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Introduction of classroom management issues
Introduction to review of literature on the problem of classroom management
How to prevent behavior problems in the classroom
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The subject of this discipline plan is a 7 year old, first grade girl who attends Riverhall Elementary. Over the course of this teacher candidate’s observation the student displayed many disruptive behaviors and at times became defiant when the behaviors were addressed. It is not this teacher candidate’s opinion that the student has a specific disorder such as ADD or ADHD that contribute to her behavior. When she wants to be the student is very bright and capable of doing her work well. This teacher candidate feels that it is the student’s home life that contributes to the undesirable behavior. The student lives with and is being raised by her grandmother, from this teacher candidates understanding the student’s father is not in the picture and her mother visits infrequently. Her behavior issues become intensified after visits from her mother. These outside factors have a negative impact not only on the student’s classroom behavior but on her class work as well. Most of her daily disruptive behaviors are mild and easily corrected; behaviors observed were tipping backwards in her chair and resuming the behavior soon after being told not to do this, and talking when the teacher is talking. These behaviors however do not cause major disruptions in the classroom, as the class frequently moves from activity to activity throughout the day. Behaviors issues become more apparent during classroom instruction, the student is often off task and on occasion refuses to complete work before moving on to another activity, she can at times be deceptive about having completed assignments. The teacher has strategically seated the student with another that is mild mannered and remains on task thus eliminating conflicts with other students. ...
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Works Cited
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom Management for Elementary Teachers (6th Edition). Boston: Allyn and Bacon.
Hardin, C. J. (2012). Effective Classroom Management (Third Addition ed.). Boston, MA: Pearson Education Inc.
Regina C. Miller, E. D. (2007). Functional Behavior Assesment. Fort Myers, FL: A Ram Books.
Terrance M. Scott, C. M. (2008). Strategies for Developing and Carrying Out Functional Assessment and Behavior Intervention Planning. Preventing School Failure , 52 (3), 11.
Yoakley, D. (2001). A Study of Student Participation in Classroom Management to Effect an Increase in Appropriate Behavior. Journal of Educational Research , 6.
Zehler, A. (2005, August 31). WORKING WITH ENGLISH LANGUAGE LEARNERS:STRATEGIES FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS. NCBE Program Information Guide , p. 17.
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children, second edition manual.
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
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.
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...
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as
Jones, V., & Jones L. (2013). Comprehensive classroom management: Creating communities of support and solving problems (10th). Upper Saddle River, NJ: Pearson.
I believe Classroom Management is the main component in the educational setting. I believe if students are in a safe environment, then learning can take place. This doesn’t mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.
Research findings regarding classroom managements have been applied in three domains in educational psychology: in-service and pre-service teacher preparation programs, teacher assessment and evaluation, and teacher’s pedagogical knowledge (Emmer & Stough, 2001).
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
In the past few years it seems that schools have really lost touch with the discipline of students. With the increasing frequency of school shootings and acts of violence it seems that the students are running the show instead of the teachers and administrators. There are many factors that are involved in creating a great classroom or a horrible classroom. From the way the teachers punish misbehaving students or the way they reward them when they do something right, to how involved the parents are with their children's education. The purpose of this paper is to explain how classroom management, when used effectively by the teacher, can produce an excellent learning environment for students.
Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide for several important factors that influence proper discipline in the classroom (Edwards, 2004).
Sattler, Jerome, and Robert Hoge. Assessment of Children: Behaviorial, Social, and Clinical Foundation. La Mesa:Sattler, 2006. Print.
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating Positive learning environments. South Melbourne: Cengage Learning.