Behaviour Management - Planning for Positive Behavior - Report Example

BEHAVIOR MANAGEMENT BEHAVIOR MANAGEMENT Insert name: Insert course code: Instructor’s name: 27 July, 2010. Introduction Just like other aspects of teaching, the teaching of discipline is chiefly moral and not technical, thus it is important to increase the moral process of teaching children so that they can live disciplined lives. It is not merely following a technical process of gaining control over the children and classroom. It is known that children do not enter into the world knowledgeable about literature, science or any other subject. In the same way, children cannot enter the world caring, compassionate, loving and fair. On the contrary, moral values are learned and acquired in the course of lived experience. Moral values can be learned through models of moral action as well as moral reflection through homilies and maxims along with opportunities to imitate – and occasionally fail at – moral action. Fine preparation provides a good ground for creating a classroom environment that facilitates good learning behavior. Students require knowing and understanding both the expectations and perimeters of the teacher (Butchart and McEwan, 1998 p. 10). Planning for positive behavior Of all the reasons that may cause a teacher to have a burnout, the main one is the lack of discipliner in the classroom. Most of the teachers lament that if only they could get their students to pay attention, they could get so much done. An effective planning requires creating a classroom environment that facilitates high-quality learning behavior. As a teacher, it is important to think through those planning steps that would assist to avoid off-task or disruptive behavior. The most efficient way to overcome problems related to discipline is to avoid them. Students become more secure after knowing what to expect. The main role as a teacher is to be a manager of the classroom and not merely a ruler. To be an effective manager of a classroom, it is vital to take input from those I manage and make sure they listen carefully. Aims and characteristics of good planning The term planning refers to being ready every day with lesson plans along with everything that is required to put into practice those plans. Pre-planning requires the teacher to go through each lesson mentally from the student’s point of view and expecting explanations, information as well as directions that they will require so as to carry out the lesson successfully. Effective managers of classroom are good leaders. As good managers, teachers model the behavior that they expect for their student in addition to leading students to comprehend what is meant by constructive behavior. A good manager does not presume that learners will come to the classroom with the necessary emotional and social skills to be successful; rather they weave these skills into the cognitive skills of the classroom. They particularly teach student how to control impulsivity so that tasks are completed even after the learner has faced a difficulty. In addition, they teach students how to manage impulsivity in terms of behavior, particularly if the learner comes from the inner city. Effective managers teach learners how to use positive self-talk to assist them work through problems. They demonstrate for learners how they use self-talk themselves (Tileston, 2004 p. 44). Effective managers build resiliency in their students through gathering, organizing as well as interpreting data on their learners concerning the test scores, socioeconomic status along with interest levels. From the experience gotten in teaching, good managers use interest inventories that are teacher made and information from multiple intelligences to direct them as they make assignments in the classroom. Resiliency can also be built through creating constructive relations with each learner. It is important for a teacher to understand that a classroom is composed of individuals who are unique and who have the need to be accepted. An effective manager will introduce to learners the belief that it does not matter what they have done in the past, this class is a new beginning. They ought to have high anticipations for every learner despite the socioeconomic status, ethnicity or gender and will reinforce that belief through the manner in which they handle each learner, by their expectations as well as through the resources that are brought into the classroom (Tileston, 2004 p. 45). It is important for an effective manager to provide specific and recurrent response to every learner so that they can examine and change their own work and so that meta-cognitive system can function at an optimum level. It is also vital for an effective manager to understand the differences in learners from the inner city, poor students as well as English language learners. Effective managers do not presume that all of these learners will come to the classroom fully equipped with the speech, rules along with guidelines of the middle class. Effective managers use contextualization in teaching. Poor students as well as inner city students learn from the context of the information. It is found that they do not perform by memorizing facts, dates, times along with definitions that have not been taught in the context of what