Students Disruptive Behavior: Adopting Canters Behavior Management Theory - Case Study Example

DISRUPTIVE BEHAVIOR Adopting Canter’s Behavior Management theory Teachers are the most potential asset in the achievement of the vision of a learning society. But, due to the modern challenging class rooms, teachers often can not achieve better out comes they expected. Students’ behavior had been a matter of discussion for decades and many researchers had put efforts to find out methodologies that best suit managing disruptive behavior. Canter’s Management theory is one of the widely accepted methods as it helps teachers to create firm and friendly class room environment. This paper provides a case study of a disruptive student and the ways to deal with him with the help of Canter’s behavior management system. This work provides a model rules and consequences chart and outlines the assertive languages that can be used in order to get a disruptive student obey rules and behave properly. Introduction In today’s world of education, teaching is increasingly becoming a challenging task as many teachers find it extremely difficult to establish a better class room environment free from any sorts of disruptive behavior. One of the most essential characteristics of a good teacher is the ability to manage students’ behavior so that he can help students learn. Teachers can spark that vital desire to teach well only if they can first get children to behave well and to concentrate on class room lessons. There are numerous methods and ideologies for maintaining discipline in the class room and to get disruptive students on control. Teachers need to be definite, be aware, be consistent, be calm, and be positive are some of the basic tenets of discipline methods that are normally accepted and developed by many researchers in the field of education. Lee Canter’s Assertive Discipline is today’s most widely adopted behavior management program that is different from other methods in that it provides a methodology for dealing with the discipline problems at the time it happens and it puts the needs and rights of the teacher ahead of the students and thus make them too responsible. This paper provides a case study analysis based on a student’s disruptive behavior. The Canter’s assertive behavior tactics are applied in this paper to analyze the disruptive student’s case and to find out solutions for that. A disruptive student Martin, a 14 years old student, is very interested in studying science subjects like Biology and Chemistry. He often feels quite boring with language class and does different things to get rid of boring moments. But, this, at the same time is very much disruptive to the class environment and it disturbs other students too. The language teacher tried different ways to make him interested and gave different sets of worksheets, assignments and project works, but still he continues to be disruptive in the class room. He, repeatedly, throws the pen or pencil and immediately, without teacher’s permission, stands up to pick it up. Being less interested, he may distract other students by calling their names or taking their exercise books etc. Very often, he asks English teacher for ‘exit card’ (permission) to go to toilet or to drink water, but it is only because he wants to go out of the class and get relaxed. Teacher also has observed and found out that he is doing all these in order to make himself comfortable and to free of boring moments. But, this has become pretty challenging to the teacher and distracting other students in the class room. Canter’s Behavior Management According to Linda Darling Hammond, “Canter’s assertive discipline system has been identified as a high control program. In that program the authors emphasize the teachers’ rights to reinforce desired behaviors and establish consequences” (Darling-Hammond L, p 346) The key precept of this behavior management system is making children behave appropriately rather than inappropriately and thus teacher obtains the right to determine what would be best suit for his students. The behavior management program needs to be well planned and prepared and then to be published to the students, management and parents. By using this method, teachers should be able to believe that the teacher-in charge class room is what is best and expected by students, management and parents. The students need to be inculcated with a positive thought that their behavior is to be timely directed by the teacher. Bob F Steere stated that an assertive teacher (one who adopts Canter’s methodology) consistently puts rules and policies into effect, applies appropriate eye contact and does not ask rhetorical questions when a specific behavior is required of a student (Steere B.F, p. 46). Students who comply with given rules must be reinforced and same time those who do not obey the rules should receive the negative consequences. This method helps teachers create a positive relationship with students, their parents and school management. This also helps them to teach in a most appropriate way through better instructions, to listen what students have to respond each and every time, treat respectfully to all students inside the class room. Canter’s behavior management system emphasizes that the pre-set rules should not number more than five, and these must be reasonable, very specific, easily observable and enforceable. (Steere B.F, p. 47) The consequences for disobeying the rules must be well defined, thoroughly explained and put in to effect on time. While students obey the rules and behave well, they must be appreciated with positive consequences that may some how encourage them towards better discipline practices. Adopting Canter’s Behavior Management System Martin misbehaves in language classes mainly because he feels fed up with classes, but in turn it distracts the teacher, the whole class room environment, the colleagues and even other classes while he moves out of the class for drinking water. Managing this crucial situation is highly important to the concerned teacher and so as to achieve that particular goal he may have to apply the best practice that will help the teacher get him well disciplined. By becoming an assertive teacher, he can build positive and trusting relationship with that student, provide him with recognition while he behaves well and get assistance from management and parents. The teacher must always use the exact words, same volumes and tones in advice and directions, and the like each and every time the request is delivered to the student. Model Assertive languages Teacher: Martin, you please stop standing up and walking around in the class Martin: But, my pen is there! I wanted to take it! Teacher: I understand, but still I want you to stop standing up and walking around the class Martin: Sir, My pen is there, I want to take it, please. Teacher: I understand, but you know the rule in this class room? No one should stand up or walk around the class room during lecturing. You know that it distracts the class. Martin: Oh. Alright Teacher: thank you (politely) and (Teacher himself takes the pen and turns to him and says: You should not throw pen during the lecturing time, because it distracts the class room. You must always keep class room rules in mind) This communication outlines assertive words that can be used by the teacher in order to get student behave properly and encourage him to take instructions positively. The teacher must already have prepared a chart for rules and consequences and it must be communicated properly with students, parents and management. Model Charts for rules and consequences Fig- 1 Fig- 2 When a student misbehaves, the teacher needs to use assertive, positive and confidential language. While the student violates the aforesaid rules repeatedly, the consequences must be applied one after the other as in the given order. Conclusion The Canter’s Behavior Management system is an approach to the proper education process that has been adopted by many teachers and schools worldwide and it performs as a progressive child-oriented pedagogical concepts. This methodology can be applied in order to make students behave properly, encourage them to comply with specific rules and receive consequences for not obeying these rules. References Darling-Hammond L and Bransford J, (2005), Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do, John Wiley and Sons Steere B.F (1988), Becoming an Effective Classroom Manager: A Resource for Teachers, SUNY Press Pollard A (2006), Reflective teaching 2nd Edition, Continuum, London. Christopher Day (20060, A passion for Teaching, RoutledgeFalmer, London Read More