Behaviour Management Planning - Report Example

Classroom Management Plan Name: Affiliate Institution: Behaviour Management Planning Matrix Behaviour Strategies (Steps to be followed) Reasons why 1). Disturbing other students 1. Issue a warning to the student 2. If the issue persists, send him or her out the class as a punishment. 3. Deal with the student personally so that it would not affect the other students By giving the student warning, he or she will find out that it is not good disturbing others in the class. However, eliminating such behaviours will lead to enjoyable teaching and learning environment. It is good to explain to the rest of the students the consequences. Such a step would promote understanding on the learners’ side about the positive and negative behaviours. 2). Answering questions 1. Ask random questions to the learners 2. Pick them at random to answer. 3. If a student is disobedient in answering the questions, it will call for disciplinary step. 4. Encouraging raising of hands Such a way of asking questions and enhancing order in class will bring about an organized learning environment. 3). Getting out of a classroom after the end of a session 1. Ask all the students to stand up without causing disturbance 2. Ask them to pull their chairs gently behind as they close their desks. 3. Usher them out of the classroom while encouraging them to attend the next class while they are energized. Students will learn to be orderly hence coming up with a learning environment which is conducive. They would also understand that they are all playing a major role in facilitating learning. 4). Talking to teachers Students should understand that teachers need to be respected for learning to run smoothly. 5). Relating with colleagues 1. encourage understanding 2. use of polite language 3. Make use of socialization Students should be courteous while interacting with colleagues. They should desist from offensive languages. 6). Handling institution’s property 1. they should desist from damaging taps 2. Vandalism 3. Inappropriate wall drawings The damaged property would be detrimental to learning because it portrays disorder. 7). Sleeping in class 1. Discourage such behaviours 2. Come up with interactive sessions to ensure students are active to avoid sleeping. Students will miss crucial teachings if they sleep in class. 8). Missing classes 1. Take roll call 2. Give random cats to encourage students to attend classes 3. Punish the absentees Students should not miss classes because they will interrupt my learning strategies. They would post poor results (Gathercoal & Crowell, 2002). 9). Defiance 1. Send the student outside the classroom premise 2. in case he or she refuses, avoid power struggle because it will taint your reputation 3. Take stern actions if the behaviour gets overboard. Obedience is necessary for learning institution because it will cultivate favourable learning environment. 10). Stealing 1. Track thieves 2. Encourage labelling of property to avoid displacements. When students lose their properties, they will not be comfortable learning in class. Classroom Management Plan Classroom management is a vital component in a severe educational setting. When children are in a safe learning environment, learning can carry on effectively with little or no interruption at all. However, there are various processes, strategies, and techniques that would enable a teacher to maintain an inclusive and positive learning environment. Also, its main driving force is rules and regulations that would direct the behaviours of the learners in a bid to creating a nice room for learning and socialization. This classroom management plan would give details of how I would achieve that in the level of education that I will choose (Wiggins, 2002). Being a teacher, one needs to understand his or her classroom setting. Learners are diversified hence need each of them to is included in teaching curriculum so that they may feel happy and know what the teachers expect them to do. I have therefore come up with working schedule and strategies based on existing models and theories to enable me to handle my students from the word go. The subject that I have chosen is mathematics hence it needs the maximum involvement of the students as well as me as the teacher to direct the, and encourage them to participate maximally. I have also chosen second year level of University because learning seems to intensify during that level unlike in the first year of education. Moreover, there is a possibility of obtaining a more reasonable finding from such a venture. Mathematics, like any other relevant subjects, need effective follow-up for both the tutors and the students asking general questions so that results will be achieved (Kitzrow, 2003). I will ensure that I examine assumptions that are present in the classroom setting. In most cases, tutors assume that the students share backgrounds which are not the case. Most of them have been brought up differently hence treating them carefully will count. Also, I would use a well modelled and inclusive language to avoid leaving out other students. It includes avoidance of masculine kind of pronouns that would segregate students along gender lines. However, I should also use a moderated language. The students who do not understand English or whom they do not use English as their mother tongue, I will have to explain to them the kinds of idioms or