persian Gulf while they established a series of treaties that would hive the dominion over the southern, Arab shores. The emirates of the Arabian Peninsula signed treaties and letters of understanding with the British that essentially turned over mineral exploration and foreign policy decisions to the British. In 1902, the Iranian government agreed to offer as security for loans from Russia, the rights to control customs and taxation houses in Iran. The Russians outsourced this lucrative business to the Dutch. The British were furious over this development because it gave the upper hand to the Russians in the struggle for control of Iran. As a result the British, claiming to act in the interest of the Trucial States on the Arabian coast, forbade the constru ction of customs houses on Abu Musa and Greater Tunb. This was the first time the British insinuated in any way that the Arab emirates were in control of these islands and that they had the right to forbid the construction of the customs houses (Mehr, 1997). Over the next seventy years, there would be a constant stream of flag raisings and lowerings as various nations claimed Abu Musa, Lesser and Greater Tunb. The British held to their claim that the emirate of Sharjah owned Abu Musa and the emirate of Ras al-Khaimah owned Greater and Lesser Tunb. Iran held steadfast to their claims of ownership based on historical claims. Add to this tension familial claims of ownership that transferred from Iran to various Arab emirates and the exploration for oil by Americans, French and Dutch companies and you get the idea of how chaotic the claims surrounding these islands could be. In December of 1971, the various emirates of the Persian Gulf decided to organize into the United Arab Emirates. This new country, as part of its foundation, laid claims to all of the territory that the individual emirates had before unification. The British withdrew all of their forces upon independence. This included forces they had positioned on Abu Musa, Greater and Lesser Tunb. Just prior to independence, on November 30, 1971, Iranian marines invaded the three islands (Held, 1989).

Sickle Cell Trait Research Paper Example | Topics and Well Written Essays - 1250 words

Sickle Cell Trait - Research Paper Example Normal red blood cells are smooth and round and therefore can easily move through blood vessels. Sickle cell trait (AS) differs from sickle cell disease (SS) in which two abnormal hemoglobin genes is present, one from each parent. Sickle cell disease is a genetic disorder that affects red blood cells, making them rigid, sticky and sickle shaped. Sickling causes plugging of blood vessels to occur which essentially hinders the transport of oxygen from lungs to various organs in the body. The objective of this paper is to highlight the various aspects of the sickle cell trait namely the historical evidences, mode of inheritance and its various complications. Historical evidences: The first case of death due to sickle cell trait was documented between March 1968 and February 1969 at Fort Bliss where four army recruits collapsed and died during basic training. Since 2000, nine college football players have died from sickle cell trait complications, by far the biggest non-traumatic killer in the sport. In March 2008, a jury finds the UCF Athletics Association negligent in the death of 19-year old Erech Plancher, who collapsed and died after offseason conditioning drills. ... When both parents have the trait, their child will have a 50% chance of having the trait (hemoglobin AS), as well as a 25% chance of being normal (hemoglobin AA) and a 25% chance of having sickle cell disease (hemoglobin SS). These risks are associated with each pregnancy. Linus Pauling asserts "I have suggested that the time might come in the future when information about heterozygosity in such serious genes as the sickle cell anemia gene would be tattooed on the forehead of the carriers, so that young men and women would at once be warned not to fall in love with each other." Complications: Sickle cell trait is normally considered a harmless condition, but extreme physical activity can lead to complications that can be fatal. Complications from sickle cell trait are important because about three million people in the United States have this genotype, about 40 to 50 times the number with sickle cell disease. (Kark 2000). When the individual is at rest, their red blood cells are norm al but rigorous exercise regimes induce sickling to occur and cause several problems. Such problems include increased urinary tract infection in women, gross hematuria, splenic infarction with altitude hypoxia or exercise, and life-threatening complications of exercise, exertional heat illness (exertional rhabdomyolysis, heat stroke, or renal failure) or idiopathic sudden death (Sears 1978; Serjeant 1992; Kark and Ward 1994 and Sears 1994). We will consider each of these problems in more detail. The frequency of urinary tract infection is higher in women with SCT than in racially matched controls, especially during pregnancy, when the frequency is about double (Pastore, Savitz and Thorp 1990). The presence of SCT in men was not associated with

No Smoking on School Grounds Essay Example | Topics and Well Written Essays - 750 words

No Smoking on School Grounds - Essay Example Although some people are against the implementation, total â€Å"restriction on smoking on school groups† will be very effective in reducing the unpleasant effects of smoking. Why there should be no smoking on school grounds If a school allows smoking by students, teachers, or workers, people should advocate for change. There should be tough restrictions on smoking in schools and teachers have to smoke elsewhere and not schools. In many states, it is unlawful for children to buy cigarettes. No one should buy cigarettes for students or ask students to buy for them. If learners are allowed to smoke in schools, the chance of them start using other drugs is high. Cigarette smoking on school ground by teachers or other students can make other students start smoking. Once a student has started smoking, the bond between the student and other smokers affects his decision-making on whether to stop or continue doing it. The outcomes of many researches show that many adults who are smoki ng started the smoking habit in schools. Other students and school casual workers are the ones who influenced most of them to smoke. Smoking cigarette can make students start misusing other substances (American Cancer Society). Since schools have high populations, smoking on school ground leads to poor health for the ones smoking and the people around them. The number of first time smokers is augmenting daily, and many of them become habitual smokers. Some of them die because of diseases that are related to the behavior. They are risking their lives and the lives of those who are around them (American Cancer Society). Smoking on school grounds leads to poor performances in class. This is because teachers who smoke have been observed to use part of their times to smoke instead of teaching. The teachers also rush the lessons so that they can get time to smoke. Therefore, they spend a little time with students and fail to teach well. Additionally allowing smoking in schools can make st udents to spend more time in smoking instead of studying. For example, during break times they rush out to smoke instead of doing other helpful activities. Smoking also reduces the students’ concentration in class. Instead of listening to the teachers in class, the students long for break times so that they go out to smoke. For this reasons, â€Å"restriction on smoking on school grounds† should be helpful (Blatt 104). Another reason why there should be the restriction of smoking, in schools, is the increase in harmful behaviors in schools. Researches have proved that most students who smoke become rebellious in schools and some of these learners end up being expelled. Some students get suspension from schools due to misbehaving making them miss classes; thus, reducing their class performances. Students who smoke cigarettes mostly engage into fights and some of them even carry other dangerous drugs in schools risking other students’ lives. Cigarette smoking stud ents also suffer from psychological illnesses and this contributes to poor performances in schools (American Cancer Society). Refutation Some researchers argue that the implementation of â€Å"no smoking on school ground† will not be effective because it will be hard to monitor everyone in the institutions (Jacobson 144). I disagree with them because if schools become increasingly aggressive in enforcing no-smoking rules, people will stop smoking on the school grounds. To make

User Frustration Essay Example | Topics and Well Written Essays - 1000 words

User Frustration - Essay Example Additionally, the majority of researchers have outlined the basic reasons of these frustrating experiences as dropped network connections, error messages, long download times, and hard-to-find features. In addition, users face a variety of problems due to these frustrating experiences for instance, they lose more than 50% of their time because of these frustrating experiences. In many cases users’ frustration emerges dues to problems in the computer software, hardware, or networking or troubling interactions among components supplied by various suppliers or is the result of malicious activities performed by other users (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004; Reynolds, 2001). 1. Errors Without a doubt, there is a strong relationship between errors and frustration. Additionally, an error can be used to demonstrate a variety of actions. In simple words, an error occurs when a computer user observes that something is in an improper state, no matter it is due to fault of the developers, or an implementation bug or a design flaw. Even though a computer is working properly and carrying out the required functionality but there are still a variety of things that could be the cause of users’ frustration for instance viruses, pop-up advertisements, and spam mail) (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). ... e development team must spend considerable time in researching the issues and errors that an application can encounter and develop solutions accordingly. In this way, it will reduce the chances of errors at user end (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). 2. Time Delays Normally, users like to have a smaller response time. However, the system’s response time heavily depends on the users' previous experiences, the cost of an error, the users' knowledge level and experience of using that technology, and external time pressures. For example, a new user can wait a little longer than professional user for a computer to respond. Sometimes, the significance and complexity of the job and its associated time pressure can also have a significant effect on users' frustration and expectations due to time delays (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). Solution Since an application is developed in keeping the requirements of a specific user in mind so f irst of all software development teams must categorize its users, complexity and criticality of jobs and so on. According to these measurements they should look for the required algorithms and mechanisms that can address that specific issue. In addition, frustration can also be reduced when the users are made well aware of predictable delays projected time they will require to complete their task (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). 3. User Satisfaction and Frustration Previous researches and studies have used user satisfaction as a reliable variable, for the measurement of the success of a software application. The term satisfaction can be vague which can be defined in many ways. In simple words, the user satisfaction refers to completion of a task or goal, and

