Practical classroom management: personal and overall classroom strategies. Please consider the following two situations: The first is Ella, the fourth-grade student who has problems with classroom behavior; he often stands up from his seat, which sometimes causes dialogue or anger towards others. When she was asked to return to her residence, she would show disobedience and disobedience from time to time. Ignoring Ella won't work-she just thinks she will stop wandering, chatting, and making fun. On the other hand, pay attention to their behavior, especially suppressing it. She will make Ella resist and fight for power with the teacher. Ella's academic ability is usually below average-her reading ability is not as good as other student's, and she is shy when reading in class. He is strong in mathematics, but he likes speech problems. As it spreads, it will interfere with your reading skills. She has good social skills, so you suspect that she is deceiving you and others. King, she knew the mission she didn't understand. You have recently noticed that when asked to return to her seat, Ella becomes more provocative, and you worry that this will become a real behavioral problem. The school will be happy to work with you to solve Ella's problems. The second situation is Mr.Jones is a sixth-grade teacher and graduated from college a year ago.
His freshman is coming to an end, and he is worried about the chaos in the class. It seems that you need to send a constant stream of students. In the office, despite repeated severe warnings, it was given to her. You are worried about exceeding the trial period. Your principal visited your class twice. On these two days, the students were not very interested and lost contact with the class. While watching the presentation on the screen, Mr. Jones did homework, took notes, talked, and gestured with each other. It is also observed that at least 60% of students do not have math textbooks on their desks. The most common problem is the back of the room the director is looking at. Jones believes that the reason is that students who have done well in the past suddenly encountered problems in class. Mr. Jones is looking for answers to improve classroom behavior.
Discussion Although the purpose of learning is to create an environment for children to learn, as shown in two situations, students often exhibit behaviors that distract them and others. Serious problems can range from simple mistakes in completing the job to intimidation. Or intimidation of others, violent aggression against classmates and teachers. Ella is very typical, a mild interruption the teacher encounters in class. However, when a child misbehaves, there is hardly a problem. Understanding how these problems were resolved and what caused them, in the end, can provide information on how to take action. Consider the situation of Mr. Jones. In this case, the teacher exacerbated the confusion in the class. The conversation with Mr. Jones quickly showed that he doubted his teaching ability. Fortunately, classroom management, the ability to manage and reduce student misconduct, is a skill that Mr. Jones or any other teacher can master. The classroom is a challenging environment. When students started a new class at the beginning of the year, they brought a different preschool experience and a very different family history.
In addition, as a teacher, you have a series of expectations and experiences for your children when you enter the classroom. Most experienced teachers sometimes find it difficult to manage the classroom. The behavior of some students can cause problems in any class. However, the behavior of most students will be affected by skilled and appropriate classroom management. The purpose of this module is to introduce a range of skills that enable teachers to create and maintain classrooms, thereby maximizing the time for students to actively learn and minimizing distractions. We will first check the situation in the entire Mr. Jones class because before we hope to sort out cases like Ella, it is very important to understand how class management affects the entire class. Define all aspects of the teaching and management strategies of the student’s behavioral environment. Then, we look at Ella’s case to come up with strategies for identifying problems when they arise.
The tertiary prevention or reinforcement intervention is aimed at students who have participated in destructive or offensive behavior. Universal prevention Establishing reasonable expectations and consistent routines is a universal prevention strategy that can greatly reduce class management problems. One-stop prevention All students benefit from a clear vision and regular reminders of your classroom rules and expectations. Alternative/Secondary Prevention Strategies At this level, students who are at risk of behavioral problems will be individually identified so that they can get help before the problem occurs. RTI (RTI) is a strategy used to identify students who may be left behind in reading, writing, or arithmetic. For example, use common course-based measurement methods to identify 15 to 20% of students with reading difficulties.
