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Classroom Management Theory Paper

813 Words4 Pages

Effective teaching requires the efficient use of classroom management to address problem behaviour and to maximise student engagement in learning. With many theories available, a beginning teacher should explore each, to best match their own personal pedagogy. This essay offers an overview of three behaviour management theories. Two are Psychoeducational theories based on the principles of Individual Psychology presented by Alfred Adler. This initial theory has been further developed in Goal Centred Theory (GCT), as a social theory based on a sense of belonging, and in Choice Theory, where the educator adopts a lead partner role rather than a manager role. The third theory discussed is Assertive Discipline, influenced by Behaviourist theory, which offers a distinct structure to assist students in achieving behavioural expectations. …show more content…

23), and to help students transfer acceptable behaviours to meet these needs (Lewis, 2008). GCT requires explicit whole class discussion about needs satisfaction and expectations, offering choices about rules and consequences rather than punishment, and encouraging effort over achievement. The key principles are democratic, based on the assumption that all children want acceptance and belonging into a social group (Lewis, 2008), and proposes that all misbehaviour stems from the mistaken belief that inappropriate behaviour will lead to group belonging. Cangelosi (1993) suggests that motivation is developed intrinsically through students having a voice in establishing class rules, and understanding the consequences of misbehaviour. Miller (2001) proposes that children respond favourably to democratic classroom structures and this assists the development of

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While all children and young people must understand and follow the rules, it is important that adults at school consider that all children are different and that some could need additional support in following these rules. Children with certain behaviour challenges could need more regular reminders of what is expected from them and may also benefit from extra incentives for good behaviour, such as reward charts. If extra rewards systems are put into place in a classroom to encourage positive behaviour then it must be ensured that this is maintained and that the child or young person understands that good choices equal rewards and positive attention. Students are more likely make good choices with an understanding that there is always a consequence for negative behaviour and so it is crucial that the behaviour management is well managed and consistent. Students could take the opportunity to push boundaries if they believe they may not receive a consequence for a bad choice and this could have a poor effect on their development and learning.

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This assignment will explore three aspects of the role of the teaching in managing behaviour in the primary classroom: teacher and child relationships; creating rules; and reinforcement. It is recognised that managing children’s behaviour not only obstructs learning outcomes for the children, but also have a profound effect on the teacher’s well-being and efficiency (Barker et al, 2009, cited in Learning to Teach in a Primary School, Hudson, 2013). To be able to be effective in teaching includes core values such as respecting all children and treating everyone equally (Rogers and Rogers, 2006). Behaviour management creates a school environment in which positive behaviour is encouraged whilst poor behaviour is reduced. For this to be effective,

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Another motive to do this research that I have noticed that those students have no consideration to the other student’s needs to learn during class discussions, they shout out their answers quickly and leave no chance for other students to answer which leads to laziness and de-motivation among other students and lack of interest in the task at hand and raise several behaviours issues as well. I’ve been trying to implement some behaviour methods like sanctions and rewards to restore order and discipline in the classroom, but I started to notice that depriving those students from shouting out loud or showing off their knowledge to their peers in the classroom leads to a kind of depression and loss of interest. Again, I am hoping through this research to learn the proper approach to make them in charge of their own behaviour and have them acknowledge that they have a high responsibility to manage their own and each other’s behaviour which hopefully may lead them to become independent and self-disciplined learners within a framework of mutual respect and tolerance (Wallace et al. 2008) and without causing any underachievement for them or others.

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There are many ways that I believe that my classroom management skills have improved, but I would like to focus on three skills: patience, communication, and documentation. Patience is so important in all facets of life, but extremely important while teaching. It is so easy to get frustrated with students who disobey, do not understand the information, or just simply not nice, but as a teacher, I must look past all of those. I believe that a major quality of a patient teacher is a teacher who used positive reinforcement as the number way he or she treats students, and that is the type of teacher I want to be. I will be a teacher who consistently motivates their students with positive reinforcement even when it would be easy to punish and get extremely angry at the student.

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Effective classroom management is an essential component when creating an environment that is conducive to students becoming life-long learners. I believe in order to successfully achieve this type of classroom management there must be guidelines set that establish clear expectations that prevent misbehavior or confusion, acknowledging good behavior with positive reinforcement, and problem solving bad behavior. As a classroom manager it is my duty to present students with clear rules and producers that they will follow throughout the school year. I will engrain these in the students, through classroom discussions, and activities.

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3.1) Theories of Behaviour Management Behaviour management is a tool, a system, generates learning environment to encourage positive behaviour and minimise the opportunity for negative conduct to occur. It is like modifying and change learner's action in a positive manner where the primary focus lies on maintaining order. Many theorists presented their views in their research work on the understanding of the nature of the behaviour BILL ROGER is an education consultant and author present his work on behaviour management, discipline, effective teaching, and stress management etc. and also lectures widely covers the topic to both the learner and the teacher for the challenges facing in leadership in educational premises. Bill Roger recommended

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There are many attributes that are needed for teachers to be effective. Some of these attributes include consistent, organized, conduct a well-managed classroom, and prevent problem behaviors. To be considered consistent, a teacher must set predictable practices and procedures. In order for students to become familiar with the teacher’s practices and procedure of the classroom, the structure and organization should be taught within the first week of school. The teacher would be considered effective once the students become responsible for the procedures that are consistent with their learning.

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Effective ways to encourage and teach appropriate student behaviors are highly valued by educators. Thus, the theorists of classroom management mentioned above continue to provide direction of contemporary

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Kohn argues that using ‘lures for learning’ can result in students experiencing anxiety (1993, p.8). Also in special education settings students are possibly subjected to ‘Skinnerian manipulation’ (1993, p. 8). This highlights the role of criticality in classroom management and the importance of teasing out underlying assumptions through reflection (Brookfield, 1995). It raises ethical awareness to the behaviourist choices we make as teachers as we ought to recognise that we are not looking to alter the personality of young students through behaviourist techniques, but rather reduce anti-social behaviours. Contrary to this, in Kohn’s view, behaviourist teaching is seen as a ‘controlling’ technique and as a way to increase learning performance.

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While the behaviourist approach can be used to explain simple tasks, it becomes much more problematic in the learning process when tasks and objectives become more complex, such as with higher education. Even though behaviourism has had a major impact on the education in the western world, some critics highlighted the theory’s limitations by stating it was merely a scientific model that has been tested in a laboratory under specific test conditions, and how humans have a higher cognitive process than animals. They also found the theory to be dehumanising and unethical, not to mention that there was no consideration to the humans’ thought complexity compared to animals. A possible problem in relation to teachers utilising behavioural strategies in the classroom, such as praise or time-out, is the potential for haphazard, inconsistent and incorrect implementation (Angela M O’Donnell 2012, p

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