complex expressions that I use in a classroom context. According to Hooks (1994), it is important for a teacher to examine his or her curriculum so that he or she would accommodate all kinds of students. It should take into consideration those who have individual needs. In my case, I should keep on revising my curriculum based on the types of students present in my class. Mathematics need constant checking to ensure that what the students learn in class is in line with current trends and inventions. I would also ensure that the students submit their views and compliments based on the kind of curriculum that they are preferring. In this case, I would ensure that they I include them both the planning and learning process. The process above will ensure that the needs of the students are taken care of. Some curriculum may not favour some slow learning students hence there is a need for me to moderate it. I would achieve this by keeping in touch with the responsible authorities in my learning institution. I will encourage the use of intrinsic motivation in my class instead of dwelling in giving out rewards. According to Kohn (1994), rewards do not work well because after them, people will still retreat to their old ways. It would then be in a position to discourage health learning. Nevertheless, focusing on improvement would cater for all my students with various needs from the word go. Someone may be feeble in mathematics hence may not have been in a position to win a reward. Instead of condemning such a student, I will cultivate a better learning environment by checking at his or her weak areas to call for unprecedented improvement. Also, classroom arrangement is crucial in coming up with a good learning environment. A proper sitting arrangement will enhance a healthy interaction among the students hence making learning more enjoyable. It would then achieving the maximum result. I will ensure that the sitting arrangement does not hamper the learning process. Mixing ladies with gentlemen in various desks would improve socialization in class hence achieving a conducive learning environment. It would solve this by removing any tension that might have been in existence. Some classroom arrangements do not entirely guarantee favourable performance. It is up to me as the teacher in charge to follow up with my students to see whether there are any changes. However, the absence of changes would signal a change of tactics from the word go. Each student has a right of participating in class discussions so that he or she would gain the optimum out of the entire process. An inactive classroom would translate to poor results. (Rosenfield et al., 1985) Another important process that I would emulate in my classroom context is to frequently and carefully monitor students’ behaviour. Whenever serious indiscipline cases crop up among the pupils, I would be in a position to arrest the situation before it gets overboard. In some instances, I would use strategies which are not obstructive in nature which include; moving close to students which try to offend the others, initiating eye contact and signalling facially for them to leave the offensive behaviour. Also, I would call the student by his or her name in a manner that would stop the kind of behaviour that they are prone of. Finally, I would redirect the misbehaving student to appropriate actions so that they will be in line with the teachings and code of conducts. By doing this, I would ensure a welcoming environment for education and interaction among the students. Indiscipline is, however, a hindrance to the smooth learning process in any learning institution. Mathematics require formation of discussion groups to involve all the students in my class. The students will come up with their views while in their respective discussion groups. In this setting, freedom of speech would be on a higher level as compared to when they are in a lecture setting. When this continues, they will find it easier interacting with other students during an active lecture session. I would encourage them to participate while asking questions. On the process, I would single out possible weaknesses so that I will work out on them with time. My students would quickly work towards cultivating a positive learning environment. In fact, they are the driving force for any learning because, without them, things would not work out at all. I need to challenge my students, from all walks of life, to take up the tasks at hand head on so that they would be stronger in future. They would be well experienced with time hence achieving high grades. It would also be better if I come up with working motivational groups that the members would talk about the hurdles that they have passed through hence devising ways to overcome them. However, consequences would be another right step that would deter the students from misbehaving in class. For instance, I might pick on a student to answer a mathematics question. Consequently, such a student may not heed to my call. I have to warn such a student of the cropping indiscipline. Afterward, if the behaviour persists, I may write a letter to his or her parents. By instilling positive reinforcement, I would ensure that my students do not just see me as a strict and remorseful teacher but also a caring one. I will not solely focus on the wrong behaviours that my students engage in. Instead, I will focus on correct behaviour and the