a) Give a strategy of reasoningb) Clarify the anticipated behaviorc) Show the anticipated behaviord) Practice the anticipated behaviore) Monitor and provide feedback.
These steps will strengthen the behavior at alllevels so that students are clear of what is expected of them. Teachers should moreover recognize studentpositive behavior four times more than the negative behavior. Positive supportwill encourage other students to focus on the positive behaviors during classbecause it will be what gets them more acknowledgment. This focus will help tominimize negative, attention-seeking behaviors in the classroom. Transition strategies help students know whatis expected thus increasing the amount of time spent engaging with instructionwithin the classroom.
Without the practice of routines, time will be spent oncorrecting errors within transitions thus reducing the amount of teacher timespent on instruction. In order to regulate problem behaviors in the classroom,instructors ought to be effectively administrating by moving around theclassroom and continually checking so that they are mindful of things going inthe room. It is more difficult to engage in misbehaviors when the instructor isaround the students. Physical proximity and nonverbal prompts, while theinstructor is moving around the classroom will moreover help limit the problem behaviorsand keep students engaged and on-task.
Instructors that lecture in her classroom,not only aren’t engaging for all learners but aren’t giving energeticsupervision, to the back of the classroom. Without dynamic supervision learners may not complete work and participatein disruptive behaviors invisible to the instructors. This strategy is based onFredric Jones theory.
Organizinga classroom environment in a way that permits learners to productively get tomaterials may increase instructional time. Instructional engaged time has shownto improve student performance so it is important to make materials organizedand easily accessible. Materialsought to be passed out recently before lessons or easily available to learnersso that they can get it independently without disrupting the class. Instructorsshould spend the most of their time and efforts on instructing and empoweringthe behaviors that they need to see.
Ifa lot of time is given to misbehaviors, at that point learners will see that thoseare the leading ways to get the attention of the instructors. It is critical torapidly and effectively respond to misbehaviors. One ofthe finest ways to keep students engaged and on-task is to correct behaviors beforethey even happen.
Instructors found that the more positive support that wasgiven throughout the school day lead to lower problem behaviors in the school. Behaviorsneed to be corrected quickly and places emphasis on the positive things goingin the classroom. Teachersshould be specific with their praise. The more specific you can be to alearner, the more they will remember and continue to perform the desiredbehavior in the future.
Based on Dreikurs theory student’s highest needs isself-actualization not others will. Teacher can help in creating a democraticenvironment, self-determination and encourage the use of encouragement insteadfor praise. (Root, 2013) It’s important to promote learners to use theEnglish language and only English. Yet, if learners begin talking in theirnative language, move next to them.
Ask them direct questions like “do youhave any question?” other idea is to set classroom rules and develop apunishment system for when they use their native language or offering rewardsfor using only English. Always, tells your students that they are in Englishclass, it must be English language only. (Davis, 2016)My classroom management theoryAs a teacher, I committed to make my classrooma challenging and a safe place to every one as well as getting to know mystudents and interacting with them. I believe that meeting the needs of mystudents is a very crucial part of my classroom. I want them to be comfortablewith the other students, also with me, so that there can be meaningfuldiscussions and interactions. Talking will be frequent in my classroom, alongwith group work. I want to encourage all students to participate in class sothat they can learn from each other and from me too. I want to be fair as muchas I can be, so the students trust me.
Expectations are well known in myclassroom all my students know that I mean what I say.I feel that I have a patient and calm attitudewith my class but in the same time I am firm. I think my attitude towards thestudents is a little bit authoritative. I want to work with them in a calmenvironment so that we can achieve together and they don’t feel like I amlecturing them. I want to encourage students to learn and keep their interestby using motivation. My rules are well posted and reinforced during the wholeyear.
my students clearly know that consequences will follow any misbehavior. (Allen, 1996) My discipline theory is a mix between the Canterand Frederic Jones theory. My discipline model find a place under coercive andreward powers, I use an interventionist strategy, and my discipline is equatedwith control. As Assertive teacher, I make my expectationsclear and well known to students, parents, and administrators.
I calmly insistthat learners follow those expectations. They back up their words withreasonable actions. When learners choose to follow with my guidance, theyreceive positive benefits. When they choose to behave in unacceptable ways,consequences that reasonably accompany the misbehavior will comply. By using a behavioralchart hanged on the wall each week we have a star student who will be rewardedfor his or her good behavior using certificate or notes to their parents, whilemisbehaving students will be punished.
I always set limits. No matter what theactivity is, I need to be aware of what behaviors I want from my learners. FrequentlyI instruct the students about what behavior is desired at the beginning of anactivity. Specify what is desired. The expectations should be so clear that anystudent can instruct a newcomer as to how they are to behave at any time. Ipraise good behavior more frequently than I apply negative consequences to badbehavior. Verbal acknowledgement is enough, for some situations rewards orspecial privileges may be necessary to motivate the continuance of desiredbehavior. I never ignore inappropriate behavior that may interfere with myclassroom management instead I stop it with a firm reminder of what isexpected.
Using Eye contact is essential if the message is to have full impact.Some of my discipline strategies are part of FrederickJones’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 withindividual misbehavior outside the class and create a positive relationshipwith my students. I often try not to use verbal cues instead I try to use bodylanguage and respect all students and treat them equally. I praise andencourage good behavior. I create effective and engaging lessons to adapt alllearning style. (Tauber, 2007) Conclusion As a conclusion, I believe that classroommanagement refers to the process of organizing and caring out classes so thatlearning occurs smoothly and efficiently.
Its major purpose is to focus classeson learning. The attainment of this purpose is depend on the establishment of asuitable classroom climate. . To successfully teach, you must have the circumstances thatmake it possible for you to teach and for your pupils tolearn.
Those circumstances do not happen by accident. Youneed to develop a plan to ensure that reasonable circumstances for teaching andlearning will occur. Each teacher, class, subject, and situation isdifferent. No plan will fit every situation. Teachers who can draw on a range of responseswhen dealing with common classroom misbehaviors are more likely to keep thosestudents in the classroom, resulting in fewer disruptions to instruction,enhanced teacher authority, and better learning outcomes for strugglingstudents. Learners who are engaged in the classroominstruction are less likely to lose interest. If the learners are excited, andfocused then they have less time to have behavior problems.
It is the teacher’s responsibility to findways to guarantee that learners are fully engaged in the activities.In order to be dynamic teachers, we should create a conducivelearning environment where students can actively engage in classroom activitiesand minimize any misbehavior. It is very important to recognize these commonproblems, and know the causes of this problem behavior in order to deal withthem, and change the student behavior.