Comprehensive Classroom Management Plan: Responding Effectively to Disruptive Behavior - Essay Example

RESPONDING EFFECTIVELY TO DISRUPTIVE BEHAVIOR Resolving problem Behaviors My approach to coming with the current progressively well-disciplined body has been a complex undertaking. I realized from an early stage as an educator that there are influences to student’s behavior that can be identified before situation gets out of control and that systematic habit surveillance would predict ill conduct and most probable way of rectification (Jones & Jones, 2007). In order to make such milestones severally things proved to work remarkably and allowed for strategizing had to be put in place and even so I still have a great room for improvement to which can be attained through modification of the strategy.

As a matter of facts, most students become disruptive in class when they fail to make progress and mostly by inability to respond to queries and tests. At times it is simply a lack of understanding that can be clarified right away but if this goes unnoticed, chances are their resistance and disruption in the class learning process becomes inevitable (Jones & Jones, 2007).There are a number of ways to rectify student’s misconduct effectively without halting the learning process. Notably, these disruptions have beginnings (Jones & Jones 2007).

Ability to prevent them before curbs the outcome. One such way is through making contact with class and staying conversant with the seating patterns and arrangement. Thereafter, knowing the position occupant becomes imperative since it is plausible to know each student by name (Kapalka, 2009). At any given time it is easier to spot a student misbehaving in class if you have constant eye movement and contact with students. Upon identification of the disruption in my practice I would usually move around to the point where I notice it.

My closeness has been such a transformer since it alerts them of my concern for their attention (Jones & Jones, 2007). Moreover, I engage my students by asking questions the can comfortably respond to. In some way some circumstances have been rectified passively through my constant emphasis of exemplary behavior and what ought to be done. I always keep the expectations as high enough as possible to keep them working towards achievements.What I can testify most is collaborative mechanism in working out a solution to a problem since it has really worked out for me.

It is indeed proactive to have a quality relationship with the students and talk to them whenever they face a challenge socially and academically. Through such a connection I get to acknowledge that students indeed require assistance to embrace education holistically regardless of their drawbacks that might emanate from their social diversities (Kapalka, 2009). I also carry out evaluation and give feedback on the students and advise what can be done rather than what ought not to.My strategy to fostering positive behavior currently encompasses all the above approaches including positive reinforcement.

The class management is more of solving problems than dictating the rules. However I still emphasize on following the school rules through constant reminder and as such the social distance permissible for interaction exists (Cooper & Olsen, 2014). Even though such success seems sufficient, am embracing a new way to respond with effect that is most assertive. This is via modification of minor aspects like empowering the students to their behavior (Cooper & Olsen, 2014). I realized behavior change to chronic misconduct is a process.

As a result I involve my students in formulations of certain rules and encourage self-monitoring in certain choices. This is to raise their self-awareness and tokens will be there for those who perform exceptionally well. My response is as dynamic as the behavior and attitudes.ReferencesCooper, P., & Olsen, J. (2014). Dealing with Disruptive Students in the Classroom. Hoboken: Taylor and Francis. Kapalka, G. (2009). 8 Steps to Classroom Management Success A Guide for Teachers of Challenging Students.

Thousand Oaks, CA: Corwin Press. Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.