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Elements of Applied Behavior Analysis
Short note on classroom management
Elements of Applied Behavior Analysis
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The following is a description of my personal classroom management philosophy, expectations in a classroom environment and related theories. Keeping in mind that every education institution will provide a school policy that must be adhered to as well.
Personal Classroom Management Philosophy
My personal philosophy in regards to classroom management is grounded in the empowerment of teachers to recognise and modify student behaviour with the support of the school community. Educational psychologists can provide the skills that teachers may use in the classroom without the need for them to complete full degrees in this field (McDonald, 2010, p. 81). This behaviourist approach, known as Applied Behaviour Analysis (ABA), will enable a classroom
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Skinner’s positive reinforcement it is effective to me in encouraging students’ good behaviour (McDonald, 2010, p. 93). William Glasser’s Choice Theory also resonates, as does ABA in the way they encourage the teacher leading by example (Lyons, Ford, & Slee, 2013, p. 25) (Lyons, Ford, & Slee, 2013, p. 150). I think that teachers should be democratic rather than authoritarian because students have a right to make an input in class since it will affect them. The teacher is required to set some boundaries to guide students and clear consequences linked to these. The instructional method of the teacher will reflect her personality and philosophy towards …show more content…
He behaves better when he is seated on the far side of the room away from the windows. The antecedent condition is the “bright sunlight and the desk position” (Lyons, Ford, & Slee, 2013, p. 151). My personal classroom management philosophy aligns with this theory as I believe it is better to pre-empt a situation and control the behaviours through slight interventions rather than dealing with a major behavioural
Classroom management is a necessary component for teachers to appreciate and apply to positively manage and adjust behavior within the learning environment. It is important that teachers develop a sound perceptive of significant theories that will result in enhanced teaching and practices within the class (Lyons, Ford & Slee, 2014). Goal Centred Theory, Cognitive Behavioural Theory and Assertive Discipline Theory are three prominent management theories that will endure analysis. Therefore, consolidating the main elements that underpin the theories will assist in developing positive practices of classroom management.
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).
In my twelve years of teaching experience, one thing that most of my colleagues have struggled with at some point in their career has been classroom management. Classroom management is one many keys to instructional success. Unfortunately, many have left the teaching field due to lack of knowledge of classroom management best practices.
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.
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
Skinner’s theory can be applied inside the classroom as well. A teacher can get her students to behave by positively reinforcing acceptable behavior and punishing or negatively reinforcing poor behavior. A teacher can also get her student to work hard in her class by doing the same thing.
Classroom management and behaviour support are closely intertwined sharing similar end goals, to help students exhibit expected/ wanted pro-social behaviour in and out of the classroom. However the two approaches take different routes to achieve this main aim (McDonald, 2013)
B.F. Skinner is a major contributor to the Behavioral Theory of personality, a theory that states that our learning is shaped by positive and negative reinforcement, punishment, modeling, and observation. An individual acts in a certain way, a.k.a. gives a response, and then something happens after the response. In order for an action to be repeated in the future, what happens after the response either encourages the response by offering a reward that brings pleasure or allows an escape from a negative situation. The former is known as positive reinforcement, the latter known as negative reinforcement (Sincero, 2012). A teenager who received money for getting an “A” is being positively reinforced, while an individual who skips a class presentation is being negatively reinforced by escaping from the intense fear and anxiety that would have occurred during the presentation.
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.
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.
The utilization of positive reinforcement is a possible technique for enhancing students’ behavior for a variety of school conditions for individual and as well as for the group of students (Wheatley, et al., 2009).
My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...
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
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