Behaviour management is a crucial issue in teaching today. In the
classroom it deals with misbehaviour and behavioural difficulties that a majority of students express and how a teacher should administer the situation. To discipline students it is vital to be an effective communicator, teachers need to know what strategies and approaches they can use to their best advantage to run a classroom in a professional manner. Effective communication depends on the goodwill of all students. Even very young children have to share, negotiate and respect each others learning (Groundwater-Smith, Ewing & Le Cornu, 2010). One of the main roles of being a respectable teacher is to be an effective communicator when directing a classroom; teachers need to consider distinctive behaviour management strategies. Discipline is predominantly concerned with allowing students to be aware of and learning to own their behaviour. Students need to know and understand that some behaviour is not merely unhelpful or insensitive, theyre also wrong.
Classroom behavior is one that is characterized by its constant
change. To be able to reinforce this, teachers must be able to understand the shifting nature of the classroom itself. It is vital that classroom rules are easily understood and evident for students so that there is no misinterpretation during learning time.
Lee Canter (2012) expresses that when creating classroom rules it is
essential that rules are always in effect. For example, keep your hands and feet to yourself is an obvious rule where as Be respectful to others is vague. If rules are not established throughout the classroom at the beginning of the school year, it has been discussed that various disagreements will arise between students and teacher and thus will be difficult to enforce later. Subsequently the implantation of classroom rules ensures that behavioural consequences are dealt with in the right manner. Initially students who know what the classroom rules are to make behavioural decisions based on knowing what the consequences will be. Therefore, rules such as Students must raise their hands before speaking is not evident as there are many occasions where students are allowed to speak freely during group time(LeeCanter AssertiveDiscipline,2012). Therefore teachers can create a positive environment in the classroom if they enforce rules that have been created collaboratively with students with positive reinforcement.
EDFD 260: Teaching and Managing Learning
Environments All students need corrective management, they forget how crucial it is to speak in an effective way, and some seek disturbing behaviour in order to be apart of a social group. Teachers should always plan for a positive working environment and ensure that they have catered for mixed abilities in order for a smooth day to day running class. Some of the most positive classroom settings also need some corrective management. Students behaviour must always be corrected in the corridor, in the playground, when students are lining up, dismissal times and excursions. Bill Rogers (2007) positions an example of how a grade 2 teacher, addresses her student line up before they go into class.. Okay, everyone. Remember to sit on the mat when we go in to class. All right, dont forget to sit on the mat when you go in. I dont want to see any one wandering. Is that clear? As teachers if we continue to use dont we over emphasis on the tangible behaviour we dont want to see (Rogers, 2007, p.52). However the shift in language from dont wander to remember to sit on the mat immediately has an impact of how a student may view the situation. Eventually it can enrich a positive tone into classroom improvement (Rogers, 2007).
The Early Intervention program is a strategy for those students
whose behaviour interferes with their learning when they first start school. These students tend to lack social skills and find it difficult to cope with demands of classroom. They tend to be distractible, impulsive and often aggressive in social situations. Targeting disruptive behaviour earlier rather than later will have a positive influence on students learning in the future.
Assertive discipline is an approach to classroom management, which
was established by Lee and Marlene Canter. A high level of teaching is required in the classroom. In this strategy, teachers must develop a teacher voice, which insistently demands respect and authority (LeeCanterAssertiveDiscipline,2012). The assertive teacher reacts immediately to misbehaviour. There is never an excuse for misbehaviour in the classroom therefore teachers must always set clear directions.
The position the assertive teacher holds is to carefully monitor
students behaviour in order to look out for those students being good. Through assertive discipline teachers can learn to take action of their classroom in a firm, yet positive manner. The teacher is expected to enforce an assertive style of teaching but at the same time remain approachable and helpful. In saying that, students with positive behaviour should be rewarded with formal recognition and incentives. The assertive teacher provides firm, sharp and concise directions to students who are need of outside assistance to help them behave properly. Students who follow directions correctly are reinforced, whereas those who disobey rules and directions receive negative penalties from the teacher.
On the other hand a non-assertive teacher, often feels frustrated
and incompetent due to her inability to get her needs met in the classroom. The teachers lacks confidence, and often feels fed up. Students take advantage of teachers who are like this, as theyre not getting the most out of their learning. Students will learn that their appropriate behaviour goes basically unnoticed, as there is little motivation from the teacher to behave properly (Canter,1976, p.35).