they mean. As an effective manager, it is also good to use pluralization through use of many ways of teaching so as not to miss many students. Invitational teaching From my experience as a teacher, I have come to know that successful teachers invite positive discipline based on their understanding of themselves and their learners as well as on practical, concrete kalong with specific strategies for accomplishing this goal. Invitational teaching is a theory of practice which maintains that each person as well as the whole lot in the region of school increases or reduces the process of becoming a profitable existence in the life of human beings. Invitational teaching addresses the total educational environment as well as the culture of the classroom and school. Invitational teaching is a process for communicating caring in addition to appropriate messages with an aim of nurturing the realization of human potential as well as to indentify and change those forces that defeat and destroy potential. Invitational motivation is basically related to human motivation. Students may not do what we would prefer them to do, but this is not because they are not motivated. Instead of spending a lot of time and energy trying to motivate students, invitational teachers seek to guide students’ intrinsic energy. The aim is to invite them to view themselves as having the ability to tackle tough challenges, overcome obstacles, and accomplish great things in addition to behaving accordingly. The perspective of invitational teaching views students as able, valuable and responsible and ought to be treated accordingly (Purkey and Strahan, 2002 p.3). For you to become an invitational teacher, you require a definite point of view. Teachers should approach students and colleagues with a consistent theory of practice so that they can learn to conserve and focus their energies as well as reducing the probability of feeling intimidated or overwhelmed. Invitational teachers approach others with a generous and genuine attitude of respect, optimism, trust as well as intentionality. They look for collaboration with learners on significant projects of mutual benefits. Importance of classroom discipline One of the most important functions of classroom discipline is to facilitate students’ subject learning. If there are inadequate responses to students’ inappropriate behavior, teachers will not be able to present even their well-planned lessons. Classroom discipline also serves to facilitate good citizenship. It is important for schools to provide students with a curriculum that is able to prepare them for democratic citizenship as well as social competence. Furthermore, democracy depends on informed participation and schools play a great role in assisting to foster such participation. Good curriculum helps students to develop personal character traits such as respecting individual worth and human dignity, empathy, being informed about public issues, and respect for law, critical mindedness as well as willingness to express points of view, negotiate and listen (Evertson and Weinstein, 2006 p. 1194). The best strategy is to promote citizenship values which ought to be incorporated into a day-to-day experience of students so that they can be truly understood and become an integral part of their character. In addition to citizenship values, there should be promotion of the development of appropriate morals and values. To achieve these aims, the teachers should support interventionist strategies such as reward and punishment. But these two cannot be enough to maintain good behavior in classroom. It is important to incorporate other strategies that provide for more student involvement in decision making, like the one to one discussion as well as class meetings (Kohn, 2006 p. 47). The physical environment and its dimensions The spatial dimension There are several aspects of the physical environment that require to be considered when setting a classroom. The spatial dimension – the size, shape and organization of objects within the space - is one of the most important aspects. The size and shape of the room, the location of doors and windows as well as the movement of persons within that space combine to form the spatial dimension of a classroom. This dimension provides the setting where actions would occur, and the setting influences the types of activities that are possible in addition to behavior of those involved in them. Behavioral settings Behavioral setting helps in understanding the impact of the spatial dimension on behavior. The theory of a behavioral setting refers to environments that are designed to influence the behaviors as well as activities of those who occupy the setting. Classroom need to be considered as behavioral settings. The arrangement of the space in addition to furniture and bulletin boards, ought to communicate to all who enter what will expected of them while they occupy the space. Developing a behavioral setting consistent with the purposes of the teacher requires attention to several elements of physical environment. This involves teaching stations, student desks, and learning stations, position of instructional materials, teacher’s desk as well as classroom decorations and displays (Savage and Kay, 2009 p. 67). The starting point in organizing for a spatial environment is to consider how the physical elements require to be arranged so as to promote behavior consistent with teacher’s goals and purposes. This requires the teacher to reflect on his or her goals and purposes along with the nature of students. Arranging student desks The way the desks are organized provides the major frame or setting that shapes teacher-student interaction as well as the behavior of learners. Notably, different arrangements influence behavior in different ways and thus any arrangement will have an impact. A teacher should consider the teaching approach he or she uses, the desired type of interaction, the character of students as well as his or her (teacher) ability to maintain classroom control. The most basic seating arrangements in a classroom that are commonly in use are rows, clusters, and circular and semi-circular patterns. Moreover, it is significant to think about scholar self-control when arranging seating. The students with high degree of self-control may be grouped into clusters for a large part of the day. The arrangement of the student desks require to be related to the teacher’s goals and objectives in addition to the instructional modes that he or she uses in many occasions (Savage and Kay, 2009 p. 68). Traffic patterns Traffic patterns in a classroom is significant since learners should be able to enter and leave the class quickly, they should have easy access to materials apart from moving without disturbing others. The movement of the teacher is important in monitoring student work and behavior. The placement of the teacher’s desk affects the behavior of teacher in several subtle ways and influences the traffic pattern. Key issues to consider In conclusion, it is very important to consider the feelings that are communicated by the environment of a classroom. This is called the ambiance of classroom and it impacts the behavior and learning of those that occupy the space. In addition it is vital to deal with the discipline troubles. Instead of teacher trying to solve the discipline problem, it would be wise to positively influence the lives of students. Good discipline is all about doing what is best for learners to make good, healthy choices and not making the lives of teachers easier. If an educator does what is in the best interest of students, there will always be a room for him in education (Curwin, Mendler and Brian, 2008 p. 10). It is important to have a discipline plan that will help overall confidence in the teacher’s role. A discipline plan is a vital framework for teacher’s discipline leadership (Rogers, 2003 p. 39). References: Butchart E. R. and McEwan B. (1998). Classroom discipline in American schools: problems and possibilities for democratic education. New York, SUNY Press. Retrieved July 27, 2010 from http://books.google.com/books?id=RTE02mVv5sMC&printsec=frontcover&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q=Classroom%20Discipline%20and%20Management&f=true Curwin R. L., Mendler A. N. and Brian D. M. (2008). Discipline with dignity: new challenges, new solutions. VA, ASCD. Retrieved July 27, 2010 from http://books.google.com/books?id=4TGkTCyHGaQC&printsec=frontcover&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=6&ved=0CEAQ6AEwBQ#v=onepage&q=Classroom%20Discipline%20and%20Management&f=false Evertson, C M. and Weinstein C. S. (2006). Handbook of classroom management: research, practice, and contemporary issues. London, Routledge. Retrieved July 27, 2010 from http://books.google.com/books?id=H1bv8FsMUQEC&pg=PA1193&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=5&ved=0CDsQ6AEwBA#v=onepage&q=Classroom%20Discipline%20and%20Management&f=false Kohn A. (2006). Beyond discipline: from compliance to community. VA, ASCD. Retrieved July 27, 2010 from http://books.google.com/books?id=29QhmpQGoMgC&printsec=frontcover&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=8&ved=0CEoQ6AEwBw#v=onepage&q=Classroom%20Discipline%20and%20Management&f=false Purkey W. W. and Strahan B. D. (2002). Inviting Positive Classroom Discipline. Ohio, National Middle School Association. Retrieved July 27, 2010 from http://books.google.com/books?id=dradAcbcr0kC&pg=PA1&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDYQ6AEwAw#v=onepage&q=Classroom%20Discipline%20and%20Management&f=true Rogers B. (2003). Effective Supply Teaching: Behaviour Management, Classroom Discipline and Colleague Support. California, SAGE. Retrieved July 27, 2010 from http://books.google.com/books?id=8FWwj8P1QkYC&pg=PA39&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=9&ved=0CE8Q6AEwCA#v=onepage&q&f=true Savage T. V. and Kay S. M. (2009). Successful Classroom Management and Discipline: Teaching Self-Control and Responsibility . California, SAGE Publications Inc. Retrieved July 27, 2010 from http://books.google.com/books?id=73oxhoarez8C&pg=PA90&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=7&ved=0CEUQ6AEwBg#v=onepage&q&f=false Tileston W.D. (2004). “What every teacher should know about classroom management and discipline”. California, Corwin Press. Retrieved July 27, 2010 from http://books.google.com/books?id=rPaDk1QBlTwC&printsec=frontcover&dq=Classroom+Discipline+and+Management&hl=en&ei=S3NOTNWaFZiK4gbFhJWFBA&sa=X&oi=book_result&ct=result&resnum=2&ved=0CCwQ6AEwAQ#v=onepage&q&f=false Read More