Analyzing Linda Alston's Second CLR Strategies In The Classroom

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

The ideal classroom is one where there are minimal distractions to learning, focused attention on classroom discussions and positive learning about critical subject material. With this in mind, it is important to understand what causes misbehavior and what can be done to limit it. Misbehavior must be taken in context however, since one must look at the situation and instructor to determine if a particular action falls in the misbehavior category. For example, walking around during a math lesson would be unacceptable, but walking around in a pottery class would be expected (Burden, 1995). In one study by Tiirkniiklii & Galton (2001),

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

Overall, the students in Mrs. Park’s classes are very well behaved. The main challenge is keeping the students engaged and alert in class. Often times, there will be a student, or several, with their heads down on the desk, asleep. Mrs. Park addresses this issue by quietly walking over to their desk, without disrupting class, and asking the students to complete a particular task. If the issue persists, Mrs. Park will have a discussion with the student to ask them how they think that the issue can be resolved. I have observed that the students are much more alert when they are working in cooperative

Promoting good behaviour for learning strategies within the classroom has always been important. The Department for Education (DFE) reports that ‘according to the Teaching and Learning International Survey (TALIS), up to 25% of teachers in most of the 23 countries surveyed report losing at least 30% of their lesson time to disruptions or administrative tasks, with an international average of 13% of teacher time spent on maintaining order in the classroom (OECD, 2010)’ (DFE, 2012:5). It is understood from this that pupils are losing valuable learning time because not all pupils have been taught the correct learning behaviours. The DFE studied newly qualified

Students may occasionally exhibit undesirable behaviours that beginner teachers find challenging because they automatically become reactive; rather than being preventative and consistently addressing behaviour along the way (O’Donnell et al., 2016, p. 265). There may be reasons behind why students act out and discovering these will help resolve the issue. Some of the reasons include testing boundaries, seeking attention, or other underlying reason (O’Donnell et al., 2016, p. 262).

There are a lot of expectations for having appropriate classroom behavior for children. For this particular case study Ron was distracted easily and he didn’t like to transition at all. He was expected to have the appropriate behaviors in the classroom setting. According to our text ,” A dependable system for the rules and procedures does provide the structure for the students. This particular structure helps the students

The setting of the classroom can dramatically affect student behavior, attention span, and student teacher relationships. There is an abundant amount of respect within the classroom I observe. The students are considerate and attentive towards the teacher due to the teacher’s with-it-ness, which DiGiulio (2004) as, “the degree to which teachers are aware of what is going on in the classroom” (p. 34). He also stated, “With-it-ness prevents many off-task behaviors and prevents disruption” (DiGiulio, 2004, p. 34). Based on my observations the effects of DiGiulio’s concept of with-it-ness are evident within the classroom. The teacher knows her students and how they will behave throughout the day. Her student, Honey, rarely volunteers because she is afraid of being ridiculed. The teacher is aware of this behavior and makes sure to call on Honey if she raises her hand to volunteer. She also knows that after lunch Edgar needs to walk around the hallways for a few minutes before coming to the classroom. If Edgar doesn’t have these few moments to relax himself, he will become disruptive during instruction. She is aware of the disruptive students and knows not to seat one near another. She also is mindful of students who have problems

2). Eliminating these habits is essential because it help students feel respected, accepted, heard, and it provides them with a sense of belonging and security. This strategy is appropriate for infants, preschoolers, and children in a K-3 setting because every teacher, no matter what grade he/she teaches, should work towards creating healthy student–teacher relationships and a positive environment in their

My hybrid classroom management plan that combines the Canter and Canter Assertive discipline style and Dreikur’s Democratic Teaching and Management procedures allows me to incorporate the students’ opinions and ideas into the classroom rules and procedures. This allows for a sense of community and shared responsibility between both myself and the students to insure that the rules are being met. By allowing the student to have a say in how the classroom will run day to day makes them feel like they have a place and a value in the classroom. It is also important that I foster a sense of fairness by upholding the agreed upon rules without any bias so that the student know what to expect when rules and procedures are either followed or not. This helps the students feel supported in the classroom as well as nurtures a safe and inclusive learning environment.

Third is sitting or standing still, instead of a teacher staying stagnant Englehart states that “He or she must endeavor to come into close proximity with every student” in doing so it keeps students on task and more accountable (2013, p. 104). Then with disconnecting routines from behavior, teachers should know that routines are what their classroom is built around. Every teacher has his or her own lesson plan for

Behavior is an inevitable consequence of working with people, especially kids. Whether it is good or bad, teachers should be prepared of how to handle it. By adopting methodologies from individuals such as Ginott and Curwin and Mendler, then teachers can develop a plan of addressing behavior while keeping a student 's emotions and dignity intact. Furthermore, knowing what components and principles that are necessary for your to keep order in a classroom is important. I know that I want a heavily sensory stimulate classroom with lots of options that provide my students a way to freely develop a love of learning. To keep order in the classroom, I will need to initiate such principles as empowerment and being

After defining a clear vision for future success, collaboration is the next critical component in the change process. Jones (2001, p. 15) refers to the collaboration process as creating a shared approach as a vehicle for change. Collaboration allows for teachers to be part of the process instead of the process simply happening to them. Goleman (2002, p.69) suggests that democratic leadership allows for competent, diverse employees to rally around thoughts and strategies on how to remedy a problem. Carlson extended the thinking in regards to democratic leadership as a requirement to encourage others to participate in the change. She initiates curriculum change by simply listening to what is working and what is not working in classroom. She visits classrooms and allows teachers to comment on what they would like to see change. HMIE (2009, p. 8) suggests that one method to stimulate reflection regarding professional practices is to allow for dialogue and debate about learning

We need to teach our students and staff the expectations within our building and classrooms. Assuming this is an innate behavior sets us up for failure. This needs to continue throughout the year. These behaviors need to be taught, models and rehearsed.

            The best way to promote desired classroom behaviors and procedures is to model them yourselves. If teachers say one thing and do