Students do not know how to automatically behave in all settings
and situations (Canter,1976). Therefore it is crucial that teachers
EDFD 260: Teaching and Managing Learning
Environments must know how to teach behaviour through the guidance of modelling explanation and practice. Canter portrays that the best time for teaching direction is immediately before an activity is about to take place. This happens specifically when teachers explain the rationale for the direction; involve the students by inquiring questions, explaining the specific directions and checking for students understanding (Canter,1976). Once students have learnt these specific directions, they should be reinforced regularly with positive repetition. Instead of correcting a student who is not following directions, the teacher will repeat the anticipated behaviour. For example Peter has remembered to raise his hand. So has Lucy. Directions should always be repeated to students, so that theyre not left confused.
To build a strong positive learning environment, teachers are
expected to get to know their students, especially names and interests and by greeting them everyday. Preparing a comprehensive discipline plan for rules with good and bad consequences allows teachers to follow a set routine of a daily basis. Educators, who enforce a comprehensive discipline plan in the classroom for both negative and positive behaviours, are creating an environment to enrich positive teaching and learning experiences (Lyons, Ford & Arthur - Kellly, 2011). Furthermore feedback is essential for students learning, it should be immediate and follow the demonstration of an appropriate behavior, the completion of teacher instructions, or the use of a set routine. Rogers contends that positive reinforcement should occur three times as frequently as negative feedback. The effectiveness of positive feedback improves students behavior in the classroom. It is usually best to give positive feedback for good behavior, immediately and not wait to give praise. Thus, increases students self-esteem, motivation and gratitude to do better. It is always critical to compliment on students behavior in the classroom. For example, Nicole, I really appreciate how youve paying attention today and waiting your turn. This encourages the student that theyre doing will so it motivates them to do better.
In juxtaposition to positive reinforcement, negative reinforcement
can also strengthen desired behaviour by the removal of stimulus to modify behaviour.
EDFD 260: Teaching and Managing Learning
Environments In negative reinforcement, the aversive stimulus continues until the desired behaviour is achieved. (Hardin, 2004, p 23). Therefore when the unpleasant stimulus is removed, the likelihood for students behavior to improve increases. In other words, if a class becomes too loud, then the teacher can blow a whistle until the level drops. The students will immediately find the sound of the whistle alarming and stop talking, therefore the teacher can stop blowing the whistle. It is essential that the teacher maintains, consolidates and habituates these routines through a balance of encouragement correction.
One of the key skills of communication discipline throughout the
classroom is through non-verbal cues. This is when cues are simple, often quick and an effective way to raise a students behavioural awareness. A non-verbal cue can be an immediate action. This is particularly common when the teacher raises her hand and waits for the whole class to stop and follow her direction. Sturdy communication skills are significant to the management of classrooms. The Canters address that the most effective approach for encouraging students behaviour in the classroom is through Verbal recognition. Effective verbal recognition is always eloquent and precise. It alerts students when theyre behaving properly. Great Job Rob. You started your work straight away. Effective recognition is always sincere; teachers much always relate it to the situation and behaviour. It is always personal and directed to the individual, along with the anticipated behaviour.
In conclusion, developing behaviour management strategies is vital
for the classroom. The use of a variety of strategies enables the teachers to be more observant of what is going on under his/her watch. The teacher becomes much more aware of student behaviour. Educators play various roles in a typical classroom, but the most important one is the classroom manager. Effective teaching and communication cannot take place in an inadequately managed classroom.
When students constantly misbehave, and no apparent rules,
procedures have been enforced, the teacher is encouraged to take action. In these situations teachers tend to struggle to teach, and lacks learning time. However, well-managed classrooms provide and environment in which teaching and learning can scaffold. In saying that, it takes a lot of effort to create a well-managed classroom. Teachers need to enforce behaviour strategies in the classroom; this is so they can facilitate strong leadership and effective communication skills. Without rules and strategies in a classroom environment, students tend to lose concentration and lack confidence in their teacher. Behaviour management in the classroom is challenging for all teachers, but with the right strategies and techniques, teachers are able to over any form of disruptive behaviour.
EDFD 260: Teaching and Managing Learning
Environments EDFD 260: Teaching and Managing Learning Environments
A.T.A.P How to Achieve a Workable Classroom Environment: In a Core Curriculum Classroom (Grades Pre-K Through 8Th and Special Education) (A Book of Strategies and Research)