A Research and Scholarship Task to Inform Professional Practice: Managing the Class - Term Paper Example

A Research and Scholarship Task to Inform Professional Practice: Managing the In the past, and teachers have embraced the notion that a quiet and disciplined classroom is the most conducive type of learning environment. Students’ minds are treated like a “tabula rasa” or a blank slate which the teacher needs to fill up with information. Likewise, a teacher’s rules are to be strictly followed as she is the ultimate authority in the classroom and the giver of knowledge. As people opened their minds to the idea that the teacher does not have the monopoly of knowledge, this type of classroom setting have changed to one where the teacher became the facilitator of learning. Opting to embrace the former or the latter style of promoting an effective learning environment depending on what the situation calls for has something to do with classroom management. Discipline is also under this umbrella term since disruptions made by students can hinder this classroom goal.  Behavior Classroom Management Models        Teachers are considered as second parents to their student. They have chosen this profession because they would want to create an impact on the lives of their students, becoming instrumental to their students’ successes later on. This would not be possible though if they do not employ efficient strategies and if they either become too strict or too lax. A mentor is like a potter and the students are the clay. He or she molds individuals to acquire the behaviors towards becoming a productive and self-actualized person.        Fulfilling their mission though is not at all easy. Often they are confronted with problems that challenge their role.  One of these problems is classroom management.  Managing a class entails the employment of various techniques and strategies. When a student becomes disruptive in the classroom, it can cause a lot of learning problems for the classmates and teacher. Problem behaviors include inattentiveness, not complying with assignments, talking, teasing, hitting, calling out names, going in and out of the classroom, coming late, and bullying. These behaviors pose a challenge to school authorities since they have been entrusted to be responsible for the student’s education and care while the children are in the school premises (Bambara & Kern, 2005). Moreover, Bambara and Kernm (2005) agreed with several findings (e.g. Farrington, 1991; Hanson & Carta, 1996; Kauffmman, Lloyd, Baker & Riedel, 1995) that problem behaviors can thwart students from forming meaningful friendships and these may also interfere with their social acceptance and inclusion in school life.           To fully understand these behavioral problems: Charles (1985) has summarized seven systematic models of classroom management. Teachers can opt to adapt Kounin’s ideals that they must be “with it” in order to know what is going inside the classroom, to one of the students, or the whole class. This model requires teachers to put themselves in the shoes of their students so that they would know if they view a certain topic presented in a dull and boring manner. Once this is delved deeper, the knowledge would compel the teacher to resort to ways to make the topic more interesting and catchy to the primary audience, the students. For instance, the teacher can resort to a skit presentation rather than just reading out loud Ernest Hemingway’s For Whom the Bell Tolls. Rather than imposing a teacher’s imagination on how the story goes or how it all ends in a happy ending, it is much more beneficial if the teacher gives room for the students to use their own creativity. He or she can always use ice breakers during transition time to break the monotony and prevent the students from sleeping, reading or talking to seatmates. This also necessitates that teachers will not just shrug off an undesirable behavior happening in the classroom just so that she can go on with delivering her lecture and finish the designated topic within the time range allotted for it. Kounin further posits that when a teacher corrects a student’s behavior, it also tends to reverberate like an echo to the whole classroom which can also change the similar behavior of others (as cited in Charles, 1985). When exercising discipline in a whole class though, the context of the whole group is important to be cognizant of because the awareness of what a teacher does and says helps in avoiding alienating the cooperative students in a part of the lesson or activity (Rogers, 2006).         Teachers can also follow Skinner’s model by using reinforcers to motivate the class to study well and submit their projects on time (as cited in Charles, 1985). Skinner’s model can be used to address an individual and whole class’ loss of involvement. Teachers should collaborate to concretize plans that would associate school with pleasant stimuli so that students will learn that school is a place where they want to be. If a student or the whole class sees that their efforts are appreciated and recognized, then they will do those actions repeatedly, ultimately becoming a habit. Applying Skinner’s model to disruptive behavior, negative reinforcements may be resorted to. For example, a student hits his fellow classmate during a ballgame, as a result, the teacher does not allows him to play anymore.        