Managing classroom behavior can be a difficult task, especially if you have a child who is always causing disturbances. Once you have identified that there is a problem, you should ask yourself six simple questions. The first question asked is whether the problem is a result of inappropriate curriculum or teaching strategies.
As teachers, we have a tendency to overlook the fact that what and how we teach can contribute directly to our student’s behavioral problems. Secondly, ask yourself “What do I demand and prohibit – and what should I?” Teachers find it easier to specify what they will not tolerate than to specify the behavior they demand. The third question to ask is “Why do certain behaviors bother me, and what should I do about them?” As a teacher you have to decide if this is a difference in culture or upbringing and why it bothers you, is it inappropriate, is the behavior disturbing the other children?
There are many things to consider when a child is acting up. As the teacher, it is your responsibility to solve these disturbances, if they are personal, you may try ignoring them, talking with them, or even living with the problem.
The fourth question you need to ask your self is if this behavior is developmentally significant. Although there are other types of developmentally significant behaviors, most will fall into four primary categories: academic failure, aggression, depression, and problems with peers. The fifth question to ask is, “Should I concentrate on a behavior excess or deficiency?”
A behavioral excess is something you usually want the child to stop doing. A behavior deficiency is a behavior a student should do but doesn’t. The last question to ask yourself is if a resolution is met, will it solve anything else? The more difficult the management problem, the more important it is to address first things first. Keep in mind to look for key behavior, that if changed will make the greatest difference overall.
Behavior is a choice, and a teacher’s role is to aid students when learning to make good choices.
Inappropriate behavior is not acceptable. It should be followed by negative consequences and therefore be discouraged. When the teacher responds to different behaviors, either positive or negative, it teaches the student something.
A school is a place where students are given the opportunity to learn and receive an education as well as socialize. Part of the learning process is interactive, however, it should only occur when the time is suitable.
Being in the classroom should be considered a privilege. That privilege should only be given if a student’s behavior does not interfere with the ability of the teacher to teach effectively or the ability of other students to participate in classroom learning activities.
Consequences should be given to individual students who choose to interrupt the teacher’s lesson or distract others. A whole class should not be punished but should be aware of how that behavior was not right.
The behavior that took place last Friday was not acceptable and should not be tolerated.
Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful, and defiant.
Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn.
In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again. Children do not act out because they are “bad.” They act out in the hopes of receiving some kind of response or reward.
On the other hand, if that child fills the need for attention by getting into trouble at school, they will get into trouble. Skinner tells us that “non-reinforcement leads to the extinction of behavior.” In other words, if teachers figure out what the child is getting from exhibiting a particular behavior, they can then give that child the exact opposite of the expected response.
If our response is consistent the child will eventually give up the behavior in lieu of another which yields more satisfying results. The reward system is sometimes turned around to reinforce poor behavior.
Often, children who are misbehaving are looking for some sort of reaction. It is possible that they believe that it is better to not even try than to try and fail. It could also be true that the only type of attention they receive comes from the instances in which they misbehave. Although as adults it may seem logical that one would avoid being singled out or chastised, children who have little sense of self-worth will “take what they can get.” Skinner calls his strategy for dealing with disruption “non-reinforcement.”
Skinner’s theory claims that “non-reinforcement leads to the extinction of behavior.” By ignoring disruptive behavior, a teacher can extinguish it. Eventually, the disruptive student will realize that their behavior will not gain any response will seek another way to belong to the group.
Issues related to classroom behavior encourage a kindergarten teacher to explore factors that cause misconduct as well as techniques that can be utilized in handling such behaviors. Furthermore, the teacher seeks to identify some techniques for solving these problems before they escalate to something complex. Educational scholars note that instructors are not well prepared to handle culturally diverse actions.
Research shows that teachers can eliminate class disruptions by solving behavioral issues fully. Moreover, analysts posit that teachers need to create an environment that enables students to learn comfortably. This is achieved through reflecting on instructional practices, interacting with students, and most importantly, responding to the behavior of students in an appropriate way.
It is established through experience and research that youngsters feel involved in class activities when their opinions and suggestions are accepted. Therefore, children are to be encouraged to voice their opinions and thoughts during lessons.
