Management Pl Attention Signal

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).

2.2 The teacher would need to promote appropriate behaviour and respect for others in the ground rules. Although this is not always adhered to by learners the teacher would make clear to the individual that inappropriate behaviour would not be tolerated and ask them to remain quiet or leave the session depending on the severity of the behaviour. Distractions from learners has the potential to distract others, therefore wasting time and potentially leading to the early commencement of the session.

I plan to establish discipline by warning those students who misbehave at first giving them two chances to act appropriately. If a student still misbehaves, I will cut their privilege to go outside down by five or ten minutes according to the severity of their inappropriate behavior. If a child still misbehaves, I will take the issue to

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.

Poor behaviour: If any of the pupils are not focused due to poor behaviour you need to intervene straightaway. If pupils are able to continue interrupting they will do so. Always praise the good behaviour of pupils who are doing what they need to. As a last resort, if one particular pupil

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.

Inappropriate behavior will not be tolerated. You will be asked to leave that class period. This includes any behavior which does not enhance the learning environment or prohibits other students from receiving the full benefit of the classroom experience. For further explanation of disruptive behavior see the student handbook.

I maintain the figure of authority during most lessons, but I also like to afford my students the ability to engage in student led groups, explorations, and discussions where they can learn from their peers. My tolerance for noise in the classroom depends heavily on what we are doing. If there is a direct teacher-led lesson occurring, classroom noise should be minimal. However, if students are actively engaged in an inquiry-based exploration with their peers, a higher noise level will be tolerated.

When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The

November 12th, 2015 at 12:13pm at Windham Middle School, students were coming out of the cafeteria like animals loud, pushing, an shoving in the hallway. All the students happened to be sixth graders. Some of the students were dangerously pushing, shoving, and running. Most of the student were extremely loud. Teachers noticed that this has become a problem because it is distracting to some students. This is a really big problem because it distracts students from their work. This is a problem that can be resolved easily by teachers watching and discussing with students on how to behave in the

Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques a logical flow to this section is established.

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.

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

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)

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.