Behaviour Management Strategies - Essay Example

Student Name: Tutor: Title: Understanding and Supporting Behavior Course: Understanding and Supporting Behavior Introduction Disruptive behavior can be described as behavior that is unacceptable to the teacher. Consequently behaviors that are considered disruptive can vary from one culture to another or classroom to classroom in the same skill. Many children are lucky to be raised feeling loved and valued by their parents, but unfortunately this is not the obvious case. If a child feels starved of care, attention and love from parents, then it can lead to negative consequences (Weisz, McCarty & Valeri, 2006). Engaging in disruptive behavior may be a way of seeking attention. It is easy to tell the effects of disruptive behavior on the lesson or classroom environment, but there are wider effects on other students and the affected child engaging in disruptive behavior. Instructors use different kinds of intervention plans to deal with disruptive behavior among students. Challenges of classroom control have many and varying causes. An impersonal and mechanistic approach may achieve conformity to routines without permitting a meaningful interpersonal connection to be established. An appropriate approach is one that emphasizes interpersonal engagement with the child, with the aim of developing an attachment bond. Classroom management has to be deliberately discussed with staff members and parents. It is erroneous to assume that other people share the same sentiments. Classroom managers who are effective are also skilled at overlapping. The incident of overlapping involves handling two or more groups or activities concurrently (Roffey, 2011). The teacher is able to monitor the entire class at all times. This essay gives alternative approaches to Jimmy’s case who engages in disruptive behavior at school. Behaviorist and authoritarian approaches have been discussed highlighting their strengths and weaknesses. The behaviorist approach is first discussed before focusing on the authoritarian approach and how both can be used to solve Jimmy’s case. Both approaches have their strengths and weaknesses that need to be considered while implementing any of them in a classroom environment. Part 1: Behaviorist Approach Behavior management strategies depend on the enforcement of authority and tend to work so long as the person in charge of authority is ready to enforce it, and the person where the authority is directed is prepared submit to it. If the student refuses to submit to the authority them the outcome would not be desirable. The target of the behaviorist approach is replacement of the disruptive behavior with an appropriate behavior (Weisz, McCarty & Valeri, 2006). The behavioral approach to disruptive behavior stresses the importance of external stimuli and environmental factors as conditions that cause problematic behavior. Teachers can use environmental conditioning which is one of the considerations of how behavior is shaped by environmental consequences and antecedents. An efficient and effective intervention strategy for teachers is to acknowledge the ‘environment/personal’ relationship and change the conditions that lead to this dynamic (Smith & Donovan, 2003). Behaviorist approach can be used as an intervention strategy in Jimmy’s behavior. Jimmy is only ten years in mainstream junior school but he is apparently exhibiting anxious behavior that has escalated in the last several months. His teacher has noted that there has not been any significance progress in Jimmy’s academic since September. His behavior range from not being able to write his ideas down to contorting his face when faced with a question/answer situation, to putting his hands around his throat and hitting himself on the head. Moreover, he has attacked other pupils in class for apparent no reason. His mother reports anxious, obsessive behavior at home as well as letting the school know that he is considering leaving Jimmy’s father. She further explains that the home environment is currently not supportive as both parents swear and argue in front of Jimmy. Jimmy’s parents are not employed currently. In the first place I will start by defining the problem and what aspect of Jimmy’s behavior needs to change. From the background information given it apparent that Jimmy’s problem may be as a result of the environment he is exposed to at home that makes him not concentrate at school. A correction-loop is clearly observed in conversations of management of behavior between a teacher and a disruptive student (Porter, 2006). For instance, the disruption of the student attracts teacher correction. The student like Jimmy may be resentful if the corrections being offered hence triggering more correction therefore developing the loop as depicted in the figure below. Such a situation can occur if the problem is not defined properly in the first place and therefore corrective strategies used do not work (Michie, S. et al. 2008). Without the background information provided by Jimmy’s mother, it would not have been possible to tell what is the problem behind Jimmy’s disruptive behavior and end up with inappropriate approaches of intervention. At the age of ten Jimmy needs the love and support of his parents like never before. At this stage he is discovering many things and there are questions that he wants his parents to answer for him. Unfortunately the parents are caught in their own fights and wrangles and even swear and argue in front of him. Jimmy is scared on the storm in the offing and knows eventually he will lose one of his parents. His parents are unemployed and not happy. He is not happy but a frustrated pupil who can hardly concentrate in class. Since Jimmy’s parents are unemployed they cannot provide for all his needs and their endless squabbles do not offer the chance of concentrating on loving and supporting their son. Jumping to conclusion concerning the nature and source of the behavioral disorder is a clear recipe for failure (Baker, 2005). Being highly emotional or irritated may lead a teacher to react without grasping the situation at hand like in Jimmy’s case. Disruptive student behavior can be beyond the class or the classroom. Some instructors tend to personalize the situation feeling guilty that they had something to do with the behavior of the student. I will have to measure the magnitude of the problem through evaluating how many times the behavior has occurred during class time (Jones, 2000). Jimmy is adversely affected by the situation at home and he can hardly concentrate him class. Owing to his situation he is unable to grasp the concepts in class and hence making him annoyed at himself and others. He vents his anger on other innocent pupils whom he reckons are happier and well taken care of than himself. These other pupils with a contrasting situation remind him of his miserable situation. Jimmy has been adversely affected. There is no progress in his academics and several occasions he has hit other pupils for no apparent reason. When he is confronted with a question he is overcome by anger since he is unable to answer the question. It will be paramount to determine the consequences and antecedents or what reinforces or triggers the behavior (Campbell, 2004). Inability of Jimmy to grasp concepts in class because he is preoccupied with the situation at home reinforces the disruptive behavior. He is caught placing his hands on his throat and this seems suicidal! He feels like killing himself for not having answers to questions being asked. He is stuck academically and there is not progress in his learning. This shows the magnitude of the problem. When other pupil seem to be doing well angers him a lot and vents his anger on them through attacking them with no provocation. The next stage will be to decide whether and how to change antecedents. I will see whether just simply changing the seating position of Jimmy in class would be enough to change his behavior or looking for other strategies to solve the problem (Hedges, 2007). Jimmy’s problem is not about his seating position in class but his parents’ relationship at home. His parents’ do not care how they negatively affect Jimmy’s progress since they are preoccupied with their own problems and the possibility of a divorce. I will discuss will colleagues to see the alternative at our disposal to assist Jimmy to come back to normal. His dismal performance is an indication the toll that the domestic problem has taken on academics. After I have determined the strategies to use in Jimmy’s situation I will go ahead and plan and implement the intervention. At this stage I will decide what, and how to reinforce selectively the behavior in order to attain the desired change in Jimmy’s behavior. In the process of reinforcement I can use other behaviorist ideas like token economies in order to try and persuade Jimmy to desist from the disruptive behavior path that he has taken (Porter, 2007). In Jimmy’s case offering him rewards will not change his misbehavior and may in fact make it worse since he will think that nobody cares to understand his situation. Jimmy’s needs counseling and someone to talk to about the issues he is witnessing at home. It would be prudent to place him under the care of foster parents or relatives where there is a serene environment for him to concentrate on school work. It is obvious that Jimmy is not happy about the impending separation of his parents and the endless quarrels and swearing make the situation even worse. I will connect Jimmy will a nearby teenagers counseling center and ask them to liaise with Jimmy’s parents and see how best he can be helped to find a stable and supportive environment. Jimmy misses his parents’ love as they are busy engaged in their own fighting. Teaching anger management in class can help Jimmy cope with his situation. The last stage of the behaviorist approach will be to follow up with Jimmy and evaluate whether the strategies used have worked or not and deliberate what to do in future (Høien & Lundberg, 2000). I will look at Jimmy’s performance and how he copes with other pupils to see whether the counseling offered to him or the alternative residence did something to change his hitherto disruptive behavior. If at all the intervention implemented have not worked it will be prudent to through the process again and make sure the right causal factor is identified and effective intervention strategy used to correct the disruptive behavior. Part Two: Authoritarian Approach verses Behaviorist Approach Authoritarian approach places control measures and limits to try and deal with disruptive behavior among students. Rules and regulations have to be followed to the latter and punishment is sometimes meted out to those who do not comply with the written rules (Feeley, & Jones, 2008). The teacher becomes the implementer of the authoritarian style through his management style in class. Rules about assignments and class attendance are not compromised. Authoritarian approach depends on limit setting. Limit setting involves setting boundaries in classroom for appropriate behavior (Worrall-Davies, Kiernan, Anderton & Cottrell, 2004). The limits have to comprise of formation of rules of behavior together with explanations of what constitute of appropriate behavior and assigned seats. An authoritative teacher places controls and limits on the students but simultaneously enhances independence. The teacher has to explain the reasons behind the decisions and rules. If a student is spotted to be disruptive the teacher has to provide a polite reprimand that is firm at the same time (Roffey, 2011). The instructor sometimes offers discipline but only after keen consideration of the circumstances. The teacher is also open to verbal interaction comprising of critical debates. The students understand that they can interrupt the teacher if they have any bothering issue or comment. This environment provides students with an opportunity to practice and learn communication (Weisz, McCarty & Valeri, 2006). Intrinsic motivation theory illustrates corrective interventions for those who are misbehaving reactively needs steps designed to minimize reactance and encourage positive motivation for taking part in any intervention. Intervention may comprise of emphasizing on assisting these youngsters identify and follow through other alternative to deviant activity. The teacher using an authoritative style will always have desks in straight rows and there are no deviations (Musser, Bray, Kehle, & Jenson, 2001). Students have assigned seats for the whole term. Students have to