Decreasing Off-Task Behavior

Decreasing Off-Task Behavior:

In the Classroom Through a Point of Reward System

Abbis Bivins

Directed Study

Submitted to

Dr. Terry

Valdosta State University

In Partial Fulfillment of the

Requirements for the

Degree of Master of Education

Valdosta, Georgia

Decreasing Off-Task Behavior

Off-task behavior is a term used to describe occasions when a student is engaging in a behavior that is not related to the activity set by the teacher. This term is used to refer to relatively low level form of behavior. Some off-task behaviors may include, but are not limited to day dreaming, playing with materials, talking to others, becoming frustrated with class work, talking with other students, and putting their heads on their desk. Educators are seeking ways to solve these off-task behaviors. Off-task behaviors were the most common reasons for referral to the school support personnel. Many educators believe there was a collateral relationship between the difficulty level of academic tasks and off-task classroom behaviors (Robert, 1998).

Observations of classes as part of research by Merrett and Wheldall (1990) found that their sample of primary pupils spent about 70% of their own time on task. In their paper, the role of decreasing off-task behaviors in a middle grade student was explained. They hypothesized that on-task behaviors decrease off-task behaviors.

Accordingly to (Gillies, 2006) effective classroom management and positive social skill development are key factors to reducing off-task behaviors. Effective teaching allows for fewer negative behaviors and more positive behaviors (Shechtman & Leichtentritt, 2004). Powel and Rightimyer (2006) stated a lack of engagement was not simply a case of poor classroom management and discipline, but a reflection of the way in which literacy was taught.

Off-task behavior directly affects students' ability to achieve academically. Abramowitz, O'Lecry, & Rosen (1987), high achieving students spend more time on-task than low achieving students. Soleil (1999) believes that students who fail academically are more prone to give up in school or become alienated. He goes on to explain, many students with low academic achievement often distract the class, only master basic skills and have seldom persevered through intellectually difficult tasks (Wazneak and Alvarez, 1999). Many times poor classroom management caused off-task behavior. The reason could be that teachers are mainly concerned about preparing their students for mandated tests. Students become frustrated because of not having enough time to complete a task. According to (Moor & Sweeney, 1993) if a task is too difficult for a student, off-task behavior will arise. Moore, Anderson & Kumar (2005) noted that a lengthy problem can cause a student to become frustration. When a student becomes frustrated he becomes off-task.

Deaf and Hard of Hearing Students Kluwin (1984) indicated that the effective teacher of secondary school hearing impaired students will avoid excessive reprimands, maintain sufficient contact time to ensure task comprehension, only periodically monitor comprehension of procedures, use limited but clear and appropriate structure, and use a mix of student and task oriented feedback. According to an article retrieved from brightub.com mention the use of American Sign Language signs can not only redirect the off-task student but will keep ...