Preventative and Corrective Strategies in the Classroom

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The objectives of preventative strategies are to develop an appropriate and successful classroom for all students. The classroom should be a place where students feel comfortable and a place where students are in control of the behaviours and choices they make. Educators must always offer encouragement on a regular basis as it builds a supportive classroom environment. It encourages student to focus on their effort rather than their achievement. Therefore students receive positive feedback for trying hard, but may be unsuccessful with the task. Educators must also look for assets in each student as it encourages the student to display the positive behaviour exemplified by assets such as cooperation, persistence and loyalty (Edwards and Watts, 2004). Whilst doing this, educators must establish a relationship of mutual respect by not only being kind to the students by also displaying an appropriate level of firmness. If educators and students work together on creating classroom rules at the beginning of the year there is a great chance that the students will ‘own’ them and understand the reason behind the rules (Edwards and Watts, 2004). Each rule should be accompanied by a logical consequence which should follow three different types, “you break it, you fix it” which is used in situations when a mess has been made or something has been broken, whether an accident or on purpose. The consequence is that whoever is responsible for the problem will take responsibility for fixing it (Responsive Classroom, 2014). It is an excellent opportunity for students to problem solve. “Loss of privilege” which is used when students behaviour do not meet pre-established expectations (Responsive Classroom, 2014). The consequence is that the stude... ... middle of paper ... ...lso be held to resolve conflict. To resolve conflict successfully educators need to speak in the present and speak about the problem rather than attacking the student (Edwards and Watts, 2004). After students are aware of their teachers’ expectations, teachers must ensure that their demands are met. Educators must keep a record (APPENDIX) of the students that are constantly misbehaving so that students are aware their behaviour is being monitored and consequences will apply. The success of discipline plan depends on creating and maintaining a strong parent support (Edwards and Watts, 2004). To promote better parent support educators may contact them at the beginning of the school year explaining the classroom expectations. After deciding on the rules and consequences with the students, educators can send them home to parents along with how the classroom will run.

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