Teachers can also agree with the idea promulgated by Ginott (as cited in Charles, 1985). Discipline is a way of learning and it should be imposed little by little, step by step.  In this model, teachers should emulate the values and actions they want their students to uphold and practice. The teachers should serve as a role mode that the students can follow. When correcting the disruptive behavior done against the teacher or the other students, sane messages and proper communication are to the used. Instead of being sarcastic or angry, they should know to calm down first.  Furthermore, under this model, the teachers are informed that the best way to help their students is by helping them develop self-esteem and to trust their own experience. It is a no-no to apologize unless it is clear that the student intends to improve or change. In this model, sarcasm and praise can be equally of detriment to the students. Teachers should keep in mind to praise the good act, not the student because this might cause envy to cultivate in the minds of the other students.        Glasser believes that good behavior comes from good choices (as cited in Charles, 1985) . Students are believed to be rational beings, capable of controlling their own behavior. If the students acknowledge that they have become uncooperative and disruptive, they will mobilize their own resources to change, and thus instead become participative and helpful. When disruptive behaviors occur, class meetings can be called and rules can be clearly defined at the beginning of the class. Reminding the students of the rules is a way by which they would see where they crossed the line (Rogers & Rogers, 2002).   This model also zeroes in on the idea that teachers should not accept excuses for the lack of involvement or for their bad behavior.        Dreikurs deem that discipline is not tantamount to punishment (as cited in Charles, 1985). It is clear that it is important to understand that behavior is directed to belonging. Disruptive behavior has mistaken goals like attention-getting, power-seeking, revenge or displaying inadequacy as its roots. This model also believes that teachers should uphold democracy, like having the students have a say in the determination of rules.         When the disruptive behavior against the teacher or other students is worst or habitual, the Canter model is appropriate (as cited in Charles, 1985). It calls for assertive discipline, a forceful but calm manner of handling situations. It is a direct and positive approach to make it possible for the teacher to teach and the students to learn.  The assertive teacher is more effective than the nonassertive or the hostile teacher because he is able to maintain a positive, caring, and productive climate in the classroom. A climate of care and support produces the climate for learning. Rogers & Rogers (2002) also points that assertive command is skill of management utilizing language and nonverbal communications that are firm are but non-aggressive.        Jones’ model postulates that classroom time is lost due interruptions caused by student misbehavior and being off task (as cited in Charles, 1985). This problem can be addressed by the effective use of body language, incentive systems, and efficient individual help. Effective body language causes students to stop misbehavior without sacrificing the teacher’s time in providing lectures. Incentive systems motivate students to initiate doing the right thing, stick to the task and behave properly. Students are motivated to complete work when teachers are able to transfer quickly from pupil to pupil and provide help efficiently. Lewis (2008) supported this model by his principle of “to build up a pile of goodwill”. This recognizes the importance of imparting time to the student to teach, listen and encourage them. This also means that the teacher will walk the extra mile to be with their students to help them discover and develop their potentials. Having discussed the different models of classroom management, one cannot really single out a particular model that will work on all types of classroom settings, and in all age groups, may it be in the elementary or the tertiary level. The key to the success of these strategies though lies on the teacher’s flexibility to be able to practice a model depending on what the situation calls for. For example, a teacher cannot really encourage a class of 4 years olds to assess themselves whether they’ve been showing undesirable behaviors or not, and give them space to modify their behavior by also imposing their own rules. Again, flexibility and open mindedness is the key that would open the door of optimal learning for the students.   TRIGGER FOR TEACHER INTERVENTION TEACHER BEHAVIOR REASON FOR INCLUDING THIS STRATEGY SAMPLE/S OF CHANGED STUDENT BEHAVIOR IN RESPONSE   TO THE STRATEGY 1. throwing tantrums or joking around (attention seeking behaviors) - TIB-Tactical Ignoring Behavior (Rogers, 1993) “I will not listen to what you need unless you stop crying and shouting” Attention-seeking behaviors only get worst when they are entertained. Paying attention, listening to the teacher, keeping silent, focusing on their task 2. Talking or getting noisy - NVM-Non Verbal Messages (Rogers, 1993) like eye-messages The whole class doesn’t have to be disrupted when trying to discipline only 1 child. The student understands the signal and keeps quiet 3. Wasting of class time by doing other things - CSQ-Casual Statement or Question (Rogers, 1993) “Did everybody hear what I just said?” These are statements that imply the need for attention without putting the student to shame. Doing the things required by teacher 4. Talking with classmates despite many warnings - QAF-Question and Feedback (Rogers, 2006) “Are you listening to the instructions?” Some students need a confrontational approach for them to realize their behavior. Paying attention to the lesson instead of the seatmate. 