Classroom Behavior Management - Report Example

room Behavior Management Plan Introduction Part of the daily work of a teacher is to ensure that room control is maintained at all times. Students often engage in disruptive behavior, which, if not controlled, can hinder the learning process in the classroom. The most effective way through which a teacher can maintain classroom control and create an enabling learning environment is through fostering an atmosphere of respect in the classroom. This, however, does not mean that no students will display disruptive behavior; therefore, for a teacher it is important to devise a strategy that deals with the disruptive behavior. Disruptive behavior in this context refers to defiant behavior and disregard of the rules that have been put in place (Wang, Haertel, & Walberg, 2003). Examples of the Targeted Behavior Disruptive behavior is usually a violation of the rules that have been put in place to govern the behavior of the students in the classroom. It is important that, in addition to being subject to the rules, the students participate in their creation. An example of rules assisting in managing the classroom behavior is ensuring that the students do not speak without raising their hands. The student should also ensure that all materials necessary for the lesson are brought into the classroom. This is to ensure that movement during class session is minimized. The students must also seek the teacher’s permission to leave their desks or to address the others. In the classroom, both the students and the teacher should make sure that official school language is used. The student must do as asked by the teacher without the teacher having to repeat the instructions that have been given in the class. In instances when group discussions are required, the groups will be assigned to the students by the teacher to ensure that the students stick to the discussion that is expected of them as opposed to straying from the topic as is likely to happen if the students pick the groups themselves. When the rules are established, it is important for a teacher to explain why each of the rules is important. The students will be required to own the rules; it will be easier for the students to follow the rules if they participate in making them. Rationale Disruptive behavior has a very discouraging outcome in students and school performances. Disruptive behavior that is often observed in the classroom includes aggressive behavior, when a student pushes others around and engages them in physical altercations. A student who shows aggressive behavior may also damage property in the classroom. Disruptive behavior of the student can also be of a social nature when the student tries to divert the attention of the teacher and the classmates by engaging in topics that are not relevant to what is being discussed. The disruptive student may also pass notes or whisper to others while the teacher continues with the lesson. Method of Collecting Baseline Data The classroom management plan is important, as without it, learning is likely to be disrupted and the learning goals that have been established will not be achieved. The plan is important to the achievement of the learning goals and the maintenance of order in the classroom setting. The data will be collected through classroom observation. This is because most of the disruptive behaviors that have been identified can be observed in the classroom setting. For example, it is easy to observe a student who is passing notes or trying to divert the attention of the class as well as engaging in other forms of disruptive behavior. Hypothetical Baseline Data Behavioral level 250 200 150 100 50 0 1 2 3 4 5 6 days (Marzano & Marzano, 2009) With the help of the hypothetical baseline data above, it is verifiable that the identified classroom behaviors are deteriorating with time. This calls for instant measures to counter the over increasing unbearable classroom behaviors. Behavioral Goal The core aim of the plan is to ensure transformation of the classroom disruptive behavior. The plan intends to make classroom a fairly challenging and safe environment by engaging students in the planned behavioral change plan. I also intend to ensure that students understand the importance of requesting permission before asking questions in class. To minimize movement in the class, the plan intends to inform students on the need of carrying with them everything which is needed for the lesson. The plan also intends to ensure maximum utilization of official language in class activities. Teaching the significance of class regulations and rules will also form a basis for the classroom behavioral transformation plan. Prescribed and deferential interaction will as well be another core objective of the classroom behavioral transformation plan. The justification for my reasonable standard selection is based on my total commitment to making the classroom a safe and fairly challenging environment through minimizing disruptive behavior in a classroom setting. The increased rate of the identified behaviors has directed the selection of identified reasonable standards. I also understand the imperativeness of involving the students in a problem-solving process. Additionally, adequate interaction between the teaching fraternity and students can have a very essential role in countering the discouraging disruptive behaviors in the classroom. Moreover, meaningful and well organized discussions in class are as well exceptionally productive in elevating class performance. The standards are also essential in ensuring equitability and democracy in the classroom, necessitating quality classroom learning. Procedures Involved In the Plan To begin with, social disruptions will be dealt with by ensuring that students’ interest is maintained at all times. To deal with the social disruptions that are common in the classroom, where a student can whisper to the others or pass notes to them, a teachers should organize the classroom in such a way that friends will be assigned seats that are far from each other. Secondly, to deal with students who try to divert the teacher’s and the students’ attention, a teacher should ensure that the content that is being taught is relevant for all the learners. I believe that any topic can be made interesting to the learners if the importance of every particular topic is explained to the students. Thirdly, to ensure that the students remain focused on the topic at hand, I will use interactive learning techniques such as role playing and simulations. Engaging the students in discussions will help them air their views about the topic at hand. The students will be encouraged to ask questions that are relevant to the topic of discussion. Evaluation of the Plan The evaluation process will seek to examine whether the set goals were met after the execution of the plan. Evaluation will also assist in offering recommendations for future plans. To evaluate the plan, the teacher will conduct physical observation to examine whether the students have improved their movement behaviors in the class. Prompt assessment will also take place in class to assess whether the students have with them everything required for the lesson and, consequently, whether they can avoid unnecessary movement and disruptions. Additionally, students will as well be provided with questionnaires to answer some questions regarding the changes provided for by the plan. To evaluate whether the plan has an encouraging effect on the students’ performance, the executor will also assess the students’ performance before and after the plan through an analysis of the classroom performance record. Conclusion Consistent and rational management of classroom behavior is essential in improving student performance as well as reducing the time that is wasted due to unnecessary movement and disruption. Moreover, effectively controlled classrooms create a favorable environment for quality learning as well as safe and productive students’ participation. In addition, the development and effective implementation of a realistic and practical classroom behavior management plan may also lead to the development of teacher’s personal insights as well as the reinforcement of indivisibility quality of classroom management and teaching. Teachers and school administrators ought to devise an effective classroom behavior management plan to facilitate quality and manageable class discussion, learning as well as discipline in classroom settings. References Marzano, R., & Marzano, J. S. (2009). The key to classroom management. Journals of Educational Leadership, 61(1), 6-13. Wang, M., Haertel, G., & Walberg, H. (2003). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294 Read More