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.
There are four general goals for student misbehavior, which include attention, power, revenge, and avoidance-of-failure. In the past, I have responded to all of these goals for misbehavior in the same or similar ways. I would give verbal warnings, and if that didn’t work I would raise my voice/yell, have the student sit in the hallway, send the student to the office, call home, and/or assign an after school detention. These consequences would usually temporarily stop a behavior, but they were not long-term solutions. I now know that there are very different strategies that should be used to deal with students who are misbehaving according to what their goal is.
In my classroom, I most often have students that misbehave because they are looking for attention from me or from their clas...
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...buting to the classroom, which will make them more likely to behave appropriately.
References
Albert, L. (2012). Cooperative discipline. United States of America: Linda Albert.
Hollowell, K. (n.d.). Reducing avoidance behavior in the classroom. Retrieved from http://www.ehow.com/how_6085132_reducing-avoidance-behavior-classroom.html
Motivating the unmotivated student. (n.d.). Retrieved from http://www.greatschools.org/parenting/behavior-discipline/616-motivating-the-unmotivated-student.gs
Russell, D. (n.d.). Say no to power struggles. Retrieved from http://specialed.about.com/od/behavioremotiona1/a/pstruggle.htm
Wright, J. (n.d.). Breaking the attention-seeking habit: The power of random positive teacher attention. Retrieved from http://www.interventioncentral.org/behavioral-interventions/challenging-students/breaking-attention-seeking-habit-power-random-positive
Have an offense tier strategy (compare the offense to the conduct policy of the school and determine the severity and assign the consequences accordingly)
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
Many teachers, especially new teachers, struggle with off-task behaviors in the classroom and finding ways to implement strategies that will correct or improve those behaviors. When teachers systematically implement class-wide interventions, teacher-student interactions become more positive, students are more engaged, and teachers are able to focus on teaching appropriate behaviors (Conroy, Marsh, Snyder, & Sutherland, 1987). The Good Behavior Game (GBG) is a contingency group game designed to improve the teachers ability to define tasks, set rules and discipline students, reduce disruptive aggressive, off-task and shy behaviors in elementary aged children and promote good behavior by rewarding teams that do not exceed maladaptive behavior standards (Conroy, Marsh, Snyder, & Sutherland, 1987).
During the treatment phases of the study, teacher attention was provided to these students on a 5-minute fixed-time schedule. Between intervals, the teacher behaved in her typical manner. The results of the study indicated that a fixed-time schedule of teacher attention was effective in decreasing student’s off-task and disruptive behavior, while increasing student’s on-task behavior (Riley, et al, 2011).
I can guarantee that punishment is not the answer. Punishment is a suggestion made by reformers (Postman, 311), but it is the absolute worst decision that can be made in our schools. When students get out of school suspension (OSS), they treat it as a vacation day and most of them use it to play video games, and they still get to make up the work they missed. A countless amount of kids in my high school did exactly that. On another side of that, punishment is giving a student attention. Not a great kind of attention, but attention nonetheless. If a student really wants attention, it won’t matter to them what kind. If something is awry in the classroom, it should be ignored. Usually in situations where students are causing a disturbance, it is because they crave the attention. Punishing them is falling right into their
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.
In the video “When the Chips are down” by Rick Lavoie, I learned not only the same information as mentioned above but also helpful solutions that Rick Lavoie offered for teachers in how to respond with negative and positive student behavior. The presenter suggested among the following that teachers: restrain from yelling too much, as that might leave students to be less responsive over time; to extend verbal praise and other positive reinforcement as change from negative behavior; reinforce behavior progressively as the child makes steps towards positive behavior; set deadline incentive challenges to have the student complete tasks with positive behavior; and also the ‘broken record technique’ in which to state the rule 3 times to the offending student after indicating the infraction that was committed by the
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
...lating their own behaviour as they have had lots of practice doing so (NSW DET, 2003, p. 13). By most students demonstrating their ability to self-regulate throughout the lesson, it leaves the teacher the opportunity to better manage challenging behaviours such as Ray’s ADHD/ODD, Michael and Kendall’s tendencies to defy or be oppositional and refuse to engage and Bens’ inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in the quiet corner, coloured cups to display moods or a sense of urgency, social stories/scripts to assist with difficult and new situations, labelled praise and positive reinforcement or extrinsic motivation, extension activities of interest, ignoring minor inappropriate behaviours and redirecting when possible are used to help manage these behaviours (See lesson plan and Appendix A and B).
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.
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.
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...
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.
Guidance and discipline are an essential parts of helping children develop appropriately, both directly and indirectly they influence children’s behavior. The teacher behavior continuum is a guidance system made up of three levels that is applied to children’s mistaken behaviors. The three levels of the continuum are the relationship listening face based on the humanistic theory, confronting contracting face based on adlerian theory, and the rules and consequences face based on the social learning theory. Each theory takes a different approach to direct pervasive behavior. Relationship listening face uses looking and naming as a way to state what we see and acknowledge the struggle going on. While the Confronting contracting face uses questions
By seeing how personality types are connected with the four misbehavior goals we can fully employ cooperative discipline and help our students reach their full potential. Through varied instruction and mutual respect we can build a better classroom environment where we teach all of our students not just the majority of them.