a) checking so that they are mindful of

a)     
Give a strategy of reasoning

b)     
Clarify the anticipated behavior

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c)     
Show the anticipated behavior

d)    
Practice the anticipated behavior

e)     
Monitor and provide feedback.                                                                                                 

These steps will strengthen the behavior at all
levels so that students are clear of what is expected of them.  Teachers should moreover recognize student
positive behavior four times more than the negative behavior. Positive support
will encourage other students to focus on the positive behaviors during class
because it will be what gets them more acknowledgment. This focus will help to
minimize negative, attention-seeking behaviors in the classroom.

 Transition strategies help students know what
is expected thus increasing the amount of time spent engaging with instruction
within the classroom. Without the practice of routines, time will be spent on
correcting errors within transitions thus reducing the amount of teacher time
spent on instruction. In order to regulate problem behaviors in the classroom,
instructors ought to be effectively administrating by moving around the
classroom and continually checking so that they are mindful of things going in
the room. It is more difficult to engage in misbehaviors when the instructor is
around the students. Physical proximity and nonverbal prompts, while the
instructor is moving around the classroom will moreover help limit the problem behaviors
and keep students engaged and on-task. Instructors that lecture in her classroom,
not only aren’t engaging for all learners but aren’t giving energetic
supervision, to the back of the classroom. 
Without dynamic supervision learners may not complete work and participate
in disruptive behaviors invisible to the instructors. This strategy is based on
Fredric Jones theory.

Organizing
a classroom environment in a way that permits learners to productively get to
materials may increase instructional time. Instructional engaged time has shown
to improve student performance so it is important to make materials organized
and easily accessible.

Materials
ought to be passed out recently before lessons or easily available to learners
so that they can get it independently without disrupting the class. Instructors
should spend the most of their time and efforts on instructing and empowering
the behaviors that they need to see.  If
a lot of time is given to misbehaviors, at that point learners will see that those
are the leading ways to get the attention of the instructors. It is critical to
rapidly and effectively respond to misbehaviors.

One of
the finest ways to keep students engaged and on-task is to correct behaviors before
they even happen. Instructors found that the more positive support that was
given throughout the school day lead to lower problem behaviors in the school. Behaviors
need to be corrected quickly and places emphasis on the positive things going
in the classroom. 

Teachers
should be specific with their praise. The more specific you can be to a
learner, the more they will remember and continue to perform the desired
behavior in the future. Based on Dreikurs theory student’s highest needs is
self-actualization not others will. Teacher can help in creating a democratic
environment, self-determination and encourage the use of encouragement instead
for praise. (Root, 2013)

 It’s important to promote learners to use the
English language and only English. Yet, if learners begin talking in their
native language, move next to them. Ask them direct questions like “do you
have any question?” other idea is to set classroom rules and develop a
punishment system for when they use their native language or offering rewards
for using only English. Always, tells your students that they are in English
class, it must be English language only. (Davis, 2016)

My classroom management theory

As a teacher, I committed to make my classroom
a challenging and a safe place to every one as well as getting to know my
students and interacting with them. I believe that meeting the needs of my
students is a very crucial part of my classroom. I want them to be comfortable
with the other students, also with me, so that there can be meaningful
discussions and interactions. Talking will be frequent in my classroom, along
with group work. I want to encourage all students to participate in class so
that they can learn from each other and from me too. I want to be fair as much
as I can be, so the students trust me. Expectations are well known in my
classroom all my students know that I mean what I say.

I feel that I have a patient and calm attitude
with my class but in the same time I am firm. I think my attitude towards the
students is a little bit authoritative. I want to work with them in a calm
environment so that we can achieve together and they don’t feel like I am
lecturing them. I want to encourage students to learn and keep their interest
by using motivation. My rules are well posted and reinforced during the whole
year.my students clearly know that consequences will follow any misbehavior. (Allen, 1996)                                      

My discipline theory is a mix between the Canter
and Frederic Jones theory. My discipline model find a place under coercive and
reward powers, I use an interventionist strategy, and my discipline is equated
with control.

As Assertive teacher, I make my expectations
clear and well known to students, parents, and administrators. I calmly insist
that learners follow those expectations. They back up their words with
reasonable actions. When learners choose to follow with my guidance, they
receive positive benefits. When they choose to behave in unacceptable ways,
consequences that reasonably accompany the misbehavior will comply. By using a behavioral
chart hanged on the wall each week we have a star student who will be rewarded
for his or her good behavior using certificate or notes to their parents, while
misbehaving students will be punished.

I always set limits. No matter what the
activity is, I need to be aware of what behaviors I want from my learners. Frequently
I instruct the students about what behavior is desired at the beginning of an
activity. Specify what is desired. The expectations should be so clear that any
student can instruct a newcomer as to how they are to behave at any time. I
praise good behavior more frequently than I apply negative consequences to bad
behavior. Verbal acknowledgement is enough, for some situations rewards or
special privileges may be necessary to motivate the continuance of desired
behavior. I never ignore inappropriate behavior that may interfere with my
classroom management instead I stop it with a firm reminder of what is
expected. Using Eye contact is essential if the message is to have full impact.

Some of my discipline strategies are part of Frederick
Jones’s discipline model. During explanation I walk around the room constantly monitoring,
and making sure that all students are fully engaged I try to deal with
individual misbehavior outside the class and create a positive relationship
with my students. I often try not to use verbal cues instead I try to use body
language and respect all students and treat them equally. I praise and
encourage good behavior. I create effective and engaging lessons to adapt all
learning style. (Tauber, 2007)

Conclusion

As a conclusion, I believe that classroom
management refers to the process of organizing and caring out classes so that
learning occurs smoothly and efficiently. Its major purpose is to focus classes
on learning. The attainment of this purpose is depend on the establishment of a
suitable classroom climate. .   

To successfully teach, you must have the circumstances that
make it possible for you to teach and for your pupils to
learn.  Those circumstances do not happen by accident.  You
need to develop a plan to ensure that reasonable circumstances for teaching and
learning will occur. Each teacher, class, subject, and situation is
different.  No plan will fit every situation.

 

Teachers who can draw on a range of responses
when dealing with common classroom misbehaviors are more likely to keep those
students in the classroom, resulting in fewer disruptions to instruction,
enhanced teacher authority, and better learning outcomes for struggling
students. Learners who are engaged in the classroom
instruction are less likely to lose interest. If the learners are excited, and
focused then they have less time to have behavior problems.  It is the teacher’s responsibility to find
ways to guarantee that learners are fully engaged in the activities.

In order to be dynamic teachers, we should create a conducive
learning environment where students can actively engage in classroom activities
and minimize any misbehavior. It is very important to recognize these common
problems, and know the causes of this problem behavior in order to deal with
them, and change the student behavior.  

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