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Heredity and environment as a contribution to child behavior
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Billy is a new grade seven student at Lyle Middle School. This is his third school within three years. As such, he has no established relationships with peers, teachers, or administration. He has an average IQ, but is achieving quite poorly in his classes and often displays blatant physical aggression and disruptive behaviours. Billy often displays behaviour consistent with conduct disorders, including temper tantrums, no knowledge of what is right and what is wrong, blatant disregard for social norms, and displays of physical aggression (Winzer, 2008). The school psychologist has also found that he may have a slight learning disability in addition to conduct disorder. As such, he has been recommended for special education services, but …show more content…
This theory relies on the opinion that because behaviours are the result of choices driven by our genetics, only students can control their actions and behaviours, and inappropriate behaviours are the product of unmet needs (Bradley, 2014; Lyons, Ford & Arthur-Kelly, 2011). Glasser’s Choice Theory is centred around fulfilling students’ basic needs; specifically, their needs for survival, love and belonging, power, freedom, and fun (Gabriel & Matthews, 2011). Most of these needs can be elaborated upon to become more specific to the classroom environment. For example, the need for survival can be expanded to incorporate safety, security, and order in addition to the physiological needs that all humans have (Irvine, 2015). The need for power revolves largely around feelings of competence, and the need for freedom can be framed around the need for true choice (Irvine, …show more content…
This theory, put forth by the Canters, promotes a teacher-centred environment that requires teachers to be assertive, while remaining approachable (McIntyre, n.d.; Lyons, Ford & Arthur-Kelly, 2011). Assertive teachers react both quickly and with confidence in situations where management is required, yet remain approachable when they engage in simple practices including greeting students as they enter the classroom (McIntyre, n.d.; Lyons, Ford & Arthur-Kelly, 2011). Greeting students would also work to gauge the ever-fluctuating classroom environment to adjust management strategies before disruptive behaviours occur. Approachable teachers also engage with students in meaningful ways, learning their passions and interests along with their names (Lyons, Ford & Arthur-Kelly, 2011). In addition, this model values and encourages teachers to use positive recognition as a form of behaviour management (Tauber, 2007). In fact, the theory revolves around the thought of catching students when they display positive behaviours, and providing appropriate feedback and reinforcement to ensure that behaviours remain positive (Malmgren,
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.
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.
(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,
If it a positive based method, which research has proven more effective than punitive punishment, a positive cultural shift will be experienced. Nooruddin and Baig’s (2014) study found: “The majority of the teachers (95%) and students (86%) feel that school leadership influences students’ behavior management through providing awards to the students for good behavior rather than consequences for misbehavior.” (pg. 2) It is advantageous for all staff and students to understand the system so that we can ensure social equality and produce the best results within the classroom. If done correctly, a behavioral matrix will be one applicable to all student and one that is just and extends fairness to everyone.
F. Skinner’s behaviour theory states Children learn from their experience. For e.g. if a child gets told-off for tearing pages from a book, he/she does not repeat the same act. In school teachers appreciate good behaviour by praise, smileys or stickers which encourages them to continue behaving well. Teachers give timeout or detentions in case child displays wrong behaviour. For e.g. pushing peers, hitting/kicking other children or throwing classroom equipment at peers, speaking rudely, disrupting the session, etc. Both positive and negative rewards become part of child’s experience and they learn about acceptable social behaviour and develop their own
PHILOSOPHY Introduction Psychologist Haim Ginott asserts that it is the teacher’s approach and affect that is the most influential element in creating a positive or negative climate of learning and contributes to children’s behaviour (Manning & Bucher, 2001, p. 215). Behaviour management, I believe, is as much about effectively and positively managing my own behaviour as it is about the student. It is important, therefore, to develop a positive classroom management plan, balanced by theory and supported by my beliefs and philosophies as this will determine my approach to young people and the classroom. Physiologically, emotionally, and mentally young people go through many changes.
... behaviors. It is important not focus on the past so I will encourage the student to bring their homework with them in the future. I will instead focus on the positive goals that I have set with the student. This will encourage future positive behavior.
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.
Correcting a particular behavior of one student should be a positive example in correcting the behavior for the rest of the students. When given work, teachers should establish routines and give concise directions to make transitions effective. Jacob Kounin’s theory can be implemented in my classroom by being aware of all of my students
In this paper I will be discussing the information I have learned from the article “From Positive Reinforcement to Positive Behaviors”, by Ellen A. Sigler and Shirley Aamidor. The authors stress the importance of positive reinforcement. The belief is that teachers and adults should be rewarding appropriate behaviors and ignoring the inappropriate ones. The authors’ beliefs are expressed by answering the following questions: Why use positive reinforcement?, Are we judging children’s behaviors?, Why do children behave in a certain way?, Do we teach children what to feel?, Does positive reinforcement really work?, and How does positive reinforcement work?. The following work is a summary of "Positive Reinforcement to Positive Behaviors" with my thoughts and reflection of the work in the end.
Continuously demanding, he almost always required one-on-one attention in the classroom. He rebelled against authority, bullied other kids, and demonstrated decreased alertness relative to classroom performance. Billy’s activity level was extremely high, and he seldom finished assignments. Holding to any semblance of a schedule at home and at school was impossible. At home, Billy fought constantly with his siblings, severely injuring his baby brother on one occasion.
In 1967, he founded The Institute for Reality Therapy. In 1969, Glasser published Schools Without Failure. Glasser suggests that children be taught about these needs as well as ways of more legitimately satisfying them. Choice theory places a great emphasis on helping children achieve their needs responsibly. Glasser states that when children’s needs are met, they find little cause to create trouble. The task of the teacher is to help them satisfy their needs legitimately and to help them learn to balance their needs.
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.
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.
The reward system is a beneficial behavioral modification teaching method, which promotes more positive behaviors in the classroom (Charles & Barr, 2014). Many teachers generally use the reward method of praise within their classrooms for a variety of reasons. The first advantage of using praise within the classroom is because it encourages students do repeat positive behaviors in the classroom. Many children are simply looking for attention and enjoy it, which makes it a great technique to use in the classroom (Charles & Barr, 2014). Another advantage for this reward type is that due to the encouragement, the students are able to perform at a better rate; students excel academically. A final advantage to using praise is that it is easily implemented into the classroom and requires little to no preparation. This makes the reward method a great addition for teachers as well as students because students get instant feedback without