A Situational Analysis on Marsha Warrens Case - Essay Example

A Situational Analysis on Marsha Warren’s Case In environmental control, the exercise of excessive disciplinary actions may sound sensible, but it can establish restrictive academic atmosphere, arresting learning at the expense of highly reactive students. Indicatively, in the case study of Marsha Warren, despite application of contingent teaching and management strategies, there are still manifestations of setbacks, not only on the part of the students, but also in the instructors’ classroom management. Although the students’ behavioral and learning problems are sources of class disruptions, the teachers’ personal attitude towards their academic functions may worsen the uncontrollable situations. Dealing with difficult students in heterogeneous groups can be tasking to patience and efforts of every instructor. In the case of Warren, several dilemmas have piled up, instigating sparks of hostility in learning and social interaction. For one, the source of disruptive behavior has not been dealt with accordingly. With the narrowed focus on “bad behavior,” other important aspects of the disruptive problems have been neglectfully addressed (Goldstein, 2007, p. 4). The instructor in the paper keeps placing punishing consequences on the delinquent acts of the students, never reflecting on implication of consecutive reprimands on children’s social conditioning. Active interaction is severely hampered through this restrictive management form, reducing motivations on students’ learning desires. In relation, while the lack of insight on how to classroom conflicts is rampant, abject competency in teaching and handling a classroom conflict is questioned. Granted, decades of experience may sound adequate, but by losing self-control in the classroom, it may initiate gaps in the confidence placed on teachers. In lesser degree, they cannot sustain “student attention on academic activities” successfully as when there is confidence emanating from them (Giallo & Little, 2003, p. 22). The role of effective teaching in class, then, depends on how instructors project themselves in class, in order for students to follow their lead. Lastly, another conflict observed focuses on the projected personal problems experienced by students, which is manifested by negative behaviors in class. Students, then, are not completely faultless with their destructive behaviors. In the presence of negative attributes, lapses in proficiency on “following teacher directions and rules, completing classroom work and responding to...management techniques” may further obstruct the ability to learn in school (Goldstein, 2007, p. 7). Misconduct by students, then, can have a profound impact on the academic capacity for comprehension and skills development. As the problems in classroom learning have been duly established, there are two important things that must be executed by Warren upon returning to class. On the first account, the importance of establishing a mutual agreement on both parties, the teacher and students, is an important step to bridge the chasm created by Warren’s unintentional outburst. As indicated in the article “Managing Disruptive Behavior in the Classroom” (n.d.), by consulting the students on how to go about in the classroom, an in-depth perception on how to behaviorally proceed can be accomplished in due time. After clarifying several points in the previous event and setting limitations on the maximum tolerance for any form of behavioral misconduct, it is important for Warren to reinforce such agreement by explaining previous actions for what it is--a type of “time-out” against the combined pressure in the classroom. This is positive demonstration of role modeling, wherein teachers are setting better examples on how best manage behaviors if it is bordering to bad conduct (McMahon & Loschiavo, 2006, p. 4). Both the suggestions serve as the basics in managing classroom crises. By being calm, finding immediate resolutions to problems, and highlighting them with definite examples, these may be ways to reach out to disruptive students. For long-term efficacy in classroom management, three things that must be maintained: establishment of mutually positive relationship, flexible grouping schemes, and sustaining instructors’ self-efficacy. By fostering constructive relationship between the teachers and students, general climate in the classroom will be one of collaborative learning. In an environment where students can acquire support in their activities, confidence is heightened while emotional dependency is reduced. Meeting individual needs, as discussed by Rimm-Kaufman (2010), are proven more effective than restricting the practice of student sensitivity, autonomy, and respect for individual capabilities (p. 1). Positive relationship may modify behavior into more agreeable ones. If successful in forming links, teachers are able to provide positive and negative reinforcements more effectively. Failing to do so means danger of worsening conditions, where disruptive conducts may escalate into delinquent behaviors. Offhandedly, the importance of dynamic group learning may greatly influence collaborative education. As emphasized in “Flexible Groupings as a Classroom Management,” through a variety of “permanent and temporary (student) groupings,” the facilitation of learning and social interaction will be enhanced (Rytivaara, 2009). If accomplished in smooth terms, this may lessen disruptive conducts through diverse interactive groups. Vulnerability of the tactic is attacked on the availability of resources. Multiple groups require several assistants, as well as adequate supplies of learning stocks. In their absence, group dynamics cannot push through. Lastly, self-efficacy on the part of instructors is equally important in the adaptation of solid figures in the classroom. Even teachers need continuing “training programs and school structure supports” in order to gather enough sufficient knowledge base for better management of student behavior (Giallo & Little, 2003, p. 32). The preparation can help them establish strong foundations within professional status. This way, they can better cope with stress associated with misbehavior in class. Coping up, however, still depends on individual characteristics. Some can be good in management while others may fail. The unpredictability of outcomes may render the preparatory actions as dispensable in classroom settings. All in all, the case of Warren’s management efforts with disruptive students portrays both triumph and failure. There is positive outlook in the sense that Warren had been able to last for longer periods, in spite of unpredictable school environment. Nonetheless, there is still failure in the long run of teaching capabilities. From personal to student factors, problems have piled up, threatening Warren’s resolve for better learning atmosphere. The ultimate problem is the lack of positive relationship between instructor and students. By keeping students at a distance, the teacher widens the gap of social interaction, and eventually, the learning motivations as well. Other elements, such as self-efficacy and strategic use of flexible grouping may aid in the learning process, but long-term success in mind, it is better to focus fostering trust and respect on both sides before learning can proceed in more effective ways. References Giallo, R., & Little, E. (2003). Classroom behavior problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, 3, 21-34. Goldstein, S. (2007). Understanding and managing children’s classroom behavior. Retrieved from http://www.ldat.org/pdf/chapter1.pdf Managing Disruptive Behavior in the Classroom. (n.d.). Retrieved from http://www.wm.edu/offices/deanofstudents/documents/DisruptiveBehavior.pdf McMahon, T., & Loschiavo, C. (2006). Dealing with difficult students. Retrieved from http://www.uclan.ac.uk/information/services/ldu/files/ dealing_difficult_students.pdf Rimm-Kaufman, S. (2010). Improving students’ relationship with teachers to provide essential support for learning. Retrieved from http://www.apa.org/education/k12/relationships.aspx Rytivaara, A. (2009). Flexible grouping as a classroom management: Method in a Heterogenous classroom. European Educational Research association. 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