Classroom management - Research Paper Example

room Management room Management room management Introduction Statistics show that approximately 14 percent of students have been victims of bullying at the middle and high school levels, causing approximately 10 percent of students to drop out or change schools out of fear (Bullying Statistics, 2009). Behavioral problems are taking place inside the classroom, inevitably affecting the learning of all students and acting as distractions from schoolwork. Often behavioral issues such as disrespect for teachers, tardiness, and absenteeism coincide with bullying issues and present discipline problems to teaching staff and administration. Nearly 50 percent of high school principals stated that they dealt with serious discipline problems (National Center of Educational Statistics, 1997). Interviews conducted with Asian teachers who had migrated to the United States revealed rampant discipline problems inside the classroom. These problems include students arriving late, yawning too loud, sleeping during lectures, bullying, and putting feet up on desks, among others. These classroom discipline problems are not confined to the United States alone, as they are beginning to spring up in the Singaporean school system, where discipline problems have in the past been extremely rare. Previously, discipline problems have existed in schools to a minor extent. However, in the past ten years, survey results show the condition escalating, thereby necessitating the development of new classroom discipline methods in order to keep the focus on learning (Tan & Yuanshan, 1999). Discussion Because all behavioral problems, and bullying in particular, have harmful effects that can undermine the learning process, some sectors suggest that teachers should be strict in implementing school rules and regulations in order to curtail the persistence of bullying and other disruptive behaviors in the classroom. However, often behavioral problems first arise in the home, and therefore enforcing discipline at school does not address the whole problem. There is also the possibility of teachers misunderstanding the limitations of strict discipline, and abusing the power they have been given by being aggressive and causing physical and verbal abuse. Psychological research shows that children learn best in a safe and supportive environment; therefore, enforcing strict rules may not be the solution to behavioral problems. Instead, a discipline solution should be developed based on the principles of understanding and encouragement. Children need stability and structure; therefore, rules should be made and enforced consistently but fairly. Students must be aware that bullying or any kind of disrespect towards others will not be tolerated, and must be informed of the consequences in advance. Teachers can also emphasize team building within the classroom by placing students into groups (or families), thereby encouraging students to be supportive of each other and work together to achieve common goals. Collaborative learning entails utilizing human relationships to promote safety, accomplishment, and mastery (Bruffee, 1999). Others suggest teachers should be equipped with skills to create their own strategies to resolve whatever behavioral problems they may encounter in the classroom. This applies particularly to immigrant teachers. In a study conducted by Oriaro (2007), it was revealed that teachers from Kenya struggled to resolve discipline problems due to a lack of formal training in the area of classroom discipline. These teachers did not necessarily understand their school’s policies and procedures, and tended to rely on their past experience to manage their classroom. However, sometimes past experience is not enough, and specific training must be given to assist teachers in classroom management skills, although there is no guarantee that such training will eliminate all classroom discipline problems. Teachers must have an intuition about which behavioral problems must be dealt with and the causes behind such problems in order to instigate appropriate disciplinary solutions. Often children who act out inside the classroom have issues in regards to attitude and attention. Students who cause disruptions are not focused on learning as they should be; therefore, attempting to stimulate them intellectually may offer them a better way to occupy their time during school hours. Such students may need extra attention from teachers as they may feel neglected and act disruptively when left to their own devices. Often students also act differently depending on who they are with. For example, there may be a certain group of students who act disruptively when they are together, but are better behaved when separated. Teachers should try to observe such changes in behavior, and attempt to group students in order to promote their best behavior and give them better opportunities for learning. As suggested above, separating students into groups can promote cooperation, but these groups must be carefully selected. Teachers can also work in collaboration with parents to track students’ progress both in school work and behavior. The role of a teacher is not restricted to providing education; teachers are also role models and often have great influence in students’ lives. Teachers also often interact with students more than parents, as most children spend the majority of their day at school. Teachers should communicate with parents concerning behavioral problems that occur in the classroom, as a combined approach is likely to be the best solution. Occasionally, disruptive behavior can be attributed to medical causes, in which case a psychologist or psychiatrist may need to be involved. Some students have an innate aggressiveness and struggle to focus for extended periods of time. This may lead to a diagnosis of attention deficit hyperactivity disorder (ADHD). Symptoms of ADHD include impulsive behavior, which may be reflected in a student blurting out an answer, having difficulty waiting for their turn, and interrupting when others are speaking (Kring, Davison, Neale, & Johnson, 2007). Other complications include lack of sleep, depression, and learning disabilities. Parents can help ADHD children by ensuring they eat a healthy diet, get enough sleep, and in some cases take medication. Teachers can assist by creating an appropriate learning environment. This means trying to remove all distractions and keeping a close eye on such students. Progress should also be tracked so that the psychologist or psychiatrist can adjust medication or therapy accordingly. Teachers can also act as a support system for each other. Teaching, like many professions that deal with people, can be a very stressful job. Teachers may find themselves feeling exhausted and frustrated when their students misbehave or disrespect them. For this reason, teachers should collaborate with other teachers to brainstorm discipline techniques or discuss the needs of their students. A group approach may result in better solutions and reduce the load put on each teacher. Conclusion Effective classroom management must take into account a number of factors. Teachers should be sensitive to the individual needs of each student, placing them with in groups that promote learning and removing distractions for students who struggle to pay attention. Encouraging cooperation with other students and group collaboration will help students to develop appropriate social interactive skills, and discourage behavior such as bullying. Schools should also provide all teachers, especially new teachers, with appropriate discipline and classroom management training so that teachers understand the school rules and regulations and are able to enforce them firmly but fairly. The most effective discipline methods are likely to involve cooperation between parents and teachers, thereby giving the child a stable and supportive environment in both the classroom and the home. References Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore, Md.: The Johns Hopkins University Press. Bullying Statistics Organization. (2009). Bullying Statistics 2010. Retrieved from http://www.bullyingstatistics.org/content/bullying-statistics-2010.html Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2007). Abnormal psychology (10th ed.). U.S.A.: John Wiley & Sons. Oriaro, I. (2007). Initial classroom discipline issues encountered by Kenyan immigrant teachers in Southern California. Proquest. Dissertation. Tan, E. & Yuanshan, C. (1999). Discipline problems in schools: Teachers' perception. Institute of Education (Singapore 19(2), 1-12. Read More