Classroom Behavior Management
Developing a classroom that takes cultural diversity into account begins with understanding one's own ethnocentrism, that a lot of what we take for granted pertains specifically to our own cultural upbringing. Children who come from other cultures -- and their