Constitution Compromises Essay Example for Free

Constitution Compromises Essay To the founders of the new American nation, it was important to make sure all states of the union stayed together. To ensure no states succeeded, many compromises were made in the ratification of the constitution, including those regarding representation and slavery, which allowed the majority of the population to be content and successfully governed the nations. Although the state’s populations were unequal, they all wanted their fair share of say in the government; the problem was they couldn’t decide what that fair share was. Their decision to create a bicameral government satisfied both the sparsely and densely populated states. The smaller states got their representation by the Senate, while the larger states got their wishes fulfilled by the House of Representatives. This compromise was ultimately for the better, being that a bicameral system has perks associated with it. For instance, a dual representation situation increases the chance that representatives have direct contact with the citizens, thus representing their population better. The two houses ultimately better served their country and resolved a conflict as well. Slavery was also an issue that saw a lot of dispute. Generally, Abolitionists in the North wanted to abolish slavery completely; however, this didn’t sit right with the South, whose economy desperately depended on slaves to flourish. There were two compromises about slavery. The first compromise ended the slave trade, and the second addressed the accounting of slaves in a state’s population for the census, as well as taxes. Being that the northern views were already stepping on the South’s toes, they couldn’t afford any clash to bring about talk of a separation from the union. Their decision to account 3/5 of a slave when apportioning taxes and representatives favored neither side in this dispute. This was for the better in that the southern states couldn’t really argue with the decision and stayed with the Union. Because the compromises that were made in the making of the constitution aimed to please, they worked by ensuring all states were happy, thus more likely to listen to the government and stay in the union.

Promoting effective communication Essay Example for Free

Promoting effective communication Essay Describe five factors you consider when promoting effective communication: (remember to describe is more than just identifying, this requires a sentence for each one) There are a number of factors to consider in making sure that I can promote effective communication. Statistics show that we only listen to 7% of what is verbally said, 38% the way they are said and 55% non-verbal i.e. our body language, eye contact, gestures. So it is not so much of what we say that is important but how it is said. Verbal communication: 1. Tone and Pitch I need to make sure that the way in what I say things i.e. the tone and pitch of my voice suits the conversation. I might need to raise my voice in a group of many children trying to get their attention when they playing games. Where as in a small group of children were we are doing some structured learning I would talk a bit quitter, or even reading a story I would use voices for the characters in a book, making stories more interesting and so hope to keep the children’s attention. 2. Jargon I would try and use appropriate language, for instance when I am talking to a child I need to keep things simpler so that they can understand the instructions or topic of discussion. I would also kneel down or sit at the child’s level, to make eye contact, and to be sure they understand me. But when I am talking to an adult, I should adjust and speak at the appropriate tone and pitch in not to simple terms as if they are a child otherwise it may come across patronising. Non-verbal communication: 3. Body Language, expressions and gestures My body language, facial expressions and hand gestures, needs to suit the situation or topic. For example I might give a handshake, smile and a wave to a child leaving the session. These are all friendly gestures, and I would hope to get an appropriate response like a wave and smile back. There would not necessarily been any verbal communication but we both understand that it is a friendly goodbye. However I am aware that some cultures certain gestures could be offensive. A r standing with folded arms can indicate you are closing yourself of not open to listen or want to take part in the conversations. This can portray a negative message and make others feel uncomfortable. 4. Eye Contact I also make a lot of eye contact as this engages with the person I am speaking to and keeps them and me focused on what is being said. If there is little eye contact or other distractions then you can notice that there is not 100% focus. 5. Listening I would always listen at the person talking to me as this shows that I am engaged in the conversations/discussion and can act upon anything that is asked of me. If I just nod in acknowledgement and not really listen I could miss important information. If for example a child ask to go to the toilet and I just nodded without really listening, they might wet themselves and feel embarrassed and in future not trust to ask or tell me something.

