Dealing With Students\' Behaviors Using Classroom Management Theories

Classroom management theories including learning behavior theory are the foundations through which teachers can develop emotionally safe classroom where all students can learn. For instance, learning behavior theory helps in creating suitable instructional interventions for management of routine misbehaviors, increasing intrinsic and extrinsic behavior, and encouraging positive social interaction, self-motivation and active engagement. An example of a situation that could benefit from the use of learning behavior theory is Carol's scenario who has some behavior issues. Some of Carol's major behavioral issues include talking a lot, especially off the subject matter, poor concentration when she thinks the lesson is boring, being distracted by her friend, Frankie, and the need to be reminded to get back to her work.

Carol's Negative Behaviors:

One of Carol's major problems in the classroom is talking a lot, mostly off topic or the subject matter, which results in her constant interruptions of the learning activities in the classroom. From the perspective of learning behavior theory, Carol's problem can be attributed to her conditioning. This theory postulates that learning takes place when there is a change in behavior and is usually based on conditioning in the learning environment ("Behavioral, Cognitive, Humanist Approaches," n.d.). Conditioning is usually based on the provision of a reward following a desired response or behavior. The reward in turn acts as a reinforcer and enhances the probability that this behavior or response will be repeated. Based on observations of the classroom, there is lack of conditioning or reinforcement that addresses Carol's problem of getting off the subject matter and interrupting constantly.

Since Carol's problem of getting off the subject matter and constantly interrupting is attributed to conditioning, an antecedent for this behavior would be to provide a reinforcer for positive or desired behavior in the classroom. This process involves using cues that will tell Carol the desired behavior to be reinforced. The most appropriate type of reinforcer to use in Carol's case is fixed interval reinforcer, which will be given after a fixed number of positive or desired behaviors. However, the reinforcer will generate positive behavior from Carol if there is punishment for negative behaviors to prevent or remove an undesirable behavior or response.

Carol's situation requires urgent attention because getting off the subject matter and interrupting constantly has serious consequences on the class. One of the major consequences of the behavior is that the student may fail focusing on the subject completely and re-direct the attention of her classmates. This may in turn lead to poor performance during exams by making it difficult for all students to learn. The other consequence of Carol's behavior is that she would make it difficult for the teacher to teach and control the learning environment. If Carol's behavior is not controlled, learning does not take place because other students are affected.

In light of these circumstances and the need to solve the issue, Carol's behavior could be mitigated by the use of an appropriate instructional intervention. Based on an analysis of the situation, Carol seems to be having problems in concentrating and tends to perform well when concentrating in learning activities. Since the goal of the instructional intervention is to re-focus Carol's attention to the learning process, differentiated instruction is the most appropriate strategy in this scenario. This strategy would involve using visual aids such as overheads and videos and provision of materials that aid in learning ("Learning Strategies," n.d.). The strategy would also help to accommodate Carol's abilities, interests, and learning styles to promote effective teaching and learning. If this instructional intervention is applied in Carol's situation, she would become self-motivated and actively engaged in the learning process. This is primarily because the visual aids would help her focus and maintain that focus on class work.

Application of Intrinsic and Extrinsic Motivation:

In light of her concentration problems, Carol would benefit from the application of different principles of intrinsic and extrinsic motivation, which will help in promoting effective learning. The application of these principles would help in effective learning through enhancing self-motivation, encouraging positive social interaction, and promoting active engagement in learning activities. Generally, the principles of intrinsic and extrinsic motivation include purpose, independence, mastery, and rewards. Carol's self-motivation and active engagement would be enhanced through the use of purpose, autonomy, and rewards. In this case, purpose would give her a sense of direction while autonomy creates an opportunity for her to engage in the learning process wholeheartedly. Through the use of these principles, the teacher will provide teaching and learning activities that are exciting and provide enables the student to have a degree of personal control (DeLong & Winter, 2002). The use of these principles provides the basis for positive social interaction through mastery of the learning content and environment.

Creating an Emotionally Safe Classroom for Carol:

There are several ways that teachers can use to create emotionally safe classrooms including affirming students' achievements in non-competitive ways, providing opportunities for risk taking without punishments, stimulating self-confidence, and providing thoughtful response (Darling-Hammond et. al., n.d.). One of the techniques that can be used to create such an environment for Carol is through fostering positive relationships with her through showing respect and compassion. This involves listening to her carefully and responding to her learning needs and feelings. Secondly, the teacher can create an emotionally safe classroom for Carol through purposeful action that is characterized by offering targeted, positive response for tasks that are completed successfully and providing recommendations for improvement.