Teacher Leadership and Behavior Management - Coursework Example

Behavior management Name: Course: Tutor: Date: Behavior management Behavior management is the actions and conscious inactions that help in enhancing the probability individually, in person, and in a group or a team, adopt the behavior that is productive, fulfilling, and socially acceptable. For example in a school, there are many students from different background; hence, different behaviors (Vass & Hook, 2004, p. 70). A person can learn exemplary or inappropriate behaviors depending on the environment he or she is subjected to for some time. There are behaviors that are socially acceptable in the society, business environment, and in a classroom environment for students. A student understands the behavior because he can explain how it will be productive and self-fulfilling to him (Bill, 2007, p. 250). Behavior management is same as behavior modification. Behavior management focuses on maintaining order while behavior modification focuses on changing the behavior of a person. In the education system, behavior management skills and techniques are essential to the teachers (Bill, 2002, p. 100). This helps in maintaining order and discipline in the leaning environment. This will help enhance personal fulfillment, productivity, and associating with others well. Carl Rogers and Skinner have been conducting research on behavior management but, they have two approaches. Skinner found out that a person can manipulate his or her behavior, by identifying what rewards him first (Baldwin & Baldwinn, 1986, p. 40). A reward is selected for those who are willing to adopt appropriate behaviors that are socially acceptable. Skinner termed this as Positive Reinforcement Psychology. However, Rogers propose that for people to address problems associated with the behavior, we should make the person behave in the most appropriate manner (Vass & Hook, 2004, p. 73). He further says that, in order to achieve this, a person should be taught on how to differentiate between what is wrong and right. In addition, we should explain why it is good to do the right thing. Rogers was for the view that an individual should have an internal awareness of what is right and wrong (Bill, 2007, p. 253). Uses of behavior management There are many techniques, theories, and principles used in behavior management. It will help to deliver what is right in a consistent and less intensive fashion. Therefore, it is vital to a classroom environment where teachers use to manage students different behaviors. This is a form of behavioral engineering that will produce high rates of hard-working students. These students will work to complete the work and to minimize classroom disruption. In addition, more attention has been placed in building self discipline and self control in an environment with many people (Bill, 2002, p. 104). Contemporary behavior and behavior management will engage students actively in shaping and planning their own personal or individual behaviors. This can be achieved by participating in negotiating contracts and asking questions their teachers or tutors. This will expose them to the training design so that they can evaluate and monitor their behaviors more actively (Vass & Hook, 2004, p. 75). In addition, they will learn new techniques of problem solving, how to set goals, self-control, and how to reinforce themselves to achieve these set goals and objectives. Behavior management strategies has been playing a crucial role in efficiently and effectively by reducing disruptions in the classroom or learning environment. In the recent research and studies, efforts have been focusing on incorporating essential principles used in the functional assessment into the process (Baldwin & Baldwinn, 1986, p. 42). Behavioral change theories have helped in promoting such programs due to the available strategies. There are most practices and techniques that rely mostly on applied behavior analysis principles and theories such as mild punishment (child time-out and response cost) and positive reinforcement (Vass & Hook, 2004, p. 77). Behavioral practices and principles especially differential reinforcement and mild punishment (child time-out and response cost) are used mostly. Sometimes, they can be delivered as a level system or token economy. Therefore, a reward component is the most effective and efficient form of reward to compensate the behavior of a student. Praising and rewarding students have been found to be effective and efficient in changing the behavior of the students in the classroom environment (Bill, 2007, p. 255). Models explaining behavior management There are several models used to explain behavior management. These models include glasser model, the skinner model, the canter model, and Jones model. These models support positive behavior especially in the learning institutions (Baldwin & Baldwinn, 1986, p. 44). Glasser model In this model, it states that teachers play a crucial role in helping children. It says that the behavior is a choice for the teacher should facilitate in making good decisions that will motivate the children (Vass & Hook, 2004, p. 79). In addition, teachers should create a curriculum and an environment that will promote appropriate behavior by meeting the student’s needs, desires, and so that they feel empowered. Classroom rules and regulations are key in ensuring the students are responsible for either their bad or good behaviors of their choice. This model is emphasizing on the teacher's role in shaping the behavior of the students in the learning environment (Bill, 2002, p. 106). The Skinner model Behaviorist approach has been utilized in the Skinner model, in the classroom management and control. For students to achieve to achieve the desired behaviors and acceptable outcomes, teachers should mould and train them. For this to be achieved, a constant reinforcement should be maintained for it to work properly as expected. In this model, Skinner suggests that bad behaviors should be punished or ignored immediately (Bill, 2002, p. 107). However, good but acceptable behaviors should be rewarded. This is the role and mandate of teachers to determine who has bad or good behavior in a classroom environment. Behavior management is therefore, wider and should be viewed through this model forwarded by Skinner because it shapes behaviors (Baldwin & Baldwinn, 1986, p. 46). The Canter model This model emphasizes on assertive classroom discipline model on behavior management. Behavior, rules, and regulations expectations should be stated cleared and enforced accordingly. Teachers should motivate and encourage students but, should avoid threatening them (Vass & Hook, 2004, p. 80). They should promote and enhance fair repercussions and consequences for unacceptable behaviors. This model can work effectively and efficiently if the teachers use constant eye contact and firm voice on the students for them to adopt socially acceptable behaviors. In this model by Canter, it blames the teachers on the bad behaviors on students. This means that teachers will determine the behavior of the students depending on how they are taught (Bill, 2007, p. 257). Jones model This model has emphasized on teachers to educate students to develop self-control and discipline. Jones suggested that, this can be achieved by employing the most appropriate body language, teachers helping students control themselves, effectively assisting the students, utilizing efficient incentive system, and using the most appropriate body language. Students who are taught to have self-control are empowered; hence, preparing them for the future challenges when exposed to different behaviors (Bill, 2002, p. 107). From these models used in explaining behavior management, teachers play a crucial role. Teachers should be the role models of students for them to adopt appropriate behaviors that are socially and practically appropriate and acceptable. Students with exceptional behaviors are responsible and self-controlled on various issues (Bill, 2007, p. 259). Elton Mayo is an Australian citizen who conducted studies that have been famously termed as Hawthorne Studies at Harvard. He was concern about the employee’s emotional needs that need to be satisfied. In this view, Mayo was advising the managers to help employees by meeting their emotional needs at the work place at all times. This will help improve their behavior and socialize with others freely not only in the work place but also in the society (Bill, 2002, p. 108). Elton Mayo’s studies on behavior management were further supported by Mary Parker Follett. Mary Parker Follett was the pioneer of consultancy in the industrial world that is important study of behavior management. In her studies, she found out that workers are faced with complex combination of needs, beliefs, and attitudes that shape their behaviors. After these studies, she advised the managers to use push strategy and not pull strategy in order to motivate employees. In view of this, this will motivate employees to improve their work performance at the work place (Baldwin & Baldwinn, 1986, p. 47). Douglas McGregor Douglas McGregor in his theory or assumptions was concern about two behaviors that were opposite one another. This was based on human nature on his experience in his field of management. He started with theory X, which is negative and pessimistic in nature. This portrayed the negative image workers have about work and how they should be treated. McGregor was for the view that it should depend on how managers perceive their workers. In this theory, he suggests that; for the behavior of worker’s behavior on performance to be maintained, they should be forced to work (Bill, 2002, p. 112). Workers dislike work and therefore, should be forced to work otherwise they will not perform as expected. However, he contrasted Theory X with theory Y. this theory takes a more positive and modern approach in dealing with the behavior of workers. McGregor believe that managers can achieve more if they perceive their employees as creative, responsible, committed, and self-energized beings. They have self control behavior and challenged traditional theorists to utilize this developmental approach that shapes the behavior of employees