I remember Ella's case. Most of the interruptions she caused in class were due to her limited reading ability and inability to complete the work. Since reading is one of the basic skills of children in most subject areas, it is aimed at students with difficulties. As you read, you will get the other instructions you need. As mentioned above, although an academic intervention cannot be regarded as "class management", the provision of curriculum materials that are neither too simple nor too complex helps students participate in the learning of the classroom. Other secondary prevention strategies include those described by Jacob Kunin, which are used to identify problems in the classroom before escalating into larger, more complex events. Have you ever seen a rapid escalation of classroom conditions, such as a situation where a student who violated the rules caused other students to collapse? To avoid this situation, the problem must be solved from the source. He analyzed the videos of classroom activities to determine the strategies adopted by the teacher with the least behavioral obstacles in the classroom. Kunin used the word "existence" to describe teachers who were overly sensitive to what happened. These teachers constantly monitor the behavior of all students. "Overlapping" or doing two things at the same time in the classroom is another behavior, and this behavior is common among teachers with the fewest behavioral problems. By using overlays, these teachers can continue teaching throughout the class and see when and where students show signs of struggling.
The close relationship between teachers and students can calm the situation. For example, suppose your class is divided into groups of several group projects. To control a class, you must always follow the other members of the class, even if you work with a separate group. Postgraduate/intensive interventions Although there are broader primary and secondary prevention strategies, there will always be students who behave improperly or destructively in the classroom. It is very important to develop a series of third-level or intensive intervention strategies to deal with unexpected classroom disturbances. In the second half of this lecture, interventions to address individual student behavior problems, we introduced different higher education strategies. The second part: the intention for students' behavior problems. The first half of this module introduces management skills. We will now discuss some intervention techniques you can use in class. Students’ skills and set rules and expectations can reduce a lot of classroom misbehavior. But what if bad behavior persists? what can you do? Managing classroom behavior includes the willingness to deal with classroom interference and inappropriate behavior and encourage independent behavior. Rules for every student.
Now, we will discuss teacher counseling strategies, functional behavior assessment, and personal interventions for students with persistent or more severe behaviors. What does not help improve classroom behavior? Classroom management strategies vary depending on your teaching style. Some methods are more successful than others. Let's start with some unfortunate methods of dealing with bad behavior, such as extinction (or neglect of inappropriate behavior), severe or punitive disciplinary methods, and strong emotional reactions to student behavior. Technical terminology is an ineffective strategy that attempts to completely ignore inappropriate behavior in the classroom. Many students, especially older students participate.
Strategies for Improving Classroom Behavior A number of individual interventions are available for students whose behavior requires more intensive programming. You can work with special education teachers, school psychologists, or behavioral consultants to design such programs; the ultimate aim of such programs is to re-engage disruptive students in classroom activities and curriculum and assist them in moving towards self-control. A few strategies are suggested in the following slides. These suggestions are illustrative and should not be considered comprehensive. If you are interested in a more extensive list of strategies, you can find an appendix of helpful sources on our website near where you entered this module. Reinforcement through token economies or behavioral contracting Although the ultimate goal in behavioral programming is to encourage self-control, external reinforcers are often helpful in getting students to re-engage if they have learned that schoolwork is something to be avoided. Have you used any kind of external reinforcers to further engage your students? If so, then you have created a token economy in your classroom. In token economies, a student or students earn some kind of symbol (e.g., stickers, points, checkmarks) that can be exchanged at the end of a week for items or activities that they find reinforcing.
In behavioral contracting, the teacher and student develop a paper contract specifying a reward (e.g., extra free time, time to visit a favorite school staff member) in exchange for a given amount of behavior (e.g., two chapters completed or four days with less than three call-outs. In a token economy system, reinforcers are defined as those events or activities that increase the likelihood of a behavior. Thus, reinforcers are highly individual-specific and age-related. Although some students might view washing the board as a chore, for others it might be the best reward imaginable, something they might be willing to do a lot of work for. Also, the exchange should be developed with terms that are meaningful for students, yet do not overburden the teacher. Although students may be unrealistic in expecting that they will be able to get 10 minutes of free time for every math problem they complete, it would also be unrealistic to expect students to be willing to work an entire week to receive only 15 minutes of free time. Home-school contracts or folders. A specific form of contracting that involves the parents are called a home school contract or home-school folder. In this intervention, students receive a folder or assignment sheet that contains information on all their assignments. At the secondary school level, students may carry the folder from class to class to help them organize across classes.
