Classroom Management and Behavior
It is a confirmed fact that relationships are a critical component of both classroom and behavior management. This fact is particularly truthful when applied to male students. Current research indicates that, "For so many of the boys, the issue was not what subject or instructional approach engaged them, but rather for whom they might risk engagement and effort" (Reichert & Hawley, 2014). Obviously, the boys denoted in this study are "risking" their effort for the instructor. Moreover, instructors that are able to create a positive relationship with students will be able to engage them better -- better engaged students require less disciplinary efforts than less engaged students. The efficacy of a positive relationship with students to the related ease of classroom and behavior management is described in the subsequent quotation: "You don't win on the strength of your argument. You win on the strength of your relationship" (Goulston, 2013).
Pedagogues can root positive relationships to positive interactions with their students. As such, it is better to focus on positive attributes of things -- rewards instead of punishment, praise instead of criticism -- in order to foster the sort of relationship with students that leads to effective classroom and behavior management. The mishaps associated with focusing on negative aspects of children and one's relationship with them are alluded to in a study by the London School of Economics that revealed, "excessive shouting and meting out hard-line punishments was counterproductive. Ignoring naughty children also appeared to lead to deterioration in discipline standards" (Paton, 2014).
As such, behavior management should be focused on positive reinforcement, which can take any number of different forms. One of the most readily accessible of these is to issue verbal...
325). Robertson & Tang (1998) demonstrate through systematic analysis how commitment in an organization can be empirically measured and how organizations can use that information to improve organizational structures, systems, behaviors and thought processes. This can only be achieved through consistent, objective and systematic processes that automatically work to support a more diverse and functioning work environment. Q4. Explain what is meant by the term "workforce diversity?" Workforce diversity means different things
Behavior Management EDFD260 ASSESSMENT A: BEHAVIOUR Management PLAN Discuss your overall philosophy of behaviour management. Refer to theoretical models / approaches which have influenced you. On the whole, behavior cannot be controlled, but can only be guided. This overall philosophy of behavior management in the classroom, built in part on Glasser's Choice Theory and stemming strongly from Bill Roger's Theory of discipline, especially the concept of directional choices (Andrius, 2012). These theories both
Behavior Manage/Elementary Behavior management is a huge component of classroom life that often takes new teachers by surprise. Presenting creative lessons in the context of a teacher education program is much different than in an actual classroom filled with lively elementary school students. Kraft (2010) points out that teaching and learning can take place only when the proper environment is created and maintained. Inexperienced teachers in particular may resort to "draconian classroom
School-Wide Behavior Management POSITIVE BEHAVIOR SUPPORT ARTICLE REVIEW Positive Behavior Support: Article Review Positive Behavior Support (PBS) is best conceived of as a framework that governs how schools consider and make choices about the discipline in their schools, rather than a particular behavioral management approach. The article suggests a four-step process for schools to better integrate PBS into their secondary and tertiary responses to the 20% of students who do not respond to
Behavior Management Lee Canter's theory on classroom discipline is designed to accomplish two primary objectives: 1) Increase teachers' efficiency when dealing with student disruption, and 2) to reduce incidences of unacceptable behavior by students by providing proactive instruction about expected student behavior (Burden, 2003). Canter recommends a three-step cycle of behavior management to increase the positive behavior of students and ensure a productive learning environment. The three-steps of the positive behavior
Behavior Management Discussion Questions on Behavior Management Managing a group of people requires managers have to understand the people very well. Appreciating the psychological differences like perceptions, aspirations, and motivations of people whether at the workplace or a classroom is a recipe for successful group management. Failure to understand these aspects can cause problems in the whole management process. The same concept is very applicable to a school set up. The head
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