Challenges In A Teenage Marriage Young People Essay

Challenges In A Teenage Marriage Young People Essay In announcing on Monday that her daughter Bristol was five months pregnant, Sarah Palin, John McCains choice for a running mate, added a quick qualification that might, in another era, have eliminated the potential for embarrassment: The 17-year-old girl was to be married to the 18-year-old father of the baby. (Kershaw, 2008) He would be the gentleman, she would be the lady, and with the backing of a strong family they would do what was expected of them. Since Republican vice presidential nominee Sarah Palin announced her daughter is pregnant, teen marriage and teen pregnancy have been hot topics among parents. But it is teenage marriage today, not teenage pregnancy that is the rarity. Why am I writing paper on such a topic? Well I will tell you why. I chose to write my paper on teen marriages because I am very interested in how the teens get themselves early into the institution of marriage and face problems later. Im also interested in why they divorce at such an early time in their marriage. The age and the reason of marrying today have changed dramatically over the years. Many young people today are starting to get married at a very young ages and they are doing it all for wrong reasons. Young generations today rush into marriage without even understanding what they are getting into. Marriage is a lifetime commitment which the teenagers dont take seriously. Todays teenagers dont believe in the name of trust, faith and love. Teenage marriage has become a challenge in the todays era. Instead of just talking about how much fun it will be to live together, talk about the aspects of daily life that wont be so much fun, and how you will deal with that. Some teens want to get married because they feel that it will give them more control over their partner to crush a lot of jealousy issues. One should understand that marriage is a partnership, its not about control. Various reasons leading to teen marriage would be pregnancy, freedom, ensuring relationship, religion, living in together, etc. As a consequence of which, teen marriage serves to be a problem when a couple has disagreements over money, over children and also physical or mental abuse. Todays youngsters are married young, but their marriage doesnt last as long. For example, my friends, Mehraze and his ex wife Khushnaz, married at the age of 17, but they are divorced at the age of 19. Their marriage lasted for just 2 years after they realized that their love for each other was just a toss. According to me, they should not have thought of marriage at that age and that time of their life. Both of them were busy in their own lives and both had decided their future goals. Neither of them had thought of getting married at 17. They took such a step because they thought that they were in love and should just go ahead and take an extra step to get married. I am not saying that getting married at such a young age is wrong. What I am against are the reasons which one chooses to get married. Reasons mentioned earlier are not enough. People take love as a reason for granted, on which most of the marriages are based on. But, unfortunately, its not. Oh no, theres a baby on the way. We have to get married. This is one of the topmost reasons for getting married. Teen pregnancy rate is very high in U.S. Christie Silvers wrote in her article Can a teen marriage last? that in the U.S there are 1.3 million babies born out-of-wedlock each year. Of course this doesnt include all of the babies born in a teen marriage. Overall, 71.5 pregnancies per 1000 women aged 15-19 occurred in 2006. (Facts on American Teens Sexual and Reproductive Health, 2010). Guys normally think that if they get their girlfriend pregnant, then its their responsibility to marry and take care of her, which should never be the case. If you are not ready enough to take the big step of getting married and supporting each other, the feeling of taking care of your child should not come to mind. This will only cause confusion for the child and may in turn lead the child to hate their parents. Marriage is not a solution to an unplanned pregnancy. In the book called Teens at risk, Isabel Sawhill argues that encouraging teenage parents to marry will not solve the problems associated with teen pregnancy. She grants that children fare better when their parents are married than when they are not married, but notes that teenage marriages have an extremely high failure rate. In addition, she claims that by focusing their efforts on getting teen parents to wed, government programs fail to address why teenagers get pregnant in the first place. The best way to reduce the problems associated with teenage pregnancy, according to Sawhill, is to encourage abstinence, but also to teach teens about birth control. Births to teens have increased in recent years. 10% (Ten percent) of all U.S. births are to teens. (Facts on American Teens Sexual and Reproductive Health, 2010). According to the data from the Natality Data Sets, National Vital Statistics System, Teenagers accounted for 23% of nonmarital births in 2007. Another most common reason for the teens to consider marriage is freedom. They want to get out of their parents home. Most teens do not like listening to their parents and feel they know more than their parents. Teenagers dont like the rules set by our parents. They have a feeling that parents expect a lot from them. If parents have denial for certain person, they might have their own reasons why they think that way. However, many teenagers fail to understand that their parents are really trying to help them. They think that parents are making their life miserable and not giving them enough freedom. Unfortunately, they dont understand the importance of parents. Being married is definitely not about freedom. A person has a lot of responsibility including household work, paying bills, etc. and most importantly responsibility and commitment to another person. If couple argues, none can just walk away and leave home. You wont have the liberty to go in and out as you did before because other person will also be involved in his/her decisions. Some teens may also want to marry to ensure their relationship. They may feel that marriage would not lead the other person to ditch them. Well, that is not the case. The high divorce rates are sufficient enough to nullify this assumption. Figures released from the National Center for Health Statistics found nearly half of marriages in which the bride is 18 or younger end in separation or divorce within 10 years. (Chan, 2002) Eleanor H. Ayers writes in her book, Teen Marriage, that: A girl married at 17 is twice as likely to be divorced as a girl 18 or 19. If a girl waits until she is 25 the chances that her marriage will last are 4 times better. Another reason why people marry so young may be because of religious reasons. This means having sex the right way. They figure out that if they are going to have sex then they might do it the right way by getting married. This should not be the reason for getting married. Marriage should be based on how much you love each other and not expecting something from each other. Marriages dont succeed this way. Another different reason for teen marriage would be of living in together. Teen may want to live in together before marriage but their parents may not agree to the same. This reason would sometimes encourage their parents to sign the papers for their children to get married because they fear the teens will live together anyway. Tradition and cultures in some countries have also led to teen marriage. For example, the Brahmin community in India is known to practice early marriages. In this community, a girl is searched for a suitable suitor the moment she is born. The girls family negotiates for dowry and once the girl is eleven or twelve, she is forced into early marriages to perhaps a man of forty of fifty years. This trend is however on a decline with the government passing The Child Marriage Restrain Act, 1929. Some marriages work and some dont. Todays generation live their lives differently. Many marriages between the ages of 16-21 usually dont last very long. The reason is nothing but the rush for marriage without realizing the outcomes of it. For example: When teenagers under the age of 18 get married, they are just leaving their parents care and are not accustomed t taking care of themselves such as paying bills, groceries, car insurance, etc. Money is the most common which leads to divorce among young adults. Things change when one gets married. Never rush into marriage if you are not ready otherwise the worst is the future. The happiness of the marriage may not last longer when one understands and recognizes the consequences of it. The first and the main problem that shakes a teen marriage are over money. Marriage consumes money and time of both the partners. According to an old saying, Money does not buy happiness but the fact cant be ignored that tight monetary situations could create tensions between couples. Youngsters will have to set up a home of their own and bear all the costs of running the house and taking care of the family. They generally do not like to take help from their parents as they have decided to venture out on their own. It is not easy for teens to bear all the financial expenses at such an early age, as they are not so educated to earn a lot of money. As a consequence of which teen marriage turns out to be a costly affair. Also, if one person is frugal and the other is free-spending, the conflict that arises can be extremely difficult to manage. Financial problems in a teen marriage would often lead to them staying in poverty. Living in poverty would affect the future offspring of the teenage couple. The health and psychological states of the children of teen couples would be affected. It is important to think carefully before getting into an early relationship so that such monetary problems cant destroy what could otherwise be a very beautiful relationship. Unplanned pregnancy is the most common problem that the teenagers face. Teens body is not ready for pregnancy at such a young age which may be dangerous for the mother. Brides of early marriage are at an extremely high risk for fistulas and they have a higher risk of being infected with sexually transmitted diseases and at an increased risk of chronic anemia and obesity. Francis Hosein states in his article, Relationship Teen Marriages that Some teens are having sex at an early age of 12 and becoming pregnant and having kids. He further states to imagine kids having kids and they (many of them) are having difficulty in taking responsibility for raising their children. Lack of experience in bringing up children could generate ill-feelings towards each other. Having to live on their own and with no guidance from adults can cause much strain on the young couple, who have to handle children at an early age. Young women dont do very well when raising a family. The responsibility that comes in with the birth of a new life is not tolerated by the teens. How can they be responsible for their child if they are not settled in their own lives? Another problem faced by the teenagers is that of physical and mental abuse. Physical abuse in the context of dating relationships includes punching, biting, slapping, stabbing, and any other method that one person can use to physically harm another with or without the aid of a weapon. Teens at this age are not mature enough. Immaturity often becomes a cause for a broken marriage. Lack of personal maturity can make it difficult for teenagers to handle situations. They often quarrel over petty issues, and sometimes end up in an early divorce. Lack of maturity or self confidence and trust may also lead to jealousy and anger. Jealousy becomes a sufficient reason for broken marriage. Trust is the key in any relationship. Young teen brains are still maturing and they are working through the different steps of growth. Household problems may often lead to physical abuse, which may in turn lead to an unsuccessful marriage. The next issue that they are likely to face is the problem of housing. Where are they going to live? Will they have enough money to buy or rent a house? Then the realization comes that marriage in their teens would involve the taking up of adult responsibilities and giving up the joys of youth. Teenagers lose out on fun and play by marrying early. Since they have to shoulder responsibility at an early age, they do not have time for leisure and relaxation. Emotional and psychological stress due to inexperience can create disharmony between the young couple. Handling everything on own at such an early age can be difficult and demanding. Another important problem arising out of teenage marriage is that the teens have to give up on their education after marriage. They are unable to get the time to devote for studies. They miss out on many opportunities in life on account of this. The added responsibilities of family budget deprive them of focusing on their education. Lack of education also doesnt provide teenagers with good employment opportunities. The partners would have a hard time looking for a well-paying job to support a family because of the absence of a diploma. They are not offered with high paid jobs, since their education level is low. Teenagers should take into consideration that marriage comes in with lots of responsibilities and that handling these responsibilities is not easy. Teenagers feel very grown up and decide their life on their own. They often feel marriage can strengthen their relationship and solve the problem of teenage pregnancy. It all sounds very cool, but definitely there are many problems to be faced. They would be an added burden to the society if they do not consider the implications of such an early marriage. Involving into marriage is a real adjustment and even a significant challenge for many couples. Think about yourself at 15. How much had you changed by 18? By 21? By 25? Those 10 years between 15 and 25 are so critical to learning, to development of ones self, and to life success. It is easy to see why those who attempt the giant step of marriage in the same time period may well be in for a rough road ahead. The Department of Health and Human Services is showing efforts to reduce teen pregnancies through abstinence from sex. The department initiated programs such as the abstinence education program, grants for community-based abstinence education, adolescent family life program, community coalition prevention demonstrations, and school-based prevention work groups, among others (U.S. Department of Health and Human Services, 2002). According to Christie Silvers, teens should consider some premarital counseling. This would help them take an important decision whether they should be married or not. She also states that the prospective bride and the groom should talk to other experienced teens. This would give them insight on what consequences would their marriage have. She also suggests reading teenage books as a handy solution. Teenagers do become responsible with time. They do eventually grow and change. Some will grow apart once they are older. Some will learn that they really did not love their spouse as much as they thought they did. Some may also regret the decision of getting married. The best way to deal with this problem is to wait until you are older, mature and more established in life. One doesnt want to regret the feeling of lost teen days. One should consider all the fun things that one gets to do if one marries few years later in life. Marrying young wont make one feel what its like to live by oneself or to do things with friends that one wont do as a couple. Its not necessary that teen marriage has to fail. But getting married is not a game. As a stated fact, life is tough for married teens. So its a wise decision to be taken in the end. If you enter this phase of life slowly and know what to expect, then teen marriages can be as successful as other marriages.

Silver’s Remaking Eden and the Silver Screen Essay -- Lee M. Silver

Silver’s Remaking Eden and the Silver Screen In Remaking Eden, Lee M. Silver asks three central questions: Who controls life? What counts as life? And what will human life look like in the future? The question Silver does not ask is whether or not human life as we now know and define it will change. Silver sees the advance of genetic engineering as inevitable, due to consumer demand for it as a technology and the unrelenting curiosity of scientists. Power resides in science, according to Silver, and that power is â€Å"enormous.† In the closing chapter to Remaking Eden, entitled â€Å"Tomorrow’s Children,† he recounts how â€Å"a single eccentric scientist named Kary Mullis† obliterated all â€Å"preconceived notions of scientific limitations† with his invention of the Polymerase Chain Reaction or â€Å"PCR† (240). As Silver describes it: More than any other technique invented during the twentieth century, PCR has changed the course of the biological and medical sciences. In addition to the enormous power that it added to gene discovery and analysis . . . PCR has made it possible to obtain rapid genetic profiles not only on humans but other animals and plants as well, with an enormous impact on both agriculture and environmental science. PCR has also had an enormous impact on forensics with its power to provide genetic profiles on even single hairs left behind at the scene of a crime. And PCR has provided us with the ability to look back into the past, to demonstrate that skeletons found buried in an isolated Siberian town really did belong to the last Russian Czar and his family, and much further back to derive genetic profiles on insects and plants that have been extinct for millions of years [emphases added]. (241) For all his sc... ...st 2005 . Kakmi, Dmetri. â€Å"The Mystery of Being in Gattaca.† Australian Screen Education 35 (2004): 88-90. Communications and Mass Media Complete. EBSCO Databases DuBois Library, UMass Amherst. 12 August 2005 . Lemonick, Michael D. â€Å"Cloning Classics.† Time 8 Nov. 1993: 70. Expanded Academic ASAP. InfoTrac. DuBois Library, UMass Amherst. 12 August 2005 . Silver, Lee M. Remaking Eden: How Genetic Engineering and Cloning Will Transform the American Family. 1997. New York: Perennial-Harper, 2002. Vergano, Dan, and Susan Wloszczyna. â€Å"Genetics Take Starring Role on Silver Screen.† USA Today 17 June 2002. 12 August 2005 genetics-movies.htm>.

