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 …show more content…
Although these policies do provide an immediate and structured remedy to the behavioural issues arose, they do not provide and preventative measures to the behavioural issues and therefore they are reactive rather than pro-active in aiding student learning of behaviour. In addition, the policies do not promote any student involvement in their learning of behaviour (Hopkins, 2008), instead students are being forced to comply with the rules set by others which directly conflict with the goal to teach students responsibility in schools (Curwin & Mendler, 1988). Within these policies, there are no indications to promote students engaging to aid in their own behavioural development which conflicts with Hopkins 's idea that students are vital members of the school community and the recipients of education (Hopkins, 2008) who should have their own role and voice in their own development. Furthermore, by making students comply with the policies, it does not allow an opportunity for students to take community responsibility and reflect on their own behaviour. (Kohn, …show more content…
This idea should also be extended to address diversity within a classroom environment to promote an inclusive learning environment for students by employing different teaching strategies for different types of students rather than providing single strategies which do not cater for all students as suggest by Wilkinson & Meiers (2007). This will provide students with an opportunity to experience a sense of connection and relatedness to school as they become actively engaged and therefore leading to a positive influence on the student's behaviour. This is highlighted by Osterman (2000) who suggested that students are more likely to have a 'more positive attitudes toward school, classwork, teachers, and their peers, more likely to like school, participate more in school activities, invest more of themselves in the learning process, stronger sense of their own social competence, and more likely to interact with peers and adults in prosocial ways." (Osterman, 2000, p 343, cited in Brunker 2016). In addition, this will also allow teachers to build positive relationships with their students and allow teachers to shift from coercive discipline to relationship based discipline and therefore improving student's behaviour as they become more responsible for their own actions as suggested by Lewis
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
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.
I have chosen to research the classroom behavior and management theories of Judicious Discipline and Love and Logic: Taking Control of the Classroom,. I will attempt to summarize, in some detail, the authors’ findings and compare and contrast their main points. I will discuss how these two models influence and agree with, or contradict my own behavior management beliefs. Furthermore, I address how these strategies can be used in the classroom and offer my suggestions on the usefulness or uselessness of these theories regarding my own personal philosophy of classroom and behavior management.
The assignment is to create a plan that will inform parents, students, and the school community of your philosophy of behavior guidance. You may adapt ideas to showcase your personality, but the fundamental rationale for this guidance plan should be based on your learning in this course. The guidance plan should be divided in the following sections:Page 1: The first page is your philosophy of the teacher’s, students’ and parents’ role in shaping a child’s behavior. You might write it as a personal philosophy divided into paragraphs to fit these categories OR s
The theory focuses on establishing a class atmosphere by attending directly to students needs, caringly controlling behaviour by adapting effective class rules and consequences so that, learning can take place as intended (Charles, 2005). Additionally, teachers educate students on proper behaviour by specifying rule such as “We raise our hands to speak” that are specific and visible. Teachers use specific reinforcers such as recognition when rules are followed and punishers for breaking them (Eggen & Kauchak, 2001). Therefore, the main principles of AD specify that children behavoural limits and consequences need clarification (Lyons et al., 2014) and have the right that these requirements are taught by an assertive and caring teacher who determinedly works to encourages the best welfare for the students Likewise, teachers have the right to teach students, disruption-free, which is based on a clear classroom discipline plan that is supported by the school and parents (Charles, 2005).Hence, AD is a positively controlled style of discipline endorsed by the
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.
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,
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
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.
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
There is sometimes a contradiction between school policies and practice. Many districts and schools have comprehensive regulations for dealing with violence, but enforcement may be uneven or lax. This creates a situation where teachers do not feel supported when they impose discipline, students do not feel protected, and the violence- prone think they will not be punished. Conversely, administrators express dismay that teachers do not enforce policies in their classrooms.
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences.
Discipline is intended to cease misbehavior in the classroom. Effective classroom management procedures contribute to an environment that enhance learning and reduce discipline problems (Edwards, 2004). The goal of discipline is to help students learn to control their own behavior. Effective teachers apply various disciplinary techniques that help in curtailing misbehavior and promote self-discipline in students (Charles, 1996). Effective discipline is emotionally disconnected from student actions (Henley, Ramsey and Algozzine, 1999). According to Dreikurs, discipline is a process in which students learn to impose reasonable limits on themselves (Charles, 1996).
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.