Behavioral Theorist Diane Ravitch
Classroom Management: Behavioral Theorist Diane Ravitch
It is clear that teachers do play many roles in a typical classroom, but mainly one of the most vital is that of a classroom manager. Effective learning and teaching and is not able to take place in a classroom that is poorly managed. If students are disrespectful and disorderly, and no apparent rules and events guide behavior, chaos turns out to be the norm. As a new teacher facing their first classroom experience, they will be bombarded with information. Research has displayed that the quality of teacher-student associations is the basis for all other features of classroom management. Additional, research has displayed that teachers who had high-quality relations with their students had rarer discipline problems and rule desecrations than those who did not have high-quality associations. Nevertheless, Diane Ravitch was a woman that has plenty of classroom strategies in regards to classroom management that are effective.
Ravitch believed in classroom management strategies that were efficient such as the power of districtwide strategies. For instance, in London, leaders in both Hackney and Tower school districts adopted area wide strategies so as to improve student results. Instead of putting the emphasis on a minority of low-performing schools, they pursued to strengthen the global capacity of the area to serve all children in the district. They were able to discover a culture of cooperation and mutual responsibility where strong schools were able to bring assistance the much weaker ones (DiGangi, 2015). Head teachers (principals) and teachers worked together all over the schools and borough leaders were able to organize resources flexibly and efficiently with the intention of minimizing any systemic injustices.
Ravitch was a fan of this strategy because she was able to observe methods that teachers used in London. She saw that they differ quite a bit with school improvement methods in the U.S., who put the emphasis more on making better a few secluded schools while paying no attention to the broader needs of districts as an entire. With that said, the London approach is antithetical to having charter schools function as independent entities with no stake in the overall achievement of the districts in which they are entrenched.
When it comes to classroom management, Ravitch believes it is not important to listen to the critiques of others. She makes the point that any education critiques by anyone who has not ever taught full-time -- for the reason that they do not have any idea in regards to classroom management, or even what it really is about. Ravitch theory points out that a person's master's degree is not worth much if a person is not able to get disobedient students to sit down. It is clear that getting a bunch of rowdy students to sit down is not an easy Task and even Teach for America mentions that it not easy at all (DiGangi, 2015). Ravitch mentions that it is great that Teach for America highlights real talk on race, class, gender, and opportunity. This is very important. However, at the same time, those conversations need to take a backseat to the "classroom management." "
Ravitch mentioned that she was knowledgeable only about behaviorist management methods that focused on giving clear directions. These types of techniques proved to be the most effective when it came to classroom management (Ravitch, 2014). Some of these strategies involves narrating student behavior when they were following directions, and then sowing them the consequences to those students who are not following the directions. These management methods were presented as best practices all through our training; no other alternatives are mentioned in Ravitch opinion.
Ravitch believes that relationship with the students are important when it comes to classroom management. There are certain characteristics of effective teacher-student relationships. In order to understand what they are, first reflect what they are not. Operational teacher-student associations have nothing to do with the teacher's personality or even with whether the students look at the teacher as a friend. Somewhat, the most effective teacher-student dealings are characterized by three detailed teacher manners:
Showing appropriate levels of authority
Showing appropriate levels of collaboration
Being conscious of high-needs students.
Appropriate Levels of Authority
Teachers should be establishing clear and vivid expectations for behavior that comes in two methods: by establishing procedures and, clear rules and by providing consequences for student behavior. Past research has highlighted the significance of finding rules and actions for group work, general classroom behavior, seat work, transitions and disruptions, utilization of equipment and, materials starting and ending the era or the day. Preferably, the class should start these rules and procedures by means of discussion and joint agreement by students and teacher (Braswell, 2005). Ravitch believes that along...
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