Behavior Management Is The Number One Key For Learning Success

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are

A student named Jamie refuses to do her work. She is constantly talking and interrupting the other students and makes no effort to participate in class. The teacher has to constantly reprimand the student and it is causing less learning due to the interruptions within the classroom. She seems somewhat clear of the rules and procedures in the classroom, but is not motivated to follow them.

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

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

The personal philosophy statement for a behavior management plan made me think of how I already use a system, and ways I can improve on my plan. Throughout this session, I got a refresher course on a training I did many years ago, while going more in-depth. I believe that no matter what plan one sets, there will always be times to change it or find ways to improve on the plan.

It is important for a classroom teacher to set behavior goals for his or her students. Behavior goals should be directly related to the classroom management plan. Students should be expected to treat their peers and teachers with respect, show respect for classroom property, are kind and courteous in all speech and actions, work diligently to accomplish assigned tasks, and demonstrate self-respect and honesty. Establishing clear and consistent goals for the operation of the classroom helps to provide an atmosphere that is conducive to learning and lends itself to alleviating opportunities for misbehavior. As a teacher I will work to provide my students with positive goals for appropriate behavior. I will also clearly define the consequences for misbehavior so that students understand fully the repercussions for failing to act in accordance with the guidelines outlined in the classroom management plan.

One must look at classroom management as a plan for what procedures students will follow throughout the day. Teachers must understand their role in making sure students have a successful experience each day. Wong H. & Wong R., state “Effective teachers teach how to responsibly follow procedures” (2009, p. 165). To have a smooth-running classroom with minimal behaviors, students must be taught classroom procedures from the very first day. In my classroom we have procedures for many things we do each day. Some of these are arrival of children, snack time, lining up and walking down the hallway, and cleaning up centers. I have been teaching these procedures for many years with much success.

Today schools are faced with an overwhelming amount of behavior problems as a result they have incorporated programs to help create a positive culture within each school system. Several behavior management programs have been implemented in schools all over the United States therefore the school environment can run more smoothly. Here are some approaches that aid in creating a positive and safe environment in schools.

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

students ability to learn is how well the teacher manages the classroom. A well managed

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think