positively (Baldwin & Baldwinn, 1986, p. 54). Pain model of behavior management It is believed to inhibit learning because it is associated with teachers who work and interact with students who have extremely challenging social problems, behaviors, and lack of social skills. This model can be used in the classroom by teachers to prevent students from developing challenging behaviors in the classroom (Vass & Hook, 2004, p. 81). This model was developed by Patrick Connor in Queensland, Australia together with a team of behavior support teachers. In this model, it suggests that, teachers who work in Behavior Management Unit can easily work with students who no longer attend school due to indiscipline or suspension related matters. They understand the pain they are going through; and they can help them adopt the socially acceptable behavior in the community (Baldwin & Baldwinn, 1986, p. 56). This model is further grounded on what they have done because these students are believed to be high-risk. There behaviors have resulted in being referred to Behavior Management Unit because they can assist them. Behavior management even at the work place is a wide issue that needs to be addressed with lots of care because it can cause a lot of conflicts and misunderstanding (Bill, 2002, p. 116). Different people exhibit different behaviors; therefore, everyone believes his behavior is superior to others. The psychologists believe there is both physical and psychological pain. However, Connor say there are a little difference and effects between psychological and physical pain. The pains were experienced during debilitation and inhibition learning. It further recognizes social and cultural problems such as abuse, addiction, domestic violence, meaninglessness, skill-lessness, and homelessness (Bill, 2007, p. 262). The Autism spectrum disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) causes both psychological and physical pain to students. Teachers should be observant and keen to all students at all times. Students who experienced more of these problems or social challenges are high-risk students; hence, require more attention (Vass & Hook, 2004, p. 84). These students tend to be stressed, fearful, depressed, and experiencing a lot of psychological torture and pain. If teachers see such symptoms, they need to calm down and relieve the pain from the student. This should happen before they participate in the school environment or in the school activities. In addition, this pain model requires teachers to understand the student’s behavior so that disruptions in the classroom can reduce (Baldwin & Baldwinn, 1986, p. 57). This model advises the teachers to be tolerant and patient with students experiencing some pain and stress in their life. There are some assumptions forwarded in this model. It believe that if the student or a worker feels good all the time, he or she will act positively; and if he feels bad, there is a possibility that he will act badly. Behavior is believed to be a form of communication and coordination; hence, schools may misinterpret the meaning of the coded message the student was conveying through his bad behavior (Baldwin & Baldwinn, 1986, p. 61). It should be analyzed thoroughly so that the right meaning is understood. This will provide time and a chance to eliminate bad behaviors and to promote behaviors that are socially acceptable. Behaviors vary; therefore, traditional models may not be effective and efficient with high-risk students in the learning environment. Students experiencing pain are unhappy; therefore, inflicting punishment can worsen the situation. Listening what the students feel is important than punishing them. However, there are students who act badly in order to be punished and get noticed all the time. This means that they are noticed for their bad behavior and not who they are in the learning environment (Bill, 2007, p. 267). Supportive Behavior management (SBM) is essential because it will help institutions especially schools to teach students good behaviors that are socially and culturally acceptable. This will help teachers to instill a culture and behavior that will help them in the future. Behavior management will ensure the children become emotionally intelligent, responsible, self-manage and self-aware approach to students (Bill, 2002, p. 119). Behavior management will open doors for students and teachers to come up with strategies and on-demand support to evaluate, manage, and to handle difficult situations that can occur in the classroom between students and teachers. These include positive proactive exit strategies and positive in-class support, when difficult situations have passed through emotionally critical threshold (Baldwin & Baldwinn, 1986, p. 63). References: Bill R. (2007). Behavior Management: A Whole-School Approach. New York: SAGE. Bill R. (2002). Teacher leadership and behavior management. New York: SAGE. Baldwin, J. D. and Baldwinn, J. I. (1986). Behavior principals in everyday life. Engle Wood Cliffs, New Jersey: Prentice Hall. Vass, A. & Hook, P. (2004). The Behavior Management. New York: Pocketbook. Read More