Do You Have the Power? :: Creative Writing Essays

Do You Have the Power?      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It all started in the interesting city of New York.   The smog ridden streets were filled with people.   On a quiet little street corner, there was a small shop owned by Harvey Goldstein.   Mr. Goldstein   was a well-to-do merchant. He traded in all sorts of imports, and was generally a moral man.   He did not buy goods from sweatshops nor did he ever cheat a customer.  Ã‚   At 1:31 P.M. on May 15, 1996, he stepped out of his shop on the Upper East Side of Manhattan to meet a man who dealt in Asian silk screens downtown.   He had been listening to traffic radio AM 530 and, deciding that traffic was too heavy, planned to take the subway.   Goldstein was a smart man, very smart, who had built his store and his fortune out of   blood, toil, tears, and sweat. Goldstein was also an upstanding member of the Jewish community whom everybody loved, but he never did anything extra, out of the ordinary, for anyone but himself.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other side of town there was a new arrival to the city.   This man's name was Running Bear.   He was an American Indian who had gone to New York to seek his fortune; however, he soon fell upon hard times.   He had lived a life of monetary deprivation on the plains of Colorado, and had proceeded to New York by Amtrak with only a dollar and a dream.   Things did not go as planned, though; he could not find a job and had taken to panhandling and sleeping in the streets. His dreams, no doubt influenced by the fumes coming up from the sewer, were of money.   A good man who only wanted to work and make a decent living, he had gone to the welfare office a few blocks north of Goldstein's shop.   He was sent to the employment office downtown, and decided to take the subway.   No doubt, the welfare officials and social workers sent him away with a sad shrug and a sigh. They knew he was a simple man.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The two men saw each other waiting for the same train downtown. Interestingly enough, they were the only two waiting for the subway car, as a terrorist group had threatened to bomb a train and New Yorkers had generally taken the threat seriously.   They looked at each other briefly, sized one another up, and got on the train. While on the train, Running Bear began fiddling with a hatchet;   tossing it up in the air over and over again in

