Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Overview of classroom management
Overview of classroom management
Overview of classroom management
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Overview of classroom management
Classroom behavior is a broad term that encompasses a range of nonacademic school behaviors. Included are the student's conduct within the school setting, response to school rules and routines, interpersonal relationships with teachers and other students, and self-concept and attitude toward school. A classroom behavior problem can interfere with academic performance; likewise, poor academic achievement can influence classroom conduct, precipitating inappropriate social behaviors. The implementation of a Behavior Management Contract is an effective strategy designed to alter behavior. The plan motivates students to take ownership of and reduce socially unacceptable behavior while reinforcing and fostering desired behavior. This rationale will convey how inclusive students and teachers collaborate to improve social skills, decision-making abilities and problem solving skills.
The Behavior Contract is a written formal agreement created by the student and teacher, to change delinquent or disruptive behaviors and "provide a positive way to provide a role for families in improving classroom behavior" Mastropieri and Scruggs (2007). Each individualized contract fits the needs of each student. Using a strategy may be effective for one student, yet considerably less effective with another student or another behavior problem. Educators increase the likelihood of success with all students by understanding the core elements needed to comprise a behavior contract.
A strong Behavior Contract must explain the following objectives:
1. Describe desired behavior and target behavior
2. Describe the use of Positive consequence (reinforcement) for demonstrating desired behavior
3. Consequence for failing to demonstrate desired behavior
4. Student...
... middle of paper ...
...evelop peer relationships. Behavior contracts are easy to implement, nonintrusive to peers in the general education environment, and are an effective intervention methods to reduce inappropriate behaviors and increase positive behavior.
Works Cited
Cipani, E. C. (2008). Classroom Management for All Teachers: Plans for Evidence-Based Practice (3rd ed.). Upper Saddle River, NJ: Pearson.
Denham A., Hatfield, S. (2006). The Effect of Social Skills and Interventions in the Primary
School. Educational Psychology in Practice, Vol. 22, No. 1, page 35.
Kauffman, J. M. Characteristics of Behavior and Emotional Disorders of Children and Youth
(8th ed.). Upper Saddle River, NJ: Prentice Hall/Merrill.
Mastropieri, M. A., & Scruggs, T. E. (2007). The Inclusive Classroom: Strategies for Effective Instruction (3rd ed.). Upper Saddle River, NJ: Prentice Hall/Merrill.
Behavior Modification strategizes to reduce varieties of unwanted or unexpected behavior by utilizing reinforcement and punishment. In hopes to changing a specific behavior, the individual will learn that good behavior will result in good consequences. In a 1:1 setting, Discrete Teaching or DTT is a method part of ABA that involves the use of “three-term contingency” or simply known as antecedent, behavior and consequence. For example, in a 1:1 setting, a teacher asks a student to clap hands (antecedent), the student claps hands (behavior) the teacher gives student a piece of candy (consequence).
Retrieved Feb 6, 2010 from http://www.newsforparents.org/experts_. Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995). Creating an inclusive school environment. Alexandria, VA: Association for Supervision and Curriculum Development. Card, Toby.
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.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
When formulating a plan, it is important to remember that students do not exist in a vacuum. What is a problem behavior in one class may not be a problem in another; problem behavior from the home may never manifest in school. A key means of decreasing the frequency and intensity of problem behavior and reducing the need for more intrusive intervention procedures is enhancing a student's quality of life.
Discipline is important in maintaining a positive classroom environment and influencing a child’s development. During my field experience at S.H. Elementary, I have observed Mrs. Branson using various techniques to reinforce positive behavior in her 3rd grade classroom. Mrs. Branson’s teachers 3rd grade in a charter school located in the south suburbs of Minneapolis. Her class consist of 23 diverse student learners from various racial, ethical, cultural, and economic backgrounds. Each student acquires individual wants and needs, and exhibits a range of behaviors. Mrs. Branson practices operant conditioning techniques to acquire the good behavior she wants and needs from her students.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
Positive behavior supports is a behavior management system that serves as a guide in understanding a person’s challenging or inappropriate behavior. Typically, a person’s inappropriate behavior serves a function or purpose. It is not uncommon for people to receive reinforcement of their behavior in their environment. For instance, a child might seek attention through unsuitable behavior in the home environment. The response from the parents or caregiver can unwittingly reinforce the behavior through their response to the child. Thus, the child learns to exhibit this behavior in order for his/her needs to be met. One means of addressing a person’s challenging behavior is having a professional undertake a behavioral assessment that identifies and describes the function of the behavior. Through an assessment, positive behavior supports can be identified, developed and implemented through actions plans or goals. However, in order techniques to be effective at decreasing inappropriate behavior, they should be evaluated for effectiveness, feasibility and appropriateness for the person. In addition, strategies should be practical, so parents, schools, or others can implement the techniques
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
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.
“What does inclusive education mean for me as a teacher in 2014 and beyond? “
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
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