(Matheson&Shriver, 2005, pg. 203) (#FEAP5e)
Another key theme that emerged from all of my research was how students need ownership in their learning in order to participate in school as much as we want them to. A simple way for students to monitor their own behaviors could show them just how much they wish to influence their peers' learning. Seeing the behaviors charted across a long-term investigation can give insight into the types of attitudes and beliefs the child can have, and many point to any sort of data that can be cause for a solution such as the time of day of the disruptions. For this very question, a colleague of mine actually lent me a copy of her behavior chart that can be filled in with new student names at any time. The boxes are laid across in a nice manner for the teacher to make marks in student's boxes. One can quickly notice which students need additional support and which students remain content and cooperative. It seems to me that students have too much control during independent reading time, and take it as a time to do what they want as an individual instead of read by themselves. A version of the chart can be seen below.
References
Matheson, A., & Shriver, M. (2005). Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors. Schooi Psychology Review, 34(2), 202-219.
Miller, L., Dufrene, B., Sterling, H., Olmi, D., & Bachmayer, E. (2014). The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students. Journal of Positive Behavior Interventions, 28-38.
Son, L., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 204-221.