The Importance of Teacher’s Part in the Disruptive Behavior

The Importance of Teacher’s Part In the Disruptive Behavior In the Classroom Prepared by Aclan, Olga Enriquez, Zarah Mae Salazar, Aprilyn Prepared to: Mrs. Rose Mae Ann LUmanglas Instructress Table of Contents I. Introduction a. Statement of the Problem b. Significance of the Study II. Body a. Conceptual Literature b. Research Literature III. Summary and Recommendation IV. Bibliography a. Books b. Journals c. Unpublished Materials d. Web Resources I. Introduction Disruptive behavior can be defined as any behavior that disturbs, interferes with, disrupts, or prevents any normal operations and functions.It is the most common reasons children are referred for  mental health  practitioners  for possible treatment. However many children with oppositional defiant disorder or conduct disorder are found to have neurologically related  symptoms  over time, the primary problem is behavior. Study  has known both biological and environmental causes for disruptive behavior diso rders. Young people most at risk for oppositional defiant and conduct disorders are those who have low birth weight, neurological damage or attention deficit.For treating this disorder used behavior therapies to teach young people how to control and express feelings in healthy ways and coordination of services with the young person’s  school  and other involved agencies. Disruptive behavior disorder, characterized by aggression, noncompliance, and negative emotionality, remain a mental health priority. Parents require an arsenal of coping strategies to lessen the behavioral problems at home. Children attend school to become educated members of society, capable of making informed decisions and increasing future career possibilities.However, some children have difficulty adjusting to the classroom environment and act out with disruptive behaviors. Disruptive classroom behaviors not only detract from a child's education experience, but may also lead to social isolation. Unde rstanding the types of disruptive classroom behaviors, and the possible causes and solutions, may help to solve a child's behavior problems, and reduce the likelihood that he will suffer from social isolation. One teacher considers disruptive, another teacher may not. No set criteria or definition exists to determine which behavior qualifies as disruptive.However, some behaviors generally qualify as unacceptable no matter which teacher runs the classroom. Disruptive classroom behaviors include aggressive behaviors, defiant behaviors, social disruptions and emotional disturbances. Aggressive behaviors include intimidating peers, engaging in physical altercations or damaging property. Defiant behaviors include blatant and sometimes vocal disregard of rules, as well as devaluing the teacher's expertise and judgment. Examples of social disruptions include interrupting discussions with off-topic information, engaging in private conversations or passing notes during instructional time.Emo tional disturbances are temper tantrums. A chronic pattern of disruptive behavior may indicate a mental health disorder. Possible disorders indicated by such behavior include attention deficit hyperactivity disorder, also known as ADHD, and oppositional defiant disorder. ADHD, characterized by an inability to pay attention and impulsive behaviors, often causes behavioral problems in class. The symptoms of ADHD clash with the expectations of the classroom environment. Children with ADHD may talk out of turn, have difficulty staying seated and find it challenging to maintain focus during instructional time.Children with oppositional defiant disorder exhibit behaviors of negativity, defiance, disobedience and hostility toward authority figures. These symptoms may lead to problems in school, temper tantrums, aggressiveness toward peers and other disruptive classroom behaviors. Different factors may cause a student’s disruptive behavior and these factors will depend on the surroun ding a student lives in. As this disruptive behavior occurs inside the classroom, this is the time a teacher needs to do his/her part. These are the following examples of disruptive classroom behaviors: Usage of Electronic Devices Using cellular phones, text messaging iPods, MP3 players, laptops, etc. while class is in session Unexcused exits †¢ Leaving to retrieve a soda or other snack items †¢ Leaving to engage in a conversation (i. e. person-to-person or by phone) †¢ Leaving before class is finished for any reason without prior permission from the instructor Non-Permitted Communication During Classroom Instruction †¢ Talking while the instructor is talking †¢ Talking before being recognized by the instructor (i. e. blurting out information) †¢ Talking without permission during classroom instruction (i. . side conversations with an individual or in a group) †¢ Mimicking and/or consistently repeating an instructor’s words Personal Attacks à ¢â‚¬ ¢ Engaging in abusive or mean spirited criticism of another student or an instructor †¢ Questioning an instructor’s authority in front of the class †¢ Continuing to insist on speaking with an instructor during classroom instruction †¢ Telling an instructor to â€Å"shut-up† Threatening Behaviors †¢ Verbally abusing an instructor or student (i. e. cursing or extremely loud talking directed at a particular person) Threatening to physically harm an instructor or student through verbal or body gestures †¢ Intimidating through body gestures and/or posture or persistent staring at an instructor or student Overt Inattentiveness †¢ Sleeping in class †¢ Preventing others from concentrating on classroom instruction †¢ Reading a newspaper, doing homework from another class, etc. Other Distracting Behaviors †¢ Arriving late to class, especially on test dates †¢ Persistent Tardiness †¢ Creating excessive noise from packing up before class has ended †¢ Dressing inappropriately as to cause other students or instructor to be distracted (i. . wearing pajamas, indecent exposure, or offensive words on clothing) Statement of the Problem This study aims to find out the importance of teacher’s part in the disruptive behavior in the classroom. Specifically, this sought to answer the following questions: 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be drawn from the study conducted/ 4. What recommendation can be proposed on how teachers would discipline the student’s disruptive behavior in the classroom?Significance of the Study Lots of students now are having disruptive behavior in the classroom. Most of the time they use their cellular phones, iPods or any other electronic devices during class discussions. There are times that students have unexcused exits during clas s discussions like leaving to retrieve a soda or other snack items, leaving to engage in a conversation whether it is person – to – person or by phone, leaving before class is finished for any reason without prior permission from the instructor, etc.Other examples of disruptive behavior in the classroom are talking while the instructor is talking, talking before being recognized by the instructor like blurting out information, sleeping in class, reading a newspaper, doing homework from another class, arriving late on class especially on test dates, persistent tardiness, threatening to physically harm an instructor or student through verbal or body gestures, and a lot more. Teachers begin to have problems due to the misbehaviour of the students and it is important for them that they should know how to handle the disruptive behavior of the student in the classroom.Teachers are now aware that this new generation of students could be more disruptive inside the classroom an d even outside. And this misbehaviour could lead them to trouble or worst could bring them to prison. To prevent this thing to happen, teacher’s disciplinary action should be implemented. They should talk to their students, a heart – to – heart talk, for the students to release what’s inside of them that may cause them to have such disruptive behavior. It is important for the teachers to know the reason why students act like that so that they could know the preferred action that they will do.This study will help not only teachers but also students to know the factors of disruptive behaviors and how to prevent it. This will give them more knowledge regarding this disruptive behavior. Students will be educated about the wrong things that they do inside the classroom which they think is not a wrong thing and it is just a common thing. Shown also in this study how important the teacher’s part will be in the disruptive behavior in the classroom. They wi ll be given tips and recommendations that they could use in disciplining a student’s disruptive behavior.II. Body Conceptual Literature * According to Karen Hollowell of eHow Contributor, teachers deal with classroom discipline issues every day. â€Å"Classroom management skills are essential for all teachers. Supervising a group of children with different personalities and backgrounds is a challenging task. You are responsible for their academic growth while ensuring that the learning environment stays welcoming and secure. Establish a discipline plan the first week of school and implement it fairly and consistently.Clearly explain your definition of appropriate classroom behavior as well as your system of rewards and consequences. Be sure your behavior management plan reinforces the school's code of conduct regarding disruptive behavior. † Talk to the student publicly and privately. When students disrupt the classroom with incessant talking or getting out of their se ats, tell them immediately to stop and inform them of the consequences per your class rules and expectations. Talk to them again separately after class or in a conference with the principal if disruptions continue.Determine causes of misbehavior and address them if possible. If a student suddenly starts disrupting class after being quiet and studious all year, the behavior may indicate a problem at home or at school with peers. Talk to your school's counselor about meeting with the student to find out additional information. If you have a rapport with the student, talk to him yourself and offer assistance if appropriate. Meet with the student's parents if disruptions continue. This allows you to collaborate with caregivers and discuss ways to help the child conform to classroom expectations.Ask parents for their input and advice. Do not use a parent conference as a forum for your opinions about how bad their child is or to criticize their parenting style. Establish a behavioral plan and contract for repeat offenders. A counselor or behavioral interventionist at your school can help you with this. A behavior contract outlines specific ways the student will act in class. It also lists possible rewards for meeting behavioral goals. Get the student's, parents' and your signature on this document as a way to demonstrate that this plan is a team effort.Enforce school and classroom rules as stated. If a student continues to display disruptive behavior after enacting a behavioral plan, follow your discipline plan in the order you presented it at the first of the year. Do not let anger and frustration cause you to exact a more severe punishment than the offense warrants. When students see that you treat everyone fairly and respectfully, it can have a positive impact on future behavior. Karen Hollowell gave tips to teachers on how they would handle a student’s disruptive behavior.She gave five steps and instructions on how a teacher should handle a studentâ€℠¢s disruptive behavior inside the classroom. Her first step was teacher should talk to his/her students. Second was teachers should determine the causes of misbehaviour done by a student. Third was teachers should meet with the student’s parents if his/her disruptive behaviors continue. Fourth was teachers should establish a behavioral plan and contract for repeat offenders. And the last one was teacher should enforce school and classroom rules as stated.According to Rosalind Reed Ph. D. Department of Health and Community Services College of Behavioral and Social Sciences California State University, Chico, there are different strategies for dealing with troublesome behaviors in the classroom. For talking and inattention, teachers should make direct eye contact, stop talking or stop whoever has the flood and hold, don’t start talking until have full attention, physically move to that part of the classroom, vary the methods of presenting the content, and speak to the st udent or students privately.For unpreparedness, missed deadlines and tests, and fraudulent excuse making, design class so there are logical consequences to this behavior. Follow through, be consistent. Don’t rescue and don’t enable. Teachers should require evidence of preparation for class like notecards, 2 minute written/on-spot reflective feedback (quiz) on assign and call on students for input. Teachers should also be a good role model. They should consistently meet your agenda deadlines with class.When there are excuses making, clearly state policy at beginning of semester about excuses with regard to absences, missed exams, etc. For example: validate certain excuses, no make-up exams, all make up exams vary, one day in semester only to make up. For lateness and inattendance, teachers should establish a policy and expectations from the beginning. You expect them to be on time and leave on time. As what you expect on them, teachers should start the class on time and finish it on time too, be a good role model to them.If a student is going to absent tell them that they should call and inform ahead of time. Teachers could also have rituals at starting at time especially in large classes. They should