5. Barging in & out of the classroom - RR-Rule Restatements, Rule Reminders (Rogers, 1993) “Going out of the classroom is allowed only during break time” Repeating the rules will make the students remember them. They will stay put while classes are going on 6. Not paying attention or listening - DD-Distraction and Diversions (Rogers, 1993)  “Let’s stand up and do some stretching exercises. The monotony is broken down and students get back to their task. The students get directed back to the lesson. 7.  getting restless and aggressive - DEF-Defusion (Rogers, 1993) “Today, I put on my left shoes for the right foot” Humor can let the steam off a seemingly heated issue in class. The students get calmed down and laugh at their own aggressiveness. 8. Getting late or teasing others - TCA-Taking the Child/Student Aside (Rogers, 1993) “Tanya, I would like to spend time alone with you after class.” Talking to the child on a personal level helps them realize the care and concern afforded to them. They get motivated for school enough to come in early and stop teasing classmates. 9. Swearing -AMS-Assertive Message or Statement (Rogers, 1993) “What you said was not good but it doesn’t mean that you are a bad person.” The behavior gets corrected without insulting the student. The student is able to express feelings in a polite manner. 10. Roaming around the classroom - IWR-Isolation Within the Room (Rogers, 1993) “Please go to that corner and stay put till I tell you to go back to you seat.” This enables students to reflect on their behavior more deeply. The students pay more attention to the teacher. 11. Refusing to attend class -SC-Giving Simple Choices (Rogers, 1993) “You have two choices. You either attend your class now or not attend the whole day at all.” This narrows down the choice and allows the student to make wise decisions. The student is motivated to attend class the whole day. 12. Fighting with others - TOR-Time Out in the Room + SC (Rogers, 1993) This allows students to cool down when their emotions are still high. The student becomes more rational in his thinking. 13. Monopolizing the class unnecessarily. - CISY-Can I See You? (Rogers, 1993) “We have to talk more about this after class.” It makes the student realize that the teacher means business. The disruptive behavior is not repeated. 14. Bullying or hitting a classmate -CDC-Clear Desist or Command (Rogers, 1993) “You have to stop what you are doing now or you will given proper sanctions for your behavior. Consequences for inappropriate behavior are made clear. The student apologizes for mistake done. 15. Disrupting the classmates regularly. -CCS-Basic Contracting/Counseling Steps (Rogers, 1993) “If you do not stop, what do you think should be done for your behavior?” The student is made to realize the mistake on his own. The student is empowered and avoids disruptive behavior. Conclusion        In order to motivate one student or the whole class into listening to the teacher, doing their assignments, and conform to classroom rules of order and optimal learning, it is important to know first the cause of the problem. After tracing the problem, the teacher can device plan of action to solve the behavior.        Tauber (2007) pointed out that the specific classroom model you select should be consistent with your belief about how a teacher should interact with a student. You organized a set of beliefs regarding discipline, in reality will represent your philosophy of discipline.        Teachers can agree to Tauber’s statement. Usually, the teachers own reflection, perception and assessment of the student or class behaviors directly connected to what kind of management approach or discipline system they want to use in answering their problems.        Classroom management models, and their accompanying strategies, are not substitutes for good teaching.  As quoted from Glasser, effective teaching, perhaps the “most difficult job of all in our society” is actually a preventative discipline measure that keeps students so involved and interested that they are not inclined to cause problems (Tauber, 2007). Therefore, a good balance is required between sound theory and effective practice            References Bambara, L.M. & Kern, L. (2005). Individualized supports for students with problem behaviors: designing positive behavior plans. New York: Guilford Press. Charles, C.M. (1985). Building classroom discipline: From models to practice.  New York: Longman. Lewis, R. (2008). The developmental management approach to classroom behaviour: Responding to individual needs. Melbourne: Australian Council for Educational Research (ACER). Rogers, B.  (2006). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (2nd ed.). London: Paul Chapman Publishing. Rogers, W. A. (1993). The language of discipline: A practical approach to effective classroom discipline. Plymouth: North Coate House. Rogers, W.A. & Rogers, B. (2002). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. London: SAGE. Tauber, R.T. (2007). Classroom management: Sound theory and effective practice (4th ed.) California: Greenwood Publishing Group. Read More