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The foundations of behavior management chapter 2
The foundations of behavior management chapter 2
Personal philosophy of behavior management
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My philosophy of individual behavioral management is the fact that most often students have a reason for acting/behaving the way(s) that they do. If for some reason there is that one student and/or a few students that needed a behavior management policy in place, as their teacher, it is my job to (1) figure out what drives them to act/behavior the way in which they are as their actions/behaviors do not come from "nowhere"; (2) it is then my duty to determine what specific area(s) need adjusting (for example, what actions/behaviors need to be "worked on"); (3) how can I "fix" these actions/behaviors. In the past, I have always used behavior charts with the end result/reward being something that interest the student(s). If the end result does
Classroom management can be classified into two general strategies, preventative and reactive classroom management. (Lane, Menzies, Bruhn, & Crnobori, 2010) The teachers first responsibility is to prevent undesirable behavior and when this does not work, he/she implements the reactive approach to lower troublesome or unacceptable behavior. But in many cases this is not so and this results in an increase of behavioral problems in the classroom.
After completing the “Cooperative Discipline” course through the Regional Training Center, I am planning on revising my behavioral management techniques to follow the cooperative discipline model in my eighth grade English classroom. The cooperative discipline, or the hands-joined style, is a more appropriate approach to managing behaviors in my classroom than the hands-off or hands-on styles. With the hands-off style, there is too much freedom and not enough structure in the classroom, and with the hands-on style, defiant students are likely to rebel against the teacher’s strict rules. However, with the hands-joined style, “students are included in the decision-making process and therefore are strongly influenced to develop responsibility and choose cooperative behavior” (Albert, 2012). When students are provided with clear expectations but are still part of the decision-making process, they are more likely to behave appropriately in the classroom.
I believe every student is entitled to a safe learning environment where they can reach their full potential academically and behaviorally. Students will reach their full potential in a positive learning environment. The positive learning environment will be established from the beginning of the year providing a lasting impact on the students academic, and behavior performance throughout the entire year. The positive learning environment will be a classroom setting, which allows students to feel welcomed, safe, and important on daily basis allowing learning to occur to its fullest potential. To ensure my students are in a positive learning environment there must be a behavior management plan clearly explaining the expectations I have for my students. Throughout my behavior management plan I will explain how I plan to implement expectations so students act accordingly. My behavior management plan will be individually tailored to my students allowing me to push them to their fullest potential to by taking into consideration each student’s behavior and personal needs.
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
since the existence of the mind could not be proven from the observation of behavior,
This report is based on my role as a teacher assistant and how I in my duty support the ethos, vision and mission statement of my school with particular regards to a specific whole-school policy area. KPI 1 stresses on managing a child’s behaviour and relates it with the Behaviour Management Policy which I will further discuss in my essay.
The Behavioural Approach System (BAS) is one of the three major systems in the neuropsychological theory of personality known as the reinforcement sensitivity theory (RST) which recognizes other two defensive systems; the Fight-Flight-Freeze System (FFFS), responsible for the active avoidance of, and escape, from, aversive stimuli; and the Behavioural Inhibition System (BIS), responsible for passive avoidance and the detection and resolution of goal-conflict. It is assumed that the BAS represents a general-domain approach mechanism designed to solve the important evolutionary adaptive problem of attaining critical resources, such as food, water, sex and social status (Berridge, 2004; Berridge & Robinson, 2003; Kenrick & Shiota,
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the
Behaviorism must be seen as a methodological proposal of explaining the behavior of organisms from the lowest to the highest. Explaining human and nonhuman behavior by reference to scientific laws and the theories expressed of physical states, events, and entities. Because modern psychology emerged roughly in the mid-19th century, information of behaviorism was gathered in its early stages by introspection (looking at your own inner states of being; your own desires, feelings, and intentions) then linking them to the outside observable state.
The main instance that I use behaviorism in my classroom is through positive reinforcement. I praise, praise, praise my students all day. Students who are such young learners receive much motivation when they hear praise and specific praise at that. It allows them to be eager to please their teacher and provides a sense of self-accomplishment. In my classroom, I also use a treasure chest, reward coupons and PBIS reward money as major components of positive reinforcement. At the beginning of the year, I teach my students my classroom expectations and that I expect the best from them. This includes all of their daily work, including journal writing, morning work, etc. My students know what my desired outcome is. Student’s behavioral efforts are measured and collected on a weekly basis through a behavior chart. Their assignments are measured on accuracy and completeness in order to help them recognize the importance of their effort in finishing an assignment. I utilize a rubric on many of my assignments in order to help them achieve their best. Their meeting certain standards on their weekly behavior chart allows them to receive
Of course, classroom management also includes discipline and corrective methods. In my situation, I feel that giving students behavioral boundaries and setting high behavioral
My classroom philosophy also contains elements from behaviorism. I believe rewarding and positive reinforcement is the best way to get the results one desires from his/her students.