be present in their seats from the beginning of the class and have to remain there for the entire day. The teacher does not easily give hall passes or hardly recognizes excused absences. The classroom environment is normally very quiet and students understand that they cannot interrupt the teacher (Edwards & Watts, 2004). Since discussions and verbal exchange are discouraged students do not have time to develop, learn as well as practice effective communication skills. Using authoritarian approach Jimmy will have to strictly follow the rules of the class and not engage in any disruptive behavior. An instructor will not try to found out what is the root cause of Jimmy’s unusual behavior and his dismal performance. The teacher will impose controls control and limits to try and dissuade Jimmy from engaging in disruptive behavior. When Jimmy is found disturbing other students the solution for an authoritarian teacher is to punish him so that he does not interfere with other children learning (Greer-Chase, Rhodes & Kellam, 2002). Jimmy will be compelled to follow instruction and improve his academic performance. The teacher will have classroom rules that are followed by everyone including Jimmy without any fail. Any deviant or disruptive behavior that confuses other people or the learning environment in class is not tolerated. Authoritarian approach Strengths Authoritarian approach can work best where students are only notorious and there are no other domestic problems contributing to their behavior (Hedges, 2007). The problem can be within the school or the classroom and not from home as in Jimmy’s case. Children with opposition defiant behavior can be tamed using authoritarian approach for fear of reprisal by the authoritarian teacher. Authoritarian approach can easily achieve conformity to routines but does not assist the child with the problem and the disruptive behavior may persist with other forms of manifestations (Smith & Donovan, 2003). Bullying out of notoriety of the students can be dealt with using authoritarian approach. Authoritarian approach Limitations Authoritarians normally behave like dictators who want unquestionable obedience and adamantly refuse to hear out perspectives of students. Such kind of teachers will achieve short term compliance in some circumstances, but their style of management adversely affects the development of relationships that are productive with their students. Not only do they intimidate learners who are anxious to learn, but reinforce bullying behavior among students (Wilson, Lipsey & Derzon, 2003). Jimmy may not be helped using an authoritarian approach. It is ironical that some of these instructors get massive support among parents, colleagues and students who perceive authoritarian behavior as strength. The authoritarian approach does not attempt to clearly diagnose the source of the problem but focuses on stumping the disruptive behavior among students (Oliver & Reschly, 2010). Authoritarian approach can lead to behavior suppression or reduction without putting in place the necessary personal relationship that offers motivation for sustained compliance. When authoritarian approach is used other underlying problems that may be the cause of the misbehavior are overlooked (Manning & Bucher, 2007). Jimmy will be forced to comply with schools rules and attain the pass mark set by his teacher without considering other problems. The issue of his parent’s quarrels will not be considered in this case. It will be upon him to unjust accordingly and meet the requirements at school or meet the full force of law at school for failing to comply with set rules and regulations. Behaviorist approach limitations Behaviorists on the other hand can become very focused on the maintenance of the integrity of intervention in modification of the children behavior and end up losing focus on the development of the literacy of the student (Brockman, Nunez & Basu, 2010). A lot of effort in making Jimmy feel appreciated and loved at the expense of his learning and academic performance hence his academic may not improve. Precious time is wasted on collecting and recording data about the student’s behavior long after the intervention strategy should have been integrated into a less intrusive managing (Baker, 2005). As compared to authoritarian approach, behaviorist approach is the most appropriate model that can be applied in Jimmy’s case. Jimmy has a psychological problem that emanates from the violent environment he is exposed to when his parents quarrel and swear in front of him at home. It is important to blend behaviorist approach with other models of interventions in order to strike a balance in the life of a student (Greer-Chase, Rhodes & Kellam, 2002). Authoritarian approach has no elaborate steps of dealing with the disruptive behavior and it remains the discretion of the teacher to impose whatever rules he deems fit behavior management. Conclusion Authoritarian approach to disruptive behavior intervention in the classroom seems to be the least effective as compared to other disciplinary models like the behaviorist approach. The successful methods use dynamic group processes and the ability of the teacher to come up with a supportive emotional or social climate in the classroom. An effective approach has to stop or deal with the disruptive behavior and enhance appropriate behavior. Seemingly Jimmy’s problem seems to be deeper than what he exhibits at school and the class. The environment at home is not supportive and Jimmy feels abandoned to his own fate. Jimmy is venting out his frustrations on other students since he has not found somebody to listen to his grievances. Behaviorist approach to solving Jimmy’s case promises a glimmer of hope as compared to the authoritarian approach that may even promote bullying among students. Authoritarian approach can only achieve short term goals but in the end the communication skills of the students are adversely affected. It is important to evaluate the pros and cons of intervention strategies or plans before settling on the best to implement. In many cases one style of intervention is not appropriate and the teacher will need a balance among several models of intervention in order to attain the appropriate behavior. 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