also speak to chronically late students. A student could have logical consequences for being late in class. Instructor does not own the problem. And teachers should not reteach the topic due to that late comer student. Students are the one responsible for getting missed assignments and material. Teachers should not rescue the student and let him/her be responsible enough for his/her mistakes.Overt hostility from a student or verbally aggressive students, students usually become verbally abusive in frustrating situations which they see being beyond their control; anger and frustrations becomes displaced onto others; fear of rejection and feeling of righteous indignation are frequently with patterns like talking to student privately. Teachers should ta lk to student in neutral setting and try to find a common ground. Write letter to student describing his/her behavior, how behavior disrupts you and others, restate expectations and request behavior change.Setting classroom norms at the very beginning of a class is one of the best methods of classroom management. Hang a flip chart or poster, or dedicate a section of white board if the room has the space, and list expected classroom behaviors. Refer to this list when disruptions occur. Using a flip chart or white board can be especially useful because it can involve students in the construction of the list on the first day and in that way get buy-in. Start with a few of a teacher’s own  expectations  and ask the group for additional suggestions.When they all agree on how a teacher wants the classroom to be managed, disruptions are minimal. It’s always a good idea to address questions of any kind when disruptive behavior occurs because curiosity provides fabulous tea ching moments, but sometimes it just isn’t appropriate to get off track. Many teachers use a flip chart or white board as a holding place for such questions to ensure they’re not forgotten. Call your holding place something appropriate to the topic. Be creative. When a question being held is eventually answered, mark it off the list.Unless the teacher got a completely obnoxious student in his/her classroom, chances are good that disruptions, when they do occur, will be fairly mild, calling for mild management. Disruptive behaviors like chatting in the back of the room, texting, or someone who is argumentative or disrespectful. It’s generally unprofessional to share frustrations about individual students with other teachers who may be influenced toward that person in the future. This doesn’t mean that teachers can’t consult with others. A teacher could choose confidants carefully.The different strategies and method used by teachers in disciplining a student’s disruptive behavior could be a great help to lessen the disruptive classroom behaviors. As the teachers explain to their students the importance of having good moral values inside the classroom, students may lessen or the best part was they could have no disruptive behaviors done inside the classroom. Teachers are very important in disciplining a student disruptive classroom behavior for they could do a lot of things to make their students a good and effective one.Students would be able to remember the lessons their teachers told them and through it they could make themselves a responsible one as they grow. Research Literature It is important to differentiate between disruptive classroom behavior (that which directly interferes with the ability of the instructor to teach or the ability of other students to benefit from the classroom experience) from behavior that is merely rude or uncivil. While the latter may become disruptive when it is repetitive or persistent, it usually is best addressed by example and influence.Disruptive student behavior is detrimental to the academic community because it interferes with the learning process for other students, inhibits the ability of instructors to teach most effectively, diverts university energy and resources away from the educational mission, and may indicate a significant level of personal problems or distress on the part of the disrupter. Common Types of Disruptive Classroom Behavior Grandstanding: Use the classroom for them by monopolizing class discussion, speaking protractedly and bombastically on favorite subjects with no regard to relevancy to the discussion.Sleeping in Class: While passively disruptive, it sends a message to the other students about the quality of the class or teaching. It is disrespectful to the instructor and the other students. Prolonged Chattering: Small cliques of 2-3 students who engage in private conversations or pass notes to each other. Excessive Lateness: Students who not only come in late, but make an entrance speaking to friends, walking in front of the professor, arranging their belongings. Noisy Electric Devices: Beepers and pagers going off in class or students talking on the telephone uring the class. Disputing the Instructor’s Authority or Expertise: Students may be disappointed or frustrated over a grade and may debunk or devalue the instructor’s judgment, authority, and expertise. This may take the form of comments in the class or memos to department chair or dean. Verbal or Physical Threats to Students or Faculty: Some verbal threats are veiled while others are more explicit. A threatening student may approach the instructor or fellow students menacingly, or actually shove the individual, or worse, physically assault them. Levels of Response Prevention – setting standards for behavior in class, developing a process for notifying students of the standards, developing a process to respond to violations of class s tandards as well as university standards, and responding to violations in a consistent and fair manner. †¢ Intervention by the Instructor. †¢ Reporting behavior to Department Chair for consultation/intervention. †¢ Reporting behavior to Judicial Affairs for disciplinary action. †¢ Reporting behavior to University Police for immediate action. Reasons Why Instructors Don’t Respond to Disruptive Acts by Students â€Å"Benign† Inaction:Some instructors believe if they take no action, that somehow the disruption will stop on its own. They believe that at some point the student will see the error of his/her way and stop the behavior. The instructor may think that the student will see such action as being a â€Å"good guy†, generous and kind and will therefore be grateful to the instructor. However, many students interpret this as fear, naivete, or indifference to their conduct. If this is a highly disruptive student, they often take further advanta ge of their power and the behavior may escalate. Fear of Receiving Inadequate Administrative Support:Some instructors are afraid of receiving adverse reactions from administrators in their department. They may be afraid that the administrator may believe that there had been malice or ineptitude on the part of the instructor. It can happen that the administrator may devalue the instructor’s assessment of the seriousness of the disruption. This is most difficult for instructors who are part-time or untenured. Fear of Harming the Psychologically Fragile Student: Often reports by instructors include reference to the students’ state of mind or psychological status.However, once they convince themselves of the students’ psychological frailty, they think it would be inappropriate to use the discipline process with them. However, many of these students need the direction and limit-setting from others that the discipline process can provide. Fear of Physical Reprisals: I nstructors are often afraid to respond or report disruptive behavior because of real or perceived threats from students. If a real threat has occurred, the instructor may not only be afraid of the student, but may convince themselves that reporting would incite the student to physical action.It is always best for the instructor to take threats or threatening behavior seriously and consult with the appropriate administrator about the appropriate course of action. However, as an agent of the university, all faculties have a duty to report threats of violence. Fear of Legal Reprisals: Instructors sometimes fail to act because they are afraid of being sued. While we live in a litigious time where anyone can sue anyone, if instructors follow the university due process procedures, the likelihood of having to deal with a lawsuit is diminished.Misperceiving the Nature of Discipline: Many instructors attach very negative connotations to the role and nature of discipline and choose not to pla ce themselves the role of disciplinarian, nor want to report to an office that they perceive is punitive. Essentially, determining what constitutes disruptive activity lies at the discretion of each instructor. Behaviors such as routine tardiness, speaking without being recognized, harassing instructors through email, and overt acts of violence are all examples of the range of unacceptable behaviors.According to University policies, disruptive activity is behavior in a classroom or instructional program that interferes with the instructor’s ability to conduct the class or the ability of others to profit from it. Why don’t faculty members report disruptive behavior? Research suggests that instructors do not report disruptions because they hope for a spontaneous resolution; they fear they will not be supported by the administration; they fear it will reflect poorly on their abilities, and/or they fear retaliation.Since there has been an increase in the reporting of probl ems, and in many cases, in the severity of the problems, we would like to remind all faculty and instructors that the academic and Student Affairs staff are committed to ensuring that your decision will be met with support and expeditious resolution. How do I handle disruptive activity? Include on your syllabus the guidelines and consequences regarding behaviors, attendance, and punctuality; repercussions for academic dishonesty.On the first day of class, clearly state behavioral expectations and consequences; discuss protocols for discussions/debates, including how to be recognized; state (or negotiate) what you will allow in class (gum, hats, snacks, etc. ); role model expected behaviors. When it occurs, remain calm and in control, identify and acknowledge the issue; offer a solution or recommend a continuation of the discussion after class or during office hours; document the incident; follow up with the student verbally and in writing. Copy the Dean of Students Office on any cor respondence. f the situation escalates: Dismiss the student from class or dismiss the class entirely; Document the incident with the Dean of Students Office. Remember to never raise your voice, argue with the student, threaten the student, get too close to the student, touch the student, use abusive language toward the student, or put yourself in danger! Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities.Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may originate in the teacher's selection of the particular behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights. Here are 10 questions th at may help you diagnostically analyze situations that foster disruptive behavior in students with disabilities.These discussions may provide guidance as you select behavior-reduction strategies. Question 1. Could this misbehavior be a result of inappropriate curriculum or teaching strategies? Inappropriate curriculum and teaching strategies can contribute to student misbehavior – but not all misbehavior is attributable to these factors. Some misbehavior may arise as a function of the teacher's inability to meet the diverse needs of all students. Consider these factors: * Group size. * Group composition. * Limited planning time. * Cultural and linguistic barriers. Lack of access to equipment, materials, and resources. If the misbehavior evolves as a result of inappropriate curriculum or teaching strategies, redress the content and skill level components of your curriculum, its futuristic benefit for the student, and the formats you use in instructional delivery. When you iden tify the instructional needs of students within the context of the classroom, using a diagnostic prescriptive approach, and make curricular adaptations both in content and instructional delivery, you can greatly reduce the occurrence of student misbehavior. Question 2.Could this misbehavior be a result of the student's inability to understand the concepts being taught? When there is a mismatch between teaching style and the learning styles of students, misbehavior inevitably results. Incidents of misbehavior may also result when students refuse to learn concepts because they are unable to see the relationship between the skills being taught and how these skills transcend to the context of the larger environment. In these situations, you should employ strategies and tactics that show students how component skills have meaning in the classroom and in the community.If you find that the cause of the inappropriate behavior is related to the student's lack of prerequisite skills or abilit ies to acquire concepts, you can use a simple procedure known as task analysis. By using this procedure, you can pinpoint specific functional levels of students on targeted skills and provide sequential instructional programs that will move the student with disabilities toward mastery of a targeted goal at a pace appropriate for the student (Moyer ; Dardig, 1978). Question 3. Could this misbehavior be an underlying result of the student's disability?Some disruptive behavior may be a result of the student's disability (e. g. , emotional/behavioral disorders). Meanwhile, other behavior may result from deliberate actions taken by the student to cause classroom disruption. Determining the underlying