The Best Behavior Management Approach

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).

Give students the opportunity to help create a classroom code of conduct. In this way, they will become responsible for the rules that they set and follow them accordingly, rather than blindly agreeing to standards set by school administrators or other authorities. By creating classroom policy, students can advance from stage one submission to stage three where they are accountable within the small classroom

This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, Shipston, & Facas, 2017). These rights, responsibilities and rules entail the behaviours that are expected in the classroom and protect the student’s rights to; feel safe, be treated with respect and to learn. The rules are to be developed reasonably and provide freedom in the sense students are free to move around the boundaries. As the rules are decided and agreed upon by the students, this develops a sense of understanding and accountability for their own behaviour and learning (Edwards, & Watts, 2008). In order to ensure students are respectful to the rights of students, the teacher must also treat students with respect. The teacher must consider the dignity of the students and their rights in the classroom ensuring they avoid any behaviours they

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

Students will always display disruptive behaviors in classrooms. Sometimes one teacher is responsible for twenty-five students, so disruptive behaviors will surely happen. I think what is important is how educators handle these situations. Some common disruptive behaviors for a third grade classroom are calling-out, talking, breaking the classroom rules, talking-back, not focusing on the lesson, yelling, and staying seated. The key to managing disruptive situations and maximizing learning in a third grade classroom is good classroom management. Being an effective classroom manager is the most important role for a teacher, and with good classroom management, a teacher can stop the disruptive behaviors from continuing. Classroom management is difficult for early teachers. If students are not following rules and procedures, the classroom can

Whether it disrupts the entire classroom or something only you witness, challenging behavior is something every teacher and parent alike comes across at some point in life. Challenging behavior comes in many shapes and forms, as it can be physical or verbal and aggressive or disruptive. As a teacher, there are several techniques and approaches to dealing with this behavior. An important thing to remember when dealing with challenging behavior is that your child has feelings. Whether your child screams in your face because he or she does not get his or her way or hits another friend because he or she is angry about cleaning up, there is a reason why the child is upset. Communication is key when dealing with challenging behavior and having a supportive environment is also important. First, you need to assess the problem that involves challenging behavior. Talk to the child. Understand the story. Ask the child what the two of you can do to help the situation. If these two steps do not help, then give the child two choices. For example, if there is a child who does not want to clean up centers, you can say, “You can clean up centers or you can sit out for four minutes while we are…” If this does not work, I usually ask for help from either other teachers or the Director. Sometimes it can be hard to understand where a child is coming from with their behavior whether it is attention based or not. I just like to remember that it is your job to keep your students safe and that they have feelings that need to be

4. Design the classroom environment to reduce the probability of disruptive behavior- Teachers who deal with it directly and consistently greatly reduce the frequency of it happening over and over.

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.

My objective for the behavior management strategy was to maintain a consistent diet of three meals per day, in order to consume an average of 2200 calories per day. I normally would consume two meals per day with light snacks in between and average 1600 calories per day. This caused fatigue and weight loss did I not anticipate or understand for a long time. My behavior change is essentially adding another meal to my daily diet, and also measures my calorie intake to find an average.

When students do engage in behavioral infractions, the consequences should be swift and fairly-enforced. I know this is particularly important because as a new teacher, I was often inclined to let behavioral infractions 'slide' if I felt the student was having a hard day; but this simply resulted in more behavioral problems later on, with the student rationalizing 'you didn't punish me for x (talking out of turn, hitting, biting, spitting) last time.' Children learn quickly including what they can get away with in the classroom.

Creating and implementing this unit on division for this diverse fifth grade class was able to help me grow as an educator. While there were many strengths from this unit, there was also some areas of growth that could have been made in order to make the unit even more successful. One major strength from this unit was the differentiation of instruction and assessments. An area of growth for this unit would be to create a stronger behavior management system in order to make the time dedicated to math each day more valuable.

Reading through a number of civilian case studies, carried out within the classroom environment I have found that we, within the military, are incredibly fortunate to have a very detailed document which lays down the procedures to deal with disruptive behaviour. This is known as AGAI 67 (Army General and Administrative Instructions 67); this comprehensive document informs the instructor of the administrative procedure and which punishments and suggested for which misdeed. As I have mentioned, the most effective incentive not to misbehave is to take away

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.

A teacher must deal with disruptive classroom behavior throughout their career. To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethical issues that may arise during their teaching career. This paper summarizes four

The article discusses findings from four years of empirical research regarding behavior management in the classroom. More specifically, the article focuses on the findings and implications of a rarely discussed behavior known as “teacher retreating.” Teacher retreating is defined as the “behavior that occurs in the classroom when a teacher backs down after one or more students undermine the teacher’s authority by failing to comply” (Ratcliff, Carroll, & Hunt, 2014, p. 170). Furthermore, the research consisted of four independent studies where a total of 91 classrooms from grade levels 2, 4, 6, 8, and high school were observed. It’s important to note that the teachers involved in the study were required to have completed a college preparation program and have a minimum of three-years teaching experience. As a guide for the study, researchers focused on various components of classroom management behaviors. For instance, researchers examined both teachers and students’ interactions during the administering of behavior management, the length of time teachers devoted to managing student behavior and the effect it had on direct teaching, and how different classroom management techniques affected the rate of student on-task behavior.