The Key Issues Of Teacher Issues

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).

There are many different misbehaviors that a teacher may encounter from his or her students if an effective classroom management plan is not put in place at the beginning of a new school term or year. Canter’s assertive discipline is based mainly on fair rules and negative consequences (Ellis, David W. 1995). The implementation of an effective plan will cut down on off-task behaviors and will make way for more time to be spent on promotion of a stimulating learning environment. There are several behavior management plans from which educators can choose; the problem sometimes comes in choosing one that fits well with the students in the class. Additionally, educators have to remember that the same behavior management plan may not work from teacher to teacher, and better yet, the plan which is suitable for their first period class, may not work well with students in fourth period. After the narrowing down and tailoring process of finding a suitable plan to fit individual classroom needs, then the key to making sure it is a great classroom management plan is consistency which begins from the day the plan is implemented until the end of the school term.

Over the years at work I have noticed that disruptive behavior of students is a big challenge and a frequent problem that teachers have to address in their classrooms. For those who are involved in education know that teachers on a daily basis have a high amount of demands like improve test results, successfully teach to students with diverse needs, and raise ability to serve all students, often with minimum resources and support. Consequences of several national Gallup polls evidently document that both the general public and teachers be in agreement that a major dilemma for public schools is lack of students discipline in classrooms (Elam, Rose, & Gallup, 1996; Rose & Gallup, 2003, 2004). It is very

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

The case I would like to address in this assignment is based on one of my 2009/2010 NC classes in the afternoon. Despite the initial group discussion on expected behaviour, this group was demonstrating a whole host of disruptive behaviours. This group also included a special needs student, who was being supported by a Learning Support Assistant, whom I assumed had been briefed on the needs. The observed disruptive behaviour included the following:

Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management. Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests. Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. School discipline issues such as disruptive behavior and violence also have an increased effect on teacher stress and burnout (Smith & Smith, 2006). There is a significant body of research attesting to the fact that classroom organization and behavior management competencies significantly influence the persistence of new teachers in their teaching careers (Ingersoll & Smith, 2003). New teachers typically express concerns about effective means to handle disruptive behavior (Browers & Tomic, 2000). Teachers who have significant problems with behavior management and classroom discipline often report high levels of stress and symptoms of burnout and are frequently ineffective (Berliner, 1986; Browers & Tomic, 2000; Espin & Yell, 1994). The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving both positive educational outcomes for students and teacher

Ms. Nelson is a second grade teacher at ABC Elementary. Ms. Nelson was self-referred as she was concerned about her student’s engagment. She was observed on 02/25/2016 using the Direct Behavior Rating- Classroom Management: external Rater Form (DBR – CM ER) for 20 minutes. The DBR – CM ER involves the observer recording ratings in five categories: classroom structure, praise, communication, enthusiasm, and rapport. During the beginning of the observation, Ms. Nelson’s students were seated on a carpet, and she was reading a story and discussing it with the students. After the students completed their reading activity, they were split into stations. The students either went to an independent math station, computerized reading station, guided reading station with the teacher, or spelling station.

Coming into this lecture, I had little knowledge about responding to behaviour problems and the strategies that work. The definition of Behaviour management is the indicator of success is the reduction or cessation of a behaviour. Learning about the strategies and how to respond to difficult behaviour. The strategies used by Bill Rogers are Behavioural direction, Tactical ignoring of secondary behaviours, deferred consequence, directed choice, rule reminder, take up time, assertive comment/direction/command, partial agreement, non-verbal cues-getting group attention and pausing. These strategies are there to help promote learning and manage behaviour, and focused on reducing unwanted behaviours in order to improve learning and behaviour in group settings of a classroom. This will help me when dealing with children and people as it gives me ideas on how to get a sense of order as a future teacher but also when interacting with others they could be potential clients.

Behavioural management was defined by theorist BF Skinner as; ‘the practice of providing consequences for both positive and negative behaviour.’ Effective teachers tend to believe that all students at some time will misbehave, it is natural for children. The result is they have a more extensive range of skills to control this behaviour. Low Key Responses are techniques and strategies designed to prevent the occurrence of discipline problems in the first place. The techniques are used for class control and all intended to create and maintain a classroom atmosphere conductive to learning. By keeping students busily and happily engaged, behaviour problems are reduced to a minimum.

As preventative strategies’ strength has reached maximum level and students still misbehave although they know what punishment they will get when break the school and class disciplines, interventions will operate. Interventions are required to reconstruct a positive classroom learning environment and minimise disruptive behaviours when classroom management failed (Lyons et al, 2014). Teachers will attempt to correct inappropriate behaviours by using some intervention strategies when preventative strategies are not working.

Disruptive behavior is problematic within the classroom and teachers within the classroom setting can sometimes encounter significant challenges when trying to manage the behavioral problems of their students. When students have these types of behavioral problems, the article points out how these children are at higher than average risk for special education referral. This is the primary reason that there are early intervention programs and other kinds of behavior management procedures which is to prevent such referrals and to not put an extra upon teachers and to decrease time spent on instructional activities. Reducing disruptive behavior through early intervention programs and using contingency management procedures through the use of positive reinforcement is beneficial for the student, the teacher, and also for others in the classroom that may experience disruptions from the aggressive behavior of

I will like to comment on your post as I have brought attention of using a wraparound method to implement interventions/strategies to target the behaviors and modify them in order to help the student become successful. It is important to understand a student with an aggressive, defiant, and/or disruptive behavior, the teacher is not going to eliminating the behavior, as a therapist, I am not able to eliminate a behavior. Regardless, of the effort, the only strategy a teacher is capable of doing is modifying the behavior for the student to understand the reason behind their action. This will take the teacher communicating with the student’s parents to get a background history, researching information of an atypical versus typical student to

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.

Socioeconomic background needs to be considered by teachers because its extent is considerable. The gap between high-income families and low-income families is widening (Grattan, 2014 June). And, at 12.8% (Ewing, 2013), people below the poverty line are a significant portion of the population. While these figures are already high, they do not represent the full scope of the problem which includes families above the poverty line but below the established middle class. A caveat to note here is that advantages and disadvantages exist among all