Behavior Management in Classroom - Assignment Example

Behavior Management in room of Part Question Is there a place for teachers having their own personal model of behavior management within the context of a school where SWPBS has been adopted? Your response should be built around 2 – 3 key points that you make and these should be summarized as dot points (one line each) at the conclusion of your response. Answer: With school shifting to whole schools where behavior management is essential, it is significant to employ teacher’s personally oriented models with implication to the prior models of teaching. The reason behind application of newer model is to allow diversity to become an effective element of the school behavior management program. Teacher’s self created models cannot be considered weak because they include considerably newer approaches to teaching which have been overlooked over the years. It is needed because the students are following different trends in the contemporary era because of excessive reach to world wide content. It is important to make use of personal models of teachers because these will allow employment of recent resources and devices to screen children learning experiences. It is important to in comprehend latest technology with learning experience so that students get along with the advancement and become a part of the bandwagon (Zirpoli & Melloy, 2001). Newer academic researches have allowed the curriculum to get additional subject for learning. This needs innovative idea to let the students learn from the newer sources of information. This also affects the grading manner of the schools. Thus, new personalized models of teaching will allow schools to keep a track of changing tracks in behavior of learning. The academic advancement cannot be overlooked at all. For instance, the students need to be open to know newer and changing facts. For instance, there should be no interrogative stance in doubting solar system as Pluto has been eliminated from it. The need of personalized teaching model is needed in situation when competition among the grading of schools is concerned. It has become obvious that schools which have had followed SWPBS need to measure the behavioral learning of their students. Thus, new and customized model of teaching models work as a source of intellectual combination of prior theorists and current trends in human learning. Question 3 Excluding external contributing factors to misbehavior in the classroom (e.g. home environment, lack of parental support for the school, peer influence etc.) what other classroom related factors might be influencing students to misbehave in the classroom. Identify and briefly explain three major factors. Answer There are some of the classroom related factors that can provoke a student to misbehave in the classroom. These can be damaging to the learning process and affecting other subjects in the learning process. It should be noted that the teacher’s tone, voice and language can play a very major role in the behavior management of a student. For instance, if a child is not able to understand the instruction of the teacher then he is more likely to loose his concentration on the subject of matter. This will result in distraction of other’s attention from the lecture. Another factor which is likely to persuade the student to misbehave in the class would be lack of attention by the teacher. It should be noted that not all children are same. Thus, teachers need to give proper attention to all students otherwise it will result in misbehave in the class. Also, a teacher needs to be consistent with the instructions that are being given to the student. If increasing instructions on one day and lesser on the other day is noted then it will make children become agitated. These three factors can lead a child to misbehave in the class regardless of the family settings they belong. Question 4 How can teachers maintain positive relations with students whose behavior is challenging and difficult to manage? Identify and explain three ways. Make sure you choose significant (not trivial or highly unique and specific) strategies. Identify strategies that would apply across a wide variety of classroom events and behaviors. Answer The approaches to create health and positive relations with students, teachers are needed to be open to communication. This means that teachers must never stop students from asking questions. There should always be a phase in curriculum activities in classroom when student and teacher can share their views about the classroom and the experience of the relationship. This will let the students feel supported. Allowing open and free channels to the students is more likely to affect students in a very broader and effective manner (Rogers, Effective Supply Teaching: Behaviour Management, Classroom Discipline and Colleague Support, 2003). Another way to develop a positive relationship with the students is to make sure that the teacher is not distinguishing between students. This means that students who take time to pick up the instructions should not be discouraged. Instead of discouraging such student teacher needs to be more considerate to them. There needs to be equal opportunities for all students. Third way to develop better understanding between a student and teacher relationship is to make sure that teacher has enough knowledge about the family background of the student. This is more likely to give the student a chance to be expressive about his opinions as he will think that he is haring and dealing with a person who will understand him. Part 2 Question 1 What is precorrection? How might you employ precorrection for the following behaviors? 1. Sally doesn’t listen carefully to the teacher’s directions for a seatwork task and as such doesn’t know what to do when the class is asked to begin the task. This leads her to disturb other children who want to get on with the task. 2. One group is regularly far too noisy and talkative during group work. The noise is very distracting for other groups. Your precorrection should not involve re-locating one or more students to other groups). 3. Drew gets very agitated and angry when you give corrective feedback on how he is progressing on his seatwork task. This is a routine procedure for you as you circulate around the class. Other students do not react so negatively when you review their work. 4. In transitioning from seatwork to the carpet for story time, Donna often pushes and shoves other children to get to where she wants to sit. 5. Several students (not always the same students) turn in incomplete homework assignments because they haven’t followed instructions about how to do the task(s). Answer: Pre-correction means to set up a framework in the classroom to make sure that the children are concentrating on learning lessons. These include some of the strategies which are needed to be employed in such a manner that it does not affect a student’s learning experience to an aggressive one. Some of the strategies for the given cases can be employed as following: 1. Distract the distracter Strategy: This notes that Sally can be called upon the board in the class so that the teacher can help Sally demonstrate the task to every one. This way Sally will not be confused and will not even distract other students in the class. 2. Attention-Focusing Strategy: With the usage of refocus notes left on the table of the group will keep a signal or a warning for the group. The note will also mention the praise in terms of marks that could be given to the group if they stay silent in the class and concentrate on their task (Lavay, French, & Henderson, 2006). 3. Table the Matter Strategy: With Drew, it is difficult to send out negative feedback thus it is suggested that there is a meeting with Drew which is private so that he can be elaborated about the feedbacks he is getting. Also, his idea of negative feedback needs to be heard as well. 4. Restitution Strategy: This notes that Donna needs to apologize to the students she push. This way she will learn the consequence of hurting someone to get what she likes. The social embarrassment can be listed as a consequence to the issue. 5. Coupon Approach: This notes that children who will not finish their homework will be given three coupons of warning which will remind them to become careful. There could be a number of praise to students who completed their homework on time. Question 3 1- Why are praise and other forms of positive acknowledgement so infrequent in many classrooms? Identify three reasons. Answer: There are numerous reasons behind the infrequency of praise or reward in the classroom. Most notably, as per the research by Brophy (1981) it was found out that the infrequency of praise in the classroom is due to the difference of teaching stylistics of a teacher. It heavily depends upon the personality of the teacher to connect with students. Strict teachers are more likely to give praise twice in a week in terms of academics and will consider social behavior to be praised less. This is one of the reasons why teachers may use praises or other forms of acknowledgments in the classroom. Secondly, In most cases, it has also been noted that teachers will not prefer praises because it is more likely to make the student depend upon praise rather than allowing them to think about their behavior themselves with appreciate Thirdly, some of the teachers believe that praise may overly satisfy a child about his or her progress which is negative for their own positive growth. In other words, it could be said that teachers expect the students to learn the hard way so that they are ready to experience practical life (Rogers, Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support, 2002). 2- Identify and describe five ways teacher praise/reward can be made effective. For example, praise/reward should be given immediately after the occurrence of the behavior so that students associate the ‘pleasant’ consequence of receiving praise/reward with that behavior and as such, will be more likely to exhibit that behavior again. Do not use this example in your response. Answer: There is numerous ways use praise as a form of encouragement. For instance teachers can make use of praise in a managerial method that will allow a student to become responsible for a duty. Being responsible for a duty in the classroom can serve as a great source of encouragement. Secondly, praise should be given when a child is unexpected to do something out of the box. This is will motivate him or her to make effort in learning. Thirdly, in case there are failures, teacher need to give instructional praises which will allow the student to correct his mistake without being embarrassed. Fourthly, Person praises are those in which a teacher specifically names the student for the praise in front of other students. This will boast self-confidence in student’s mind. Lastly, students need to be praised in terms of a group or a class. This will allow them to connect each other with same appreciated traits. References List Lavay, B., French, R., & Henderson, H. (2006). Positive Behavior Management in Physical Activity Settings. Ohio: Human Kinetics. Rogers, B. (2002). Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. San Francisco: Paul Chapman. Rogers, B. (2003). Effective Supply Teaching: Behaviour Management, Classroom Discipline and Colleague Support. New York: Sage. Zirpoli, T., & Melloy, K. (2001). Behavior Management: Applications for Teachers. New York: Merril. Read More