The environment in which a student learns is integral to how much they learn and how they feel about learning. Jones & Jones (2016) believe that “effective classroom management is first and foremost about creating classroom environments in which all students feel safe and valued”(p.7). As teachers, we are faced creating the type of environment in which students will thrive. Part of creating this type of environment, involves creating clear and concise classroom expectations for students to meet. In additions to creating expectations, it is also up to the teacher to “respond effectively when students behave in ways that detrat from their own learning” (Jones & Jones, 2016, p. 9). Although it is not always the highlight of our teaching career, …show more content…
My classes are filled with students from grades 9 to 12. Many of the students in this class, have severe behavior issues and are frequently absent. A majority of students in my classes have been at alternative school throughout the school year for fighting, drugs and bringing weapons to school. Regardless of the behaviors they have exhibited in the past, they still deserve an learning environment where they feel safe and are willing to learn. I will admit that many of the students have been behavior issues over the past few weeks, however, one student has been more disruptive than the others. This students is loud and has issues following instructions the first time. She often uses profanity and is aggressive with the other students in the class. She often argues with other classmates and has attempted to start a physical altercation during class. She does respond to authority when asked to get back on task, however the amount of respect for authority can be short lived. If she does not agree with the discipline she is receiving she will direct her negative behavior at teachers and administrators. In the three weeks of summer school she has already been suspended twice. In order to ensure that the other students in my class are able to learn, it is important that this student learn to control her behavior. In order to do so, a behavior plan will be
There are four general goals for student misbehavior, which include attention, power, revenge, and avoidance-of-failure. In the past, I have responded to all of these goals for misbehavior in the same or similar ways. I would give verbal warnings, and if that didn’t work I would raise my voice/yell, have the student sit in the hallway, send the student to the office, call home, and/or assign an after school detention. These consequences would usually temporarily stop a behavior, but they were not long-term solutions. I now know that there are very different strategies that should be used to deal with students who are misbehaving according to what their goal is.
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.
I can guarantee that punishment is not the answer. Punishment is a suggestion made by reformers (Postman, 311), but it is the absolute worst decision that can be made in our schools. When students get out of school suspension (OSS), they treat it as a vacation day and most of them use it to play video games, and they still get to make up the work they missed. A countless amount of kids in my high school did exactly that. On another side of that, punishment is giving a student attention. Not a great kind of attention, but attention nonetheless. If a student really wants attention, it won’t matter to them what kind. If something is awry in the classroom, it should be ignored. Usually in situations where students are causing a disturbance, it is because they crave the attention. Punishing them is falling right into their
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
Room environment has a significant impact on a students learning process. The room environment includes anything, such as how the class is set up to how the teacher interacts with the students. If the room and teacher are boring, the student will also be bored as well. However, if the room is exciting and the teacher is dedicated to making learning fun, then the student will also find learning exciting. Mrs. Razo 's sixth grade class has a room that 's filled with excitement and potential at George W. Bush Elementary.
As educators I believe it is important to create a learning climate within and surrounding your classroom. An environment where students feel their opinions are considered and valued (Chapman & King, 2005). By creating an open, caring environment students are more likely to take risks, and to develop the understanding that it is ok to fail and try again. This ability to learn from mistakes and move on is a vital skill in life, and one which students will find valuable both inside and out of the classroom.
The most important rule that I believe in is that my classroom should be a place of learning. The best way to create this type of environment is to make sure that I am consistent with all students and that I make the students feel comfortable and relaxed. I believe that students learn more in a consistent relaxed atmosphere, because all students need to know that what’s wrong for one is wrong for all and what is right for one is right for all. I want my students to be comforted in the feeling that they are all on equal footing when they step into my classroom.
Open learning environment refers to the shared spaces and all the activities therein and the materials provided to children within the early years education context to further enhance their learning opportunities, and provide them with a rich experience in their foundation years.
There are several different models of classroom management, but there appears to be no collective agreement as to which one is the best. Because every student is different, students’ behavior should be addressed according to their specific need. Disruptive behaviors tend to be a result of a few causes. These causes tend to be either because the student is seeking attention trying to avoid failure, are angry, want to gain control of a situation, have too much unused energy, are feeling bored, or are uninformed. In studying the different methods that have been researched, I have settled on two that I would like to focus this paper, Discipline with dignity and Discipline through same side win-win strategies.
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in