Professional Development At A Charter School Teacher

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.

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

My classroom management approach will be a positive one.  By using positive reinforcement and by creating positive relationships with my students, it will again eliminate many behavior issues before they occur.  While student teaching, I tried a new classroom management technique focusing on positive reinforcement for good behavior with the first graders.  I placed a jar in the front of the classroom, and explained that every time I caught the students being good, I would drop a marble into the jar.  Once the jar was completely full, the students could choose a reward for their good behavior.  Immediately after implementing this new plan, I

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.

There are many components that create a successful managed classroom. One component is behavior. When negative behavior is the

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.

Christopher Dunbar writes an insightful and engaging article which explores the process necessary for moving away from inappropriate to appropriate behavior. Dunbar examines the psychology of bad behavior and the importance of functional assessment to ascertain the reasons for student misbehavior. This proves to be a critical step in the process of establishing an effective classroom management plan. The document also provides steps for evaluating a teacher’s management style and provides a step by step guide to establishing a functional assessment and behavior support plan. Dunbar’s work can be used to devise a well-organized and successful classroom management

When talking about positive reinforcement, I believe it is a great and effective strategy for teachers to implement in their classroom. In my readings, I found an interesting strategy to keep up the positive reinforcements for students. In this example, a teacher put 10 pennies into her right pocket and moved a penny to her left pocket every time she found a way to recognize the positives in a student.(Kaiser & Rasminsky, 2012) I believe that this strategy would work really well for maintaining positive reinforcement in the classroom. I know that sometimes teachers start off really strong and they fade out the longer they're in the classroom. With a strategy like this where there is a set number that the teacher needs to meet every day the

This proactive approach almost eliminates the authoritarian teacher responses and instead focuses on acknowledging appropriate behaviors in students and teachers. The teachers make a commitment to addressing behaviors in the school. They focus on behavioral expectations and reward (in some way) when students and teachers meet those expectations. Some expectations to focus on regarding the students could include, saying something positive, participating in class, stating dislikes appropriately, being on time and having materials needed and ready. Some expectations for the teachers could be making the class interesting, using a variety of supplies, being creative in lesson plans, showing an interest in the subject matter and students. An example of a reward for these behaviors could be a token or ticket system. If someone is “caught” doing a positive behavior, they have an opportunity to be given the incentive and verbal praise. Making the rewards random (and not every time) will keep the interest of students and teachers. Once the majority of the classroom and teachers are engaged in appropriate behaviors for classroom management, classroom parties or teacher lunches can be introduced to keep motivation (Morrissey, Bohanon, & Fenning,

While providing increased intervention sounds like a workload increase, many teachers may already be utilizing effective classroom management skills that can be increased in frequency to provide needed behavioral support. Madson, Becker, and Thomas (1968) were the first to examine the effect of social reinforcers (smiles, praise, contact, nearness, attention) in establishing and maintaining effective behaviors in children. They concluded that showing approval for appropriate student behavior was key to effective classroom management. Subsequent research in the area of social reinforcers continues to demonstrate the further effectiveness of praise and teacher feedback. Reinke (2007) found that a vital characteristic associated with effective classroom management is the amount (and quality) of praise provided by teachers. Additionally, The use of positive comments can assist in the establishment of an environment conducive to learning (Hawkins, 2010).

Chapter four will provide an analysis of teacher and administrator perception of professional development based on the results of the Standards Assessment Inventory 2. While many studies have been completed analyzing perception of professional development, there is a lack of data specifically related to STEM teachers. In addition, little data exist that compare STEM educator perception of professional development to administrator perception of professional development or analysis of perception according to certification pathway. This research sought to answer the following research questions: is there a difference between STEM teacher perception and administrator perception, and are there differences in perception of professional

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

During my first class, students were asked to go to the board and answer the bell work that was posted. After each student answered the question, the teacher and students praised them with a simple clap. I noticed how it made every student smile and it created a learning environment for all students were empowered. My second class, praise was given via treats when a student got the correct answer for a problem. My third class, positive reinforcement went far beyond just being praised by getting a correct answer or good behavior. I had noticed that a student was having trouble with setting up their Chromebook, so another student came over to allow him to use his. I had no idea that the teacher was paying attention to this good deed. During class, he set a piece of candy on his desk, the student replied with “what is this for” and the teacher continued with his lesson. I thought this was really empowering to do as an educator because teaching is about life lessons. It is about helping students become self-reliant and capable adults. A classroom where the teacher encourages positive student and classroom behavior provides the opportunity for beneficial learning inside and outside of the classroom. In all of my classroom, I concluded that these teachers are proactive. These teaches entails a conscientious effort to deal with expected difficulty. All of these teachers had high standards for their students, set limits, and most

Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve