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Behavior modification in school classrooms
Behavior modification in school classrooms
Behavior management approach edu 450
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Comet State School Behaviour Management Plan
Comet State School in Queensland issues their staff members with a ‘Responsible Behaviour Plan’ for dealing with students who misbehave either inside or outside the classroom. The plan states a range of actions for them to take when faced with student misbehaviour, and the consequences that should be involved for behaviour that does not comply with the school’s expectations and standards. It is stated on the plan that consequences may be used to, “provide the opportunity for all students to learn; ensure the safety of staff and students; [and] assist students who exhibit challenging behaviours to accept responsibility for themselves and their actions.” (Comet State School, 2012) By using these consequences, authorised by Education Queensland, the best interests of the school community including students, parents, and teachers, will always be considered.
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Bill Rogers states in Behaviour Management: A Whole-School Approach that, “Effective behaviour management is essential to the smooth running of a school … [as] everyone’s right and responsibilities are addressed.” (Rogers, 1995) A behaviour management plan can create a controlled school environment where students and staff can feel safe, and a sense of consistency can be in order for the greater good of the
This report aims to provide a better understanding of the Western Australian Department of Education (WA DoE) Duty of Care for Students Policy by discussing its rationale, the issues covered, its importance and who is subject to its requirements. It will also discuss the implications and applications of the policy in relation to three scenarios.
Having a well thought-out comprehensive behavior management plan, and well- designed lesson plans, which addresses the various learning styles of the students in the class and gets all the students engaged in the learning activity.
The Behavioral Assessment System for Children, Second Edition was written by Cecil R. Reynolds and Randy W. Kamphaus. The BASC-2 was published in 2004 by Pearson. The manual is currently priced at $102 and can be purchased online. The BASC-2 is qualified under level B. This means that it may be purchased by an individual with a master’s degree in psychology, education, occupational therapy, social work, or any field closely related to assessment and formal training it the ethical administration, scoring, and interpretation. AN individual who has certification in a professional organization that requires training and experience in the area of assessment. An individual who has a degree or license to practice in the healthcare field. Lastly an individual with formal, supervised training specific to assessing children.
Writing Assignment Two Introduction 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 be 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.
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
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.
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.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
Student learning of behaviour is often a difficult and complicated topic to approach due to its complex and diverse nature. A common approach to student learning of behaviour is the use of policy to create protocols for students, teachers, parents and principals to act upon if any issues arise. School policies can be underpinned by different models which can either foster or hinder student learning of behaviour within a school environment. School policies underpinned by the assertive discipline model is evident in a significant amount of policies that have been examined, including schools such as Glenaeon Rudolf Steiner School, Chatswood High School and Mount Annan Public School. This model emphasises on enforcing 'positive' behaviour from
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
In handling his students’ inappropriate behavior, Mr. Swan should follow this approach. If the students continue to talk loudly, use tools inappropriately, and hit at each other, he should use a punisher. These behaviors could include the verbal or nonverbal communications for the purpose of stopping behaviors or even a detention. When the students start doing well, they should be reinforced and rewarded for doing good. Reinforcement improves student motivation and it will be effective in helping Mr. Swan handle these students’ inappropriate behaviors.
Traditional punishing approaches are inadequate and inconsistent. As previously mentioned, many schools do have a Single School Culture in place for behaviors, but the current climate of my school has a shortage of positive instructional practices for disciplines. In-School Suspensions (ISS) and afterschool detentions, should have a primary objective that will meet the needs of the student’s misbehaviors. Similarly, the way we teach our students new content and supply remedial practices for academic areas, the same should be applied to behaviors. Instead of having students sit in a room for an hour, the Behavior Intervention Assistant (BIA) or the Crisis Intervention Teacher (CIT) should be teaching students a proactive, positive, and instructional disciplinary lesson.
A child is being disruptive whilst in class not listening to the teacher and continuing to disrupt the whole lesson. The behaviour and discipline policy will allow the other pupils and Teaching staff to continue to the highest standards without the lessons being disrupted.
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