This is made possible by modifying their wrong answers from students into something reasonable. A teacher rejects a student’s answer indirectly that is, by claiming that it was not what was required. Through this technique, each student attempts to answer a question thus minimizing disruption in class.
As indicated in the comprehensive classroom management manuscript, whatever a teacher selects as a classroom management skill or technique must side with his/her own personality and preference (Jones, & Jones, 2007). This concept is encouraging although it does not apply uniformly to both American and Japanese teaching systems. Although the goals are similar, the overall outcomes are different.
American system focuses on cognitive and academic performance while the Japanese system centers on encircling competencies that create the overall personality of students. This could comprise of student’s physical, moral, social, and aesthetic development (Jones, & Jones, 2007).
Teachers utilize the behavioral approaches frequently in managing classroom issues. With the help of positive behavior support provided in the manuscript, the teacher attempts to help students monitor their behavior. The teacher further encourages students to develop new behaviors by giving them relevant instructions and equipping them with problem-solving skills (Jones, & Jones, 2007).
The teacher should engage students in conversations and remind them that they have to make sound choices both at home and at school. The teacher specifically reminds students to complete their homework on time, hand in assignments immediately, follow school rules, and interact with others peacefully.
The teacher should conduct further research to learn more about student behavior. Scholars postulate that rewarding desired behaviors and punishing inappropriate ones lead to the achievement of desired goals.
The teacher reveals to students the kinds of punishments and rewards available for them. Students behaving well are rewarded with things such as treasure chest, extra free centers, and run errands. This encourages the naughty ones to reform.
Although the technique is 90% efficient, much needs to be done to improve a student’s social behavior. Individualized support should be provided in order to assist poorly performing students improve on their behavior. To realize individualized assistance, a partnership should be established between the school and the community (Jones, & Jones, 2007).
Surprisingly, the technique formulated by the teacher is concomitant to the tenets of the behavioral approach. This was confirmed after the teacher had finished marking the classroom management self-inventory sheet. It is true that the reward system goes hand in hand with the provisions of the Comprehensive Classroom management manuscript. The technique is the most effective in dealing with children from diverse cultural backgrounds.
The technique experimented with children from military settings, low-income backgrounds, and single-parent families. This shows that the technique does not discriminate children based on either social status or ethnic background. Some students come to class hungry, with low self-esteem.
Others have bad moods because their parents exercise militaristic rules. Children in such families have no independence because their parents decide for them what to do. Some students are breadwinners of their families meaning that they take care of themselves and maybe their siblings.
Therefore, the school environment must promote egalitarianism and independent learning. Supporters of the behaviorism approach advocate for the adoption of reward system in solving classroom issues. Good behaviors are appreciated while bad ones are punished. Even though sanctions vary, they must be helpful to students.
For instance, a teacher instills mannerism by offering favors to the most loyal student, such as allowing the student to check the teacher’s mailbox and running an errand. The quiet student is given an opportunity to use the library after lessons. The success of teaching methods depends on the student’s stimulus and response. Each student should therefore be encouraged to make efforts to change his/her behaviors.
The benefits of behaving in an orderly manner should be explained to students and if possible, with illustrations. Behavior change is a complex process that should incorporate the whole society.
Behaving decently both at home and school strengthens student’s academic performance. In other words, both teachers and parents have a role to play in shaping student’s behavior. However, teachers are in a better position because they have authority.
Behavior is one of the biggest challenges teachers will face, especially in inclusive classrooms. There are many techniques and strategies to help the teacher support all of his/her students to help guarantee a successful classroom. The most effective way to deal with difficult behavior is to prevent it. Teachers expend a great deal of energy into controlling and eliminating problematic behaviors. A Positive Behavior Support system can create an environment that minimizes the need for punishment and/or negative consequences.
The foundation of a Positive Behavior Support system is made of rules and procedures. It also includes some type of positive reward system such as token systems, lottery systems, and/or school-wide recognition, but truly effective behavior management depends on reinforcing the behavior you, the teacher, want to see.
Classroom rules are part of the foundation of classroom management. Successful rules are few in number, written in a positive way, and cover all kinds of situations. There should be only 3 to 6 rules, and one of them needs to be a general compliance rule…