cause of a student's disruptive behavior involves a careful analysis of the behavior, as follows: * Try to clarify what kinds of behavior are causing concern. * Specify what is wrong with that behavior. * Decide what action should be taken to address the behavior. -Specify what behavior you desire from the student. Implement a plan to correct conditions, variables, or circumstances that contribute to the problem behavior (Charles, 1996). You should analyze the disruptive behavior and render a professional judgment as to its cause. Redl and Wattenberg (cited in Charles, 1996) suggested that teachers employ a procedure of â€Å"diagnostic thinking† when faced with incidents of student misbehavior. These procedures include forming a first hunch, gathering facts, exploring hidden factors, taking action, and remaining flexible. While such a task is not easy, having a knowledge base of the general characteristics (e. . , academic, behavioral, social/emotional, learning, physical) of students with disabilities and the associated etiologies (causes) can be helpful. Question 4. Could this misbehavior be a result of other factors? Many aspects of classroom life may contribute to students' misbehavior: the physical arrangement of the classroom, boredom or frustration, tran sitional periods, lack of awareness of what is going on in every area of the classroom. Remember, however, that classroom climate and physical arrangements can also encourage desirable behavior.You should regularly assess your teaching and learning environment for conditions or procedures that perpetuate or encourage misbehavior. Because inappropriate behavioral manifestations of students can also stem from certain types of teaching behavior, teachers need to become more cognizant of the kinds of behavior they emit and the relationship between their teaching behavior and the resultant behavior of students. Examine your instruction and interactions with students in ongoing classroom life, as follows: * The development of relevant, interesting, and appropriate curriculums. The manner in which you give recognition and understanding of each student as an individual with his or her unique set of characteristics and needs. * Your own behavior as a teacher, and characteristics such as thos e identified by Kounin (1970 – withitness, overlapping – that reduce misbehavior, increase instructional time, and maintain group focus and movement management of students. Question 5. Are there causes of misbehavior that I can control? As a teacher, you can control many variables to thwart undesirable behavior.You may modify or change your curriculum; make adaptations in instruction to address multiple intelligences; and make changes in your communication style, attitude toward students with disabilities, and expectations of these students. Analyze how much positive feedback you give students. If you find that you use limited feedback (encouragement or praise), which accentuates positive behavior of students (and also communicates respect and promotes self-esteem and self-confidence), you may be contributing to behavior problems.Feedback (both verbal and nonverbal) is an important factor in the learning paradigm that is too often neglected, overlooked, or haphazardly orated. Question 6. How do I determine if the misbehavior is classroom based? This is a difficult question. Conducting a self-evaluation of teaching style and instructional practices – as in the previous questions – may provide some insight into whether the behavior is related to the disability or is classroom based.You may find a classroom ecological inventory (Fuchs, Fernstrom, Scott, Fuchs, ; Vandermeer, 1994) helpful in determining cause-effect relationships of student misbehavior. The classroom ecological inventory could help you assess salient features of the learning environment of your school or classroom. In such analysis, you can gather specific information about the student, the behavior, and the environmental conditions and settings associated with the behavior (Evans, Evans, ; Gable, 1989).By taking into account the learning ecology, you can be more decisive and selective in your use of resources for managing student behavior and, at the same time, obtain a more accurate and complete picture of a particular student for developing a more appropriate and comprehensive behavior-change program. Classroom ecological inventories can be useful for collecting information about a wide range of events, variables, and conditions that can influence and affect a student's behavior.Conducting a functional analysis or functional assessment can also be useful in examining cause-effect relationships of students' behavior. Functional assessments can also help you address serious problem behavior displayed by â€Å"target† students. These analyses examine the circumstances or functional relationships between, or surrounding, the occurrence or nonoccurence of the challenging behavior. The assessments can help you identify variables and events that are consistently present in those situations (Dunlap et al. , 1993; Foster-Johnson ; Dunlap, 1993).You may identify events, variables, and circumstances that contribute to the problem. In addition, you may devise a comprehensive, individualized approach to designing interventions logically related to the target behavior – and, in the process, better meet the student's specific needs. Question 7. How do I teach students to self-regulate or self-manage behavior? You can teach students to self-regulate or self-manage their behavior by teaching them to use the skills of self-management: * Self-instruction, self-recording, or self-monitoring. * Self-reinforcement, self-evaluation, and self-punishment. Multiple-component treatment packages (Carter, 1993; Hughes, Ruhl, & Peterson, 1988; Rosenbaum & Drabman, 1979). Many studies (e. g. , McCarl, Svobodny, & Beare, 1991; Nelson, Smith, Young, & Dodd, 1991; Prater, Joy, Chilman, Temple, & Miller, 1991) focusing on self-management techniques have shown the effectiveness of self-management procedures in behavior change and academic productivity. These studies included students from many different populations, ranging from average achiev ers to students with mild, moderate, and severe disabilities.Teachers have found many advantages in using self-monitoring procedures: These procedures improve target behavior, stress the student's role in behavior change, allow generalization to non-school environments, free teachers for other tasks, and teach students responsibility and self-determination (Frith ; Armstrong, 1986). Furthermore, these procedures are relatively simple to implement; they quickly reach a point in which little supervision is required; and, they help students become more successful and independent in their classroom and in everyday life (Dunlap, Dunlap, Koegel, ; Koegel, 1991).Of course, teaching students self-management skills should not be regarded as a substitute for a high-quality curriculum of instruction (Dunlap et al. , 1991) that emphasizes academic and social learning skills. Here are some steps for teaching self-management skills: * Defining the target behavior. * Defining the desired behavior. * Developing the data-collection system. * Teaching the students how to use the self-management system. * Implementing the system. * Evaluating the effectiveness of the system (Carter, 1993). * Additional steps may include identifying functional reinforcers and fading use of the self-Question 8. How do I determine what methods of control are appropriate without violating the rights of students with disabilities mandated under P. L. 105-17? Determining which behavior-reduction methods to use with students with disabilities is not as difficult as you may think. As mentioned previously, the behavioral interventions typically used with students without disabilities can also be used with students with disabilities – with a few exceptions. Yell and Shriner (1997) provided a comprehensive account of major issues effecting the discipline of students with disabilities addressed in Section 615 K of P.L. 105-17 (the IDEA Amendments of 1997): * Disciplinary procedures. * Behavior-interv ention plans. * Manifestation determination. â€Å"Manifestation determination† refers to a review process (conducted by the student's IEP team and other qualified personnel) to determine the relationship between a student's disability and misconduct. This review process is conducted when school officials seek a change of placement, suspension, or expulsion for more than 10 school days. * Interim, alternative educational settings. * The â€Å"stay put† provision. * IDEA protection for students not yet eligible for special education. Referral to law enforcement and judicial authorities. When applying behavior-reduction techniques, use a common sense approach and be reasonable in your application. * Regardless of the behavioral infraction, before you discipline any student with disabilities, you should talk to administrative officials (e. g. , principal, special education supervisors, school attorney) about the rules, policies, regulations, and procedural safeguards outl ined in the IDEA Amendments of 1997 that govern the discipline of students with disabilities. Question 9.How do I use reinforcement strategies to reduce disruptive behavior? Teachers can use many types of reinforcers to teach desirable behavior. Madsen and Madsen (1983) identified five categories of responses available for teaching desired behavior: the use of words, physical expressions, physical closeness, activities, and things used as rewards or positive feedback (see box, â€Å"Positive Feedback†). Remember that the effectiveness of such reinforcers is contingent on continuous, systematic use across time. Also, consider the appropriateness of each response for your individual students.Other reinforcement-based intervention strategies may also be effective: differential reinforcement of low rates of responding (DRL); differential reinforcement of other behavior(s) (DRO), also referred to as differential reinforcement of zero responding; differential reinforcement of incom patible behavior (DRI); and differential reinforcement of alternative behavior(s) (DRA). Many teachers have found such strategies effective in developing alternative response behavior to inappropriate, disruptive, or undesirable behavior.Even though these procedural alternatives use a positive (reinforcement) approach to behavior reduction, teachers have found both advantages and disadvantages in the use of such procedures. In deciding whether to use differential reinforcement procedures, you should review the works of Alberto and Troutman (1995) and Schloss and Smith (1994). Question 10. Is it appropriate for me to use punishment? Punishment, the most controversial aversive behavior management procedure, has been used and abused with students with disabilities (Braaten, Simpson, Rosell, ; Reilly, 1988).Because of its abuse, the use of punishment as a behavioral change procedure continues to raise a number of concerns regarding legal and ethical ramifications. Although punishment is effective in suppressing unacceptable behavior, it does have some limitations: * The reduction in disruptive behavior may not be pervasive across all settings. * The effect may not be persistent over an extended period of time. * The learner may not acquire skills that replace the disruptive behavior (Schloss, 1987). A decision regarding the use of punishment as a behavior reduction technique is an individual one.Some professionals suggest that punishment-based interventions should be eliminated, whereas others favor a variety of behavior-control procedures, including punishers (Braaten et al. , 1988; Cuenin ; Harris, 1986). Inasmuch as the use of punishers inhibit, reduce, or control the future occurrence of an unacceptable behavior, the effects of punishers are limited. By itself, punishment will not teach desirable behavior or reduce the desire of misbehavior (Larrivee, 1992). Whereas the use of punishment remains a matter of individual choice, currently used punishers by classr oom teachers include the following: * Response cost. Time out. * Overcorrection. * Contingent exercise. * Aversive conditioning (Braaten et al. , 1988; Cuenin ; Harris, 1986). Questions such as whether, when, or if you might use punishment will always be tainted with controversy. Whatever decision you make, keep the following cautions in mind: * Punishment should be used discriminately, rather than routinely. * It should be combined with positive procedures. * Punishment should be used only in response to repeated misbehavior for students who persist in the same kinds of misbehavior. It should be employed consciously and deliberately as a part of a planned response to repeated misbehavior. * Punishment should be used only when students are not responsive to reward-based interventions or praise/ignore strategies (Larrivee, 1992). * Punishment should be used only as a â€Å"treatment of last resort† (Larrivee), and only after you have taken appropriate steps to ensure that the due process rights of students will not be violated and that the procedures will not cause psychological or emotional harm to the student.Final Thoughts There is no â€Å"one plan fits all† for determining how teachers should respond to the disruptive behavior of students with disabilities in inclusion settings. