13. Preventing Boredom and filling “free” time: To prevent students from becoming sidetracked and bored, I know it is important to have a continuous flow of activities. To ensure this, I plan all of my lessons with extra activities for unexpected “free” time. These efforts will help ensure that class time is used wisely for furthering education. I feel that the busier I keep my students the less likely they will have time for inappropriate behavior.
14. Using Glasser’s Problem Solving Steps to manage behavioral issues: Glasser’s model for effective problem solving is extremely useful in school. For one, the problem solving that is used can be accomplished in a short period of time so that I will not be wasting other students’ valuable learning time. Second, it is easy to learn because the process involves only seven short steps. Third, the student is involved in the problem-solving process, which allows the student to be in charge of what they have done wrong and then learning to resolve the issue. Lastly, data can be collected with using Glasser’s model that allows both th...
Boredom was everywhere in my world, and if you asked the kids, as often as I did, why they felt so bored, they always gave me the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn’t seem to know much about their subjects and clearly weren’t interested in learning more. And the kids were right: their teachers were every bit as bored as they were
Teachers need to be allowed to teach the students how they want so the lesson plan is more fun and exciting. Boredom is just an emotion and teachers shouldn’t have to feel that because of them, they are affecting the state of mind of students.. Teachers should able to engage the students with their own thought process. Teachers need freedom and should not have to worry about how fast they teach a subject because the government wants it done in a specific way at a specific time. Teachers understand that students all learn differently and many teachers want to help all of their students, but they are stuck in a school system that tells them how they must teach.
It is obvious that education, whether classroom instruction or practical drill, advice or entreaty, must ensure that students are positively involved, that they at least listen and pay attention to the words, actions, and the thoughts of their educators, instead of drifting off or doing something else, or simply leaving to try to learn what they need on their own (Prange 74).
There are many similarities to the behavioral models of William Glasser and Rudolf Dreikurs. Both psychiatrists worked closely with young people, and both developed ways to encourage proper behavioral management of disgruntled youth. The methods that each man established are often utilized in clinical sessions and in proper classrooms management.
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.
When it comes to planning it is important that the content of the lessons is motivating and clearly presented (Levin et al., 2016). When I design my lessons I’m going to create them based on student interest because then students are less likely to display off-task behaviour. From here I will plan various activities that allow for all students to succeed because I feel that it is a teachers responsibility to set their students up for success. In order t...
According to Gotto, he “became an expert in boredom” during his time as a teacher in New York. His students would tell him that the work was “stupid”. Not only did the students find the work easy and useless, but they also found the teachers to be uninterested in the subject matter they taught. As the students blame their boredom on the teachers, the teachers also blame their boredom on their students. Gotto writes, “Who wouldn’t get bored teaching students who are rude and interested only in grades?” The author then states that the only one to blame for boredom is yourself.
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...
Newell, A., Shaw, J. C., & Simon, H. (1958). Elements of a theory of problem solving. Psychological Review, 84, 231–259.
The article thoroughly explained how the behavior system worked in their school and gave examples of how the program was implemented and showed improvements. In reading this article, it only provided little information behind the data that was involved in using the program. Overall, the article provided sufficient information has to how the technology can help improve classroom
Imagine sitting in a classroom, surrounded by children the same age as yourself. While sitting there, you begin to pay attention to your teacher but along with your classmates you have no clue what she is teaching. The teacher pays no attention to the student’s capabilities and interests. As a result, the students may begin to feel frustrated, powerless and degraded. As a future teacher, these are some of the things we want to try to avoid.
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...
...e teachers use these solutions it should help with the bored part of schools and help bring up grades. Again these are the solutions to being bored at school. Make classes more exciting, talk about how the stuff you learn in school is important to jobs, give students breaks, and do more hands on work. If you want to stop students from being bored than you should use these solutions to help against boredom.
This often involves teachers helping students rephrase maladaptive thought patterns into questions that can provide a helpful and positive answer. This also requires much classroom behavioral recording and developing possible extrinsic rewards or token economies for good behavior. This type of intervention may involve Albert Ellis’ (1989) ABCD model, which is part of rational emotive behavior therapy. This involves identifying a trigger, describing your belief about the trigger, and then the consequence of that belief. This shows students that A does not cause C. Their beliefs cause the consequence. This step by step process can help students learn to regulate their emotions in a healthy way. This can also be achieved by modifying the classroom structure and environment when teaching students about self-monitoring and goal setting. Good, McCaslin, and Reyes (1992) make an excellent observation when stating that working to obtain external rewards and good grades, only compliance may be gained instead of independence and internal motivation. This type of intervention involves students creating their own goals and work on reaching them, which requires much intrinsic
One of the biggest problems with education is that it is poisoned in the way people view school. Some common phrases among students are that ?school is boring; school is work.? Theses attitudes have a direct effect on the effort that students put into their studies. One will obviously work harder when they aren?t bored with the task. There is a difference between hearing and listening and if students approach school as something that they see as boring and stressful than that student will only be hearing what the professor is saying. They may show up to class but this does not mean that they are necessarily there to learn. If school were fun than students would enjoy learning and thus, would learn more since it would be an enjoyable activity. School is just like a sport or a book in that if the book is well written and enjoyable than there is more incentive to read it, just as someone will put more effort into a sport that is fun than a sport they don?t enjoy. If school were fun, than students would strive to learn more.