Analysis Of Discipline And Group Management In Classroom Behavior Management

Introduction Often many students struggle in school and act out in frustration over the student’s inability to properly communicate their potential problem, which may cause a disruption that results in some form of discipline. When a large number of students are constantly disrupting, or being disrespectful it can affect a classroom and on a broader scale the school culture. A common problem of practice that can face any secondary school revolves around a lack of a coherent classroom behavioral management system, to help with behavioral issues that are effecting the school’s culture. With the usage of a system approach of behavior management, educators within the school can change the culture and create an environment that focus on positive

In Discipline and Group Management in Classrooms, Kounin describes the process of classroom management as a multi-step process that combines communication, the teacher’s ability to transition from one activity to the next, holding student accountable for their actions, smoothness and momentum of the lesson, and the ability to understand shift and very the activities that are used in class (Kounin, 1970). The processes that Kounin discusses are clear, if students are engaged in the learning process they are less likely to act out in class, which will result in few behavioral problems within the classroom. Highly engaging environments are more likely able to avoided behavioral problems, however classroom behavioral issues can still

The programs include examples such as 1) Positive Behavioral Interventions and Supports; 2) Love and Logic; 3) Universal Design for Learning; 4) Response to Invention; and 5) Responsible Thinking Process; all of which focus on feedback and creating opportunities for students to learn in a positive environment. The models clearly identify many of key concepts of creating and using an effective classroom management system through actions such as student choice, reward systems, behavioral replacement intervention, impulse control, identifying feelings, problem solving, and celebrating successes. Based on the ability level of the student, the support and steps that have to be taken will vary, however the overall structure of a behavioral intervention model should be used with all students. Creating a “School wide positive behavior support systems (SWPBS) are developed and implemented to establish a positive approach to discipline, management, and the development of pro-social skills for students in our educational systems. Establishing a SWPBS program and belief system is essential to the buy-in of all staff and students and the creation of a strong, solid response to intervention that resembles the beliefs of the school district, staff, and students” (Betts, 2012). Those stakeholders who are