Many teachers have a vision of what the perfect classroom would be. All students would be well behaved. The students would all make good grades, and the teacher would be able to get through all the lessons planned for each day. Well the world isn’t perfect and this is not how the classroom will be, but with the right classroom management skills the classroom can be an enjoyable and productive place. First, teachers must know what classroom management is, and according to Weinstein classroom management “not only seeks to establish and sustain a caring, orderly environment in which students can engage in meaningful learning, it also aims to enhance students’ social and emotional growth” (Weinstein & Mignano , 2011, p.5). In my classroom I have so many ideas and goals that I want to accomplish but three of the most important goals I hope to accomplish through classroom management are behavior management, incorporating student interests into the classroom, and building social skills.
Although classroom management is more than just planning lessons ahead of time or decorating the physical classroom, student behavior plays a major role in the operation of the classroom. In a classroom of 25 first grade (the grade i would like to teach) students there has to be some kind of behavior management or the teacher would end up pulling their hair out each day. It is very important for teachers to set clear expectations of the behavior that the students exhibit each day when they enter
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Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.
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
Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Classroom management is really hard and there are many theorists that talk about it and each is different from the other where each theorist has his/her own ideas and thoughts. Some of them are mentioned below.
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.
In regards to behavior management, I use a combination of positive discipline and discipline with dignity. As defined by Fredric Jones, positive discipline emphasizes that teachers can help students to support their self-control (Gage, 2015). This management theory aligns with behaviorism and is carried out in my classroom through strong classroom structure where the rules and routines are clearly defined. Additionally, there is a leveled behavior chart hanging on the front wall where each student can visually see and monitor their behavior for that
My philosophy of classroom management is to allow students to be responsible for their own behavior at all times. I believe allowing students to be responsible for their behavior and actions allow them to have a sense of freedom. When students have freedom, they seem to be more successful and respectful. Classroom management is more successful when the class is student-centered. Students should be included in the planning of classroom rules, room arrangement, and communication should flow smoothly between teacher and student. Although the class is student-centered the teacher should be in control of the classroom. The teacher should know what is going on at all times, plan interesting and informative lessons, and be
Applied Behaviour Analysis (ABA), based on the work of B.F.Skinner, surmises that behaviours can be limited by their exposure to the antecedent conditions, for example, if Greg sits near the window, he will tend to get up and move away from his desk because he does not like the bright light. He behaves better when he is seated on the far side of the room away from the windows. The antecedent condition is the “bright sunlight and the desk position” (Lyons, Ford, & Slee, 2013, p. 151). My personal classroom management philosophy aligns with this theory as I believe it is better to pre-empt a situation and control the behaviours through slight interventions rather than dealing with a major behavioural episode.
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
In order to be an effective teacher and ensure my classroom will facilitate learning I must have a good classroom and behavior management plan. Since I currently do not have a classroom, I will base my management plan on what I observe and read. Harry Wong’s book, The First Days of School and the Love and Logic program are excellent resources for classroom and behavioral management information. Resources such as these will be very helpful when implementing my own rules and plans. The Love and Logic plan places emphasis on establishing good relationships with each student, and by applying this program, teachers can build relationships that will be beneficial to students as well as teachers.
‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.
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.
Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive Classroom Management, stating that “What students want are teachers who establish caring relationships, set limits and create a safe environment … and make learning fun” (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making small talk with them, establish fair and consistent rules and procedures, and by building positive student-teacher relationships while making learning fun through the use of hands-on-activities, role playing, and creative constructions.
As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.