The student gets each teacher to initial assignments for the evening. At home, the parent or guardian reviews the assignment sheet before the student begins her homework, and then signs off after completion. If desired, the home-school folder can be made into a behavioral contract, stating that a certain amount of completed work will result in a certain reinforcer (e.g., going out to the movies). Depending on how technologically advanced the school is, the teacher also has the option to create a site to do this online by posting assignments, forms, and notes for both students and parents to read and refer back to. Self-monitoring. You know how busy the classroom can get and that there is not a lot of time for you to monitor the work completion of every student every day. Therefore self-monitoring is a valuable method of implementing a behavioral intervention that requires less time and attention from teachers. In self-monitoring of academics, students can monitor their own progress on assignments, checking off assignments on a check sheet on their desk or in a folder.
In self-monitoring of behavior, students can count the number of times they engaged in a positive or negative behavior on a checksheet or wrist counter. Studies have found that students can be trained to be quite accurate if there is periodic monitoring of the student's and teacher's counts at the beginning of the program. Again, reinforcers may be provided when a student has completed a certain level of work or reached a certain level of appropriate behavior. The discipline of Students with Disabilities Students served in special education are guaranteed a free and appropriate public education under the Individuals with Disabilities EducationAct (IDEA). Federal and state special education laws define a separate set of procedures for discipline of serious misbehavior of students with disabilities. That law intends to maintain a balance between the need for safe school climates and the need to preserve disabled students' right to an education under IDEA. It is important to note that, up until 10days of suspension or expulsion, students with disabilities are subject to the same disciplinary procedures as other students. It is a myth that federal and state law does not allow the discipline of special education students. Once a student reaches 10 days of suspension or expulsion, however, certain rules and safeguards apply.
One of the IDEA'sdisciplinary provisions is Manifestation determination. In order for a student with a disability to be removed from school past the 10-day limit, it must be shown that the behavior in question is not a result of the student's disability. A manifestation determination meeting is held to consider data pertaining to whether or not this is the case. If the behavior in question is not due to the student's disability, that student may be removed from school for the same amount of time that a non-disabled peer would be removed. Functional behavioral assessment/Individual behavior plan. If the behavior in question is determined to be a function of the child's disability and the child is to be removed for more than 10days, the team must conduct a functional behavioral assessment plan and implement a behavioral intervention plan for the student. * Removal to an Interim Alternative Education. For possession of drugs, weapons, or behavior involving serious bodily injury, students with disabilities may be removed to an Interim Alternative Educational Setting for a period of up to 45 days. This is not to say, however, that there will not be issues requiring additional attention for students with disabilities.
Students with emotional disabilities, will, by the nature of their disability often exhibit a greater frequency and intensity of emotional and behavioral problems. With such students, it is likely that more intensive individual interventions will need to be put in place. Teachers should work with the special education teacher of record, the school psychologists, or other personnel who specialize in behavioral issues, to ensure that a behavioral intervention plan is in place if needed, and the effectiveness of that plan is periodically monitored. Finally, it is important to note that requirements regarding the implementation of a functional behavioral assessment and behavioral intervention plan after 10 days suspension or expulsion are a minimum requirement. For any student exhibiting consistent behavioral problems that interfere with classroom instruction, whether disabled or not, and regardless of the number of days of suspension, it is always a good idea to consult with the school psychologist and other school professionals on whether a functional behavioral assessment would be valuable in better addressing intensive behavioral issues. For basic definitions of event, latency, and duration observation methods.
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