It Is Crucial To Have A Classroom Management Plan In Place

Margaret Heffernan once said, “For good ideas and true innovation, you need a mix of human interaction, conflict, argument, and debate.” In the article it is debated if there is any benefit in monetary rewards for students. Teachers, and parents alike are always trying to find the best way to reward and inspire there students to do well in school. Matthew G Springer is a professor of Public Policy and Education at Vanderbilt University. He is also the director of the National Center on Performance Incentives. He wrote this article to display his research and studies.

The reward system is a merit based structure, we give merits to pupils who have worked hard in a lesson or shown they are following the code of conduct and being a good role model. For unwanted behaviour we apply a yellow and red card scheme if a child is not behaving in the correct way a warning is given and if no change in behaviour we would move on to yellow card and then red.

Felkins used positive reinforcement and rewarded the students with playing a spelling game after lunch. Ms. Felkins used their spelling list and gave a student a word, they would say the first letter and then it would go around the circle. Any student who missed a letter was out and the last person standing got three marbles. She did another round and had the students practice opened and closed syllables. The students loved the activity and had fun competing to stay in the game the longest. Midway through the game Ms. Felkins had to remind the students to have a happy heart when they got out or they would have to stop the game. The students had their assigned job period. During this time the students worked on their chapter summary, Lexia (a math program on the computer) and open and short write word study. They complete these tasks independently for about an hour. Ms. Felkins gave sub directions for the following day. She told the students her expectations for them and what they would be completing with the substitute. She used positive reinforcement and told the students if all of them behaved, they would get free time on Monday. She used negative reinforcement and told them if any of the students get a bad report, the consequence will be having an extra worksheet while the other students have free time. All the students were receptive and encouraging each other to behave so they could have free time. Lastly, Ms.

Students will give each other constructive criticism, explaining what they could do better and what was good about it. (How do you think this group did? Why? What could they have improved on? What was good about their

The Classroom Management Plan (CMP) reflects Quality Indicator 5 (QI 5) because it has good examples of how to motivate, engage, have positive-social interactions with, and self-motivate the students in my classroom. I will motivate the students in my classroom with extrinsic rewards that the students will have to earn. In my classroom, I will have Dojo points and a treasure box full of rewards. I will also have extra recess and GO NOODLE dance parties as entire class rewards. Theorist, Fred Jones says that extrinsic rewards for students in the classroom helps with having positive behavior and minimizing behavior problems. I will also create a learning environment that engages the students by finding out the interest of each student. I will

Criterion -specific rewards could help address Zach’s and Patrick’s goals. Criterion- specific rewards are meaningful prizes or privileges that are given when a student demonstrates a target behavior. Group contingency is based off of peer influence. The group works toward a goal, and when the goal is reached, a reward is given. Effective rules are specific, predictable rules that help students change their own behaviors to desired ones.

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

2nd Nine Weeks - Long Term Goal: the classes (top 5) with the LEAST AMOUNT OF SPLEEMS EARNED, will receive a movie & popcorn party in the cafeteria (date/time TBA).

Firstly it is important to explain what a reward system actually is in terms of a primary classroom. According to the Universal Dictionary, (1998); a reward is “something given or received in recompense for worthy behaviour”. A reward system therefore, is a system adopted by either a class teacher, adult or as a whole school ethos for the delivery of rewards for positive academic or social behaviour during the school day. From experience, the reward scheme does not have to finish at the end of the

In completing this experiment all the students received a small amount of extra credit points toward their course.

The teacher will also conduct a daily meeting with students where they will have the opportunity to share anything on their minds. The teacher and students will gather in a circle in the classroom and everyone will have the chance to take turns sharing something about themselves or something on their mind. The daily meeting in the classroom can sometimes be organized as a game to make the activity more fun for students. For example, students could throw a ball around in the circle and whoever catches the ball has to share something with the class and then they pass the ball around. One teacher conducted the “Toilet Paper Game” in her classroom on the first day of school, where a roll of toilet paper was passed around the classroom and each student “took what he or she needed”. However many sheets the student took was how many things the student had to share about him or herself to the class (Shaw, 2013).

Developing an ideal classroom that is well-managed does not require any special power. It requires a simple skill called thought and heart. One of the key components of becoming a successful and ultimately great teacher is how you manage the classroom. Sports analysts say the most intelligent quarterbacks are the best game managers. Teachers play the quarterback role and Game Day, with the offense and defense out on the field, is the classroom of students.

My first conclusion is “The use of extrinsic rewards in today’s classroom are overused and an emphasis on intrinsic rewards is needed”. This conclusion is visible in many classrooms across America and including the junior chemistry class at Northfield High School. When the students were given work time in class to do their homework most of the class would work to get the worksheet

When thinking about a group of kindergarteners, do you imagine laughter-filled children overflowing with curiosity about the world, wondering how birds are able to fly, why milk is white, and why babies are born and not hatched from an egg? Now, think about a group of high school students, is the same genuine thirst to uncover the mysteries of the world still present? Unfortunately, sometime during their academic careers, older students have lost their desire to truly learn, and one might ask how? I believe it is due to the presence of rewards such as stickers, extra credit, and good grades in our education system, which are used to motivate students to complete tasks, similarly to how domesticated dogs are trained to sit and roll over with the usage of treats. The manipulative nature of rewards has turned education into a forced duty for students, rather than an enlightening experience that one willingly wishes to partake in. Consequently, as students progress through grade levels, their eagerness to learn is declining. To address this issue, the usage of rewards in the classroom needs to be limited, while also increasing student engagement within classrooms and making education more meaningful to internally create motivation within a student, rather than artificially producing it through the lure of a reward.

Motivation and rewards are very important concepts in an effective educational system. Motivation is the driving force a person has to carry out activities and behaviors. Meanwhile, rewards are the benefits that a person receives or hopes to receive in completing the action or behavior thus providing motivation. This is why rewards are often implemented in education in order to motivate students to learn. However, not all rewards are the same as they can be separated into two different categories: intrinsic and extrinsic. In this paper I will argue that extrinsic rewards should not be heavily relied upon in schools as a motivator for academic success.