Scanning the classroom frequently provides me the opportunity to “notice and respond to potential problems or minor disruptions” (Jones & Jones, 2007, p. 336). This strategy is successful because students know that just because I am not standing next to them, doesn’t mean that I am not paying attention to their behavior. This method of prevention will allow me to decelerate any misbehavior before it becomes a problem.
Minor problems will unavoidably occur in the classroom and the speed that I can redirect the students will frequently determine if my lessons will be successful or not. My reaction to inappropriate behavior can provide powerful learning experiences that will help students improve their self-management skills and develop self-responsibility.
Another strategy that will help prevent minor disruptive behavior that I will be using is proximity control. As a teacher who consistently moves around the classroom, using proximity control to reduce disruptive behavior aligns perfectly with my teaching style. When I implement this strategy a student may be misbehaving and I can move closer and closer to a student depending on the behavior. A great asset to ...
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...wer my students and provide them the opportunity to express their own feelings and ideas.
The unfortunate reality is that some students will exhibit disruptive behavior in the classroom no matter what precautions I take. However, I will be able to minimize some behavioral problems as a result of knowing the student and having an organized plan if a behavior arises. When a behavior problem occurs in the classroom I will identify where the problem exist and direct my efforts toward restoring the learning environment.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: creating communities of support and solving problems. Boston, MA: Pearson.
Laureate Education, Inc. (Producer). (2008). Understanding influences on the learning environment. [Motion picture]. Creating an effective classroom learning environment Baltimore: Author.
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