Discilplnary Approaches as Practiced by Public Elem.Teachers and Pupils Classroom Behavior

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.

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).

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

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.

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

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

Through the last two weeks I noticed some behavioral changes in my first grade class; to be more specific I noticed increased rate of violence, increased rate of conflicts, increased rate of complains from two students, increased rate of bulling and increased rate of crying and screaming.

minimize disruptive behavior such as disrupting group time, running and shouting in the classroom by using different strategies. To minimize disrupting froip time is to make changes in the activities where it can be interesting and enjoyable for the kids to participate in a length of time. Let each child know what behavior is appropriate and not appropriate,  praise the child for appropriate behavior. If a child continue to show inappropriate behavior during group time, I will gave a child a warning if the behavior continue remove to child from the group. To stop kids from running in the classroom I have to  rearranging the classroom by eliminating  any straight  and empty stretches. Creating activities to replace  running  and praise the child

The study has a few factors that are liable for the care of the problem behaviors which, falls into two classes such as escape behavior which is controlled by negative reinforcement developments, and attention requesting behavior that is controlled by positive reinforcement developments. There is a decent amount of evidence that is said to believe that many of the children learn to produce problematic behaviors in the existence of aversive stimuli. It is seen that aversive stimuli are being used in everyday classroom settings. In these settings the instructional demands may be more frequent aversive stimuli and a range of different problematic behaviors such as aggression, self-injury, and tantrums may serve as an ‘escape ' behavior which, allows children to avoid what they were going to be participating in, in the classroom. In the first experiment, we will be

Many troubled students feel they have nothing to lose when there aren't any role models around to encourage them. This behavior often times continues and a reputation is built “troublemaker”. There mind starts to believe or feel that anybody who blocks or interferes with this become a target. For example, if a teacher won't allow this behavior of disrupting the class the teacher becomes a target. The student may become the loudest student or have the attitude I'll take control of the class. When the mindset is made up the behavior problem will get worse and more outburst will follow. Deviant behavior by students for instance cheating, speaking rudely to teachers, disregarding homework, using cell phones in class, engaging in fights, and threatening the teacher and students. At this point you have a trouble making kid who nobody cares to listen too.

Young people misbehaving in school has become common in the twenty first century in Australia and around the world. According to Tsouloupas (2013) student behaviour can be described as a form of “distractibility, disengagement, or disobedience in the classroom” (p.164). Many students misbehave in school due to the different events occurring in their lives. However, the way teachers choose to manage a classroom can have an impact on the student’s behaviour. Different factors can lead to young people misbehaving in school. This paper will draw on various academic articles that will demonstrate how young people misbehave in school. Also a type of methodology was conducted in order to demonstrate other individual’s thoughts about ‘why young people misbehave in school’.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.