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated.Many publications describe effective classroom-based disciplinary strategies (Carter, 1993; Schloss, 1987), but few (Ayres ; Meyer, 1992; Carpenter ; McKee-Higgins, 1996; Meyer ; Henry, 1993; Murdick ; Petch-Hogan, 1996) address effective classroom-based disciplinary strategies for students with disabilities in inclusion settings. Classroom teachers can use a variety of strategies to discipline students with disabilities in inclusion settings.The approaches most likely to be successful combine humanistic and cognitive behavioral attributes and take into consideration the teacher's diagnostic-reflective thinking and choice-making skills regarding the following: * Student's behavior. * Student's disability. * Curriculum. * Instructional program. * Classroom environment. * Due process rights. In formulating a discipline plan, teachers must first clarify personal values in terms of acceptable and unacceptable classroom behavior.By setting classroom rules, defining limits, clarifying responsibilities, and developing a meaningful and functional curriculum, teachers can begin to build a system of discipline that will accentuate the positive behavior of all students. Finally, classroom teachers should contact appropriate administrators and seek information on administrative policies, rules, and regulations governing disciplinary practices for students with disabilities. Data Analysis Used The weighted mean (WM) was used to obtain how the respondents agree about the different disruptive behavior in the classroom.It is also used to determine how effective are the recommendations on how teachers would discipline the student’s disruptive behavior in the classroom, while the composite mean (CM) was applied to determine how the respondents perceive all the disruptive behaviors and recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. The scale used to analyze different disruptive behaviors in the classroom is presented here. Table I Raw ScoreWeighted Mean RangeVerbal Interpretation 32. 00 – 2. 5Always 21. 50 – 1. 9Sometimes 11. 00 – 1. 49Never The scale used to determine the best recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Table II Raw ScoreWeighted Mean RangeVerbal Interpretation 54 . 50 – 5. 00 Very Effective (VE) 43. 50 – 4. 49Effective (E) 32. 50 – 3. 49Undecided (U) 21. 50 – 2. 49Ineffective (I) 11. 00 – 1. 49 Very Ineffective (VI) Interpretation of Data 1. Different disruptive behaviors inside the classroom The following are the different disruptive behaviors in the classroom.Table I utilizes the weighted mean (WM) and composite mean (CM) to find out the most used/unused disruptive behavior inside the classroom. Table I Different Disruptive Behaviors inside the Classroom Different Disruptive Behaviors inside the Classroom| WM| VI| R| 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session| 1. 94| Sometimes| 1| 2. Leaving to retrieve a soda or other snack items| 1. 66| Sometimes| 7| 3. Leaving to engage in conversation (i. e. person-to-person or by phone)| 1. 68| Sometimes| 6| 4.Talking while the instructor is talking| 1. 92| Sometimes| 2| 5. Talking before being recognized by the instructor ( i. e. blurting out information)| 1. 86| Sometimes| 3| 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group)| 1. 76| Sometimes| 4| 7. Sleeping in class| 1. 26| Never| 10| 8. Reading a newspaper, doing homework from another class, etc. | 1. 72| Sometimes| 5| 9. Arriving late on class, especially test dates| 1. 34| Never| 9| 10. Persistent tardiness| 1. 46| Never| 8| Composite Mean (CM)| 1. 66| | |As shown in the table the most used disruptive behavior in the classroom is using cellular phones, iPods, MP3 players, laptops, etc, while class is in session with a highest weighted mean of 1. 94, followed respectively by talking while the instructor is talking with a weighted mean of 1. 92, talking before being recognized by the instructor (i. e. blurting out information) with a weighted mean of 1. 86. While the most unused disruptive behavior in the classroom is sleeping in class with a weighted mean of 1. 26, followed respectivel y arriving late on class, especially test dates with a weighted mean of 1. 4, persistent tardiness with a weighted mean of 1. 46. Also the table shows that the respondents also agree to the all above mentioned disruptive behavior inside the classroom with a composite mean of 1. 66. 2. Teachers Way in Disciplining the Disruptive Behavior inside the Classroom The following are perceived best recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Table II utilizes the weighted mean and composite mean to determine the most effective recommendations on how teachers would discipline the student’s disruptive behavior in the classroom.Table II Teachers Way in Disciplining the Disruptive Behavior inside the Classroom Teachers Way in Disciplining the Disruptive Behavior inside the Classroom| WM| RI| R| 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents| 3. 74| E| 8| 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class| 3. 44| U| 10| 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 3. 86| E| 5| 4. When a student is always late, give him/her extra tasks| 3. 6| E| 9| 5. Teacher should talk to his/her students about their disruptive behavior| 3. 94| E| 4| 6. Make direct eye contact to your noisy student| 4. 08| E| 2| 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors| 3. 78| E| 7| 8. Teachers should make agreements with his/her students regarding their disruptive behaviors| 4. 1| E| 3| 9. Teachers should give their expectations at the beginning of the school year| 3. 4| E| 6| 10. Teachers should give punishments appropriate to the disruptive behavior done by the student| 4. 22| E| 1| Composite Mean (CM)| 3. 86| | | As shown in the table the most effective recommen dation on how teachers would discipline the student’s disruptive behavior in the classroom is teachers should give punishments appropriate to the disruptive behavior done by the student with the highest weighted mean of 4. 22, followed respectively by make direct eye contact to your noisy student with a weighted mean of 4. 08.While the very ineffective recommendations on how teachers would discipline the student’s disruptive behavior in the classroom is when eating, teacher should send the student outside and let him/her stay outside for the whole class with a weighted mean of 3. 44, followed respectively by when a student is always late, give him/her extra tasks with a weighted mean of 3. 6. Also the table shows that the respondents considered the all above mentioned recommendations as effective as how teachers should discipline the student’s disruptive behavior in the classroom with a composite mean of 3. 86. III.Summary and Recommendation This chapter present s the summary and recommendations profounded by the researcher in the light of the findings of this sudy. Summary This study dealt with the different disruptive behaviors in the classroom and recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Specifically, this sought to answer the following questions: 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be drawn from the study conducted/ 4.What recommendation can be proposed on how teachers would discipline the student’s disruptive behavior in the classroom? Findings The following are the different disruptive behaviors inside the classroom that a student usually does. Items| WM| 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session| 1. 94| 2. Leaving to retrieve a soda or other snack items| 1. 66| 3. Leaving to engage in c onversation (i. e. person-to-person or by phone)| 1. 68| 4. Talking while the instructor is talking| 1. 92| 5. Talking before being recognized by the instructor (i. e. lurting out information)| 1. 86| 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group)| 1. 76| 7. Sleeping in class| 1. 26| 8. Reading a newspaper, doing homework from another class, etc. | 1. 72| 9. Arriving late on class, especially test dates| 1. 34| 10. Persistent tardiness| 1. 46| The following are the recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Items| WM| 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents| 3. 4| 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class| 3. 44| 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. | 3. 86| 4. When a student is always late, give him/her extra tasks| 3. 6| 5. Teacher should talk to his/her students about their disruptive behavior| 3. 94| 6. Make direct eye contact to your noisy student| 4. 08| 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors| 3. 78| 8.Teachers should make agreements with his/her students regarding their disruptive behaviors| 4. 1| 9. Teachers should give their expectations at the beginning of the school year| 3. 84| 10. Teachers should give punishments appropriate to the disruptive behavior done by the student| 4. 22| Recommendations The following are the recommendations make in the light of the findings of this study: 1. Teachers should send the student to the guidance councilor due to the mistakes they commit. 2. Teachers should be strict and serious on the disruptive behavior that a student causes inside the classroom. . Teachers should make an effective mot ivation for his/her student in able for them to lessen the disruptive behavior in the classroom. 4. Teachers should mark the student absent when the student is caught texting while the discussion is going on. 5. Teachers should give time to his/her students and talk about the disruptive behaviors they commit. He/she should explain to them the effects of the disruptive behavior that the students did inside the classroom. IV. Bibliography a. Books * Disruptive behavior: Disorders in Children Treatment – Focused Assessment By: Michael J.Breen and Thomas S. Altepeter * Behavioral Approach to Assessment of Youth with Emotional/Behavioral Disorders: A Handbook for School-based Practitioners Michael J. Breen,  Craig R. Fiedler * Treatment of Childhood Disorders Eric J. Mash,  Russell A. Barkley * Disruptive Behavior Disorders in Children and Adolescents, Volume 18,Issue 2 Robert L. Hendren * Defiant Children: A Clinician's Manual for Assessment and Parent training Russell A. Bar kley b. Journals * The Modern Teacher. Manila: Association Of the Philippines, Inc. , 1986 * Journal for Research in Disruptive Behaviors.April 1986 c. Unpublished Materials Ocampo and Perez. Different Disruptive Behaviors Done by the Student inside a Classroom During the School Year 1991 -1992. Unpublished Thesis. University of Santo Tomas: 1992 d. Web Resources * http://www. teachervision. fen. com/classroom-discipline/resource/2943. html? * http://childparenting. about. com/od/disruptivebehaviorproblem/a/disruptivebehav. htm * http://www. livestrong. com/article/147291-what-is-disruptive-behavior-in-the-classroom/ * http://www. udc. edu/ccdc/disruptive. htm * http://oregonstate. du/studentconduct/faculty/disruptivebehavior. php * http://www. ehow. com/how_2181266_handle-disruptive-students-classroom. html * http://www. fullerton. edu/deanofstudents/judicial/New%20Content/Faculty%20Resources/Disruptive%20Classroom%20Behavior. pdf * http://saweb. memphis. edu/judicialaffairs/pdf/Di sruptiveClassroomBehaviors. pdf * http://www. uky. edu/StudentAffairs/NewStudentPrograms/UK101/pdf/Disruptive. pdf V. Appendix Colegio ng Lungsod ng Batangas An Action Research on the Importance of Teacher’s Part in the Disruptive Behavior in the ClassroomDear Fourth Year Students: This is being conducted in order to determine the importance of teacher’s part in the disruptive behavior in the classroom. The researchers are appealing for your consideration to finish this study. Answer the following honestly and truthfully, then return to us this questionnaire after answering. Rest assured that your information given here will be kept confidentially. Part I Directions: Fill up the following personal information Name: Section: Gender: Age: Address: Part II Directions: Tell how you frequently do the following disruptive behavior in he classroom. Answer this truthfully, put a check mark ( ) on the column that corresponds your answer. Questions| Always| Sometimes| Never| 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session| | | | 2. Leaving to retrieve a soda or other snack items| | | | 3. Leaving to engage in conversation (i. e. person-to-person or by phone)| | | | 4. Talking while the instructor is talking| | | | 5. Talking before being recognized by the instructor (i. e. blurting out information)| | | | 6. Talking without permission during classroom instruction (i. e. ide conversations with an individual or group)| | | | 7. Sleeping in class| | | | 8. Reading a newspaper, doing homework from another class, etc. | | | | 9. Arriving late on class, especially test dates| | | | 10. Persistent tardiness| | | | Part III. Directions: Tell how effective the teacher’s way in disciplining a student’s disruptive behavior. Answer this truthfully using the scale below. Put a check mark ( ) on the column that corresponds the number of scale. 5 – very effective2 – uneffective 4 – effective1 â€⠀œ very uneffective 3 – undecided Questions| 5| 4| 3| 2| 1| 1.When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents| | | | | | 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class| | | | | | 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. | | | | | | 4. When a student is always late, give him/her extra tasks| | | | | | 5. Teacher should talk to his/her students about their disruptive behavior| | | | | | 6. Make direct eye contact to your noisy student| | | | | | 7.Teachers should talk to the parents of their students who did consistently disruptive behaviors| | | | | | 8. Teachers should make agreements with his/her students regarding their disruptive behaviors| | | | | | 9. Teachers should give their expectations at the beginning of the school year| | | | | | 10. Teachers sho uld give punishments appropriate to the disruptive behavior done by the student. | | | | | | Part IV Directions: Write at least three recommendations that a teacher could use to discipline the disruptive behaviors inside the classroom that was not stated above. 1. 2. 3