right attitudes. It would give my students the freedom they deserve that would then make the learning environment conducive. Also, this principle would take care of the needs of all the students. It is because all of them will open up in sharing their problems. Sometimes it’s hard to address an issue which you do not have any clue (Horner et al., 2005). Finally, I will apply attachment theory by nurturing adults, that is, the learners. According to Riley (2010), teachers play a great role in providing necessary attachment to children, in this case, mathematics learners. The learners would then feel protected, hence finding the learning environment a haven for learning. Such an environment will enable them to interact with other learners without fear hence exploring new ideas (Bowlby, 1988). Implementation of the Principles and Processes. I would keep in touch with University’s management so that they would accord me necessary support. In most cases, buying of extra teaching aid that would incorporate other processes would require extra pennies that I may not be in a position to raise individually. I would then have to solicit funds from outside source. Therefore, institution’s management is the best alternative. It is also important for me to assess if really some changes as far as acquisition of extra reading material is concerned. In some cases, teachers find themselves at the crossroads when they sue a lot of money to obtain such materials which finally do not contribute to the well-being of their students. In fact, some of that expenses do not contribute to the improvement of a positive learning environment. Also, I would work closely with psychology experts whenever my students are in some kind of emotional problems. It would ensure that they are well taken care of hence achieving their best as far as performance is concerned. The students with special needs will feel accepted hence avoiding stigma in my classroom setting. The worst thing that I would do is to neglect other students. It would pin me down in achieving my main objectives of attaining an inclusive and a positive environment for learning. (Lizzio et al., 2002) Other disciplinary actions may draw the attention of the management hence need for their prior notification. In some cases, if the students are adamant of what they are prone to do, I would redirect them to a higher disciplinary management for them to iron out such issues. Some disciplinary actions are in line with institution’s code of ethics and regulations. When implementing it, I would explain to the indiscipline students that I require a conducive environment that would cultivate a reasonable learning for the rest of the class. Many institutions have cultivated assertive discipline hence achieving the best out of it. When it comes to changing the curriculum, as seen above, I would involve my students as well as the authority in charge. Nevertheless, they would explain to me what I need to incorporate and what I should leave out to come up with a favourable learning environment. Students would feel valued when their impact will be felt in the system by the institution. However, I should strive to demand unimpeachable behaviour from my students so that friction will be out of the question. It will also eliminate any kind of resentment from my students. When students find out that I value them while actively involving them in classroom activities, they In conclusion, I am very sure that a good Classroom Management Plan is crucial to maintaining an environment that learning can kick off uninterruptedly by ensuring that students take part fully while they feel safe. I also believe that the main part of classroom management is not about the behavioural problems, but how to create a long-lasting relationship while encouraging the students to be part of the larger learning process. References Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behaviour support. Individualized supports for students with problem behaviours: Designing positive behaviour plans, 359-390. Bowlby, J. (1988). Attachment, communication, and the therapeutic process. A secure base: Parent-child attachment and healthy human development, 137-157. Wiggins, D. (2002). Classroom management plan. Retrieved May 9th. Hooks, K., Milich, R., & Pugzles Lorch, E. (1994). Sustained and selective attention in boys with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 23(1), 69-77. Gathercoal, P., & Crowell, R. (2000). Judicious discipline. Kappa Delta Pi Record, 36(4), 173-177. Kohn, A. (1994). The risks of rewards. Urbana: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois. Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2010). Generalizability and dependability of behaviour assessment methods to estimate academic engagement: A comparison of systematic direct observation and direct behaviour rating. School Psychology Review, 39(3), 408. Rosenfield, P., Lambert, N. M., & Black, A. (1985). Desk arrangement effects on pupil classroom behaviour. Journal of Educational Psychology, 77(1), 101. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. Kitzrow, M. A. (2003). The mental health needs of today's college students: Challenges and recommendations. NASPA journal, 41(1), 167-181. Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher education, 27(1), 27-52. Kember, D., & Leung, D. Y. (2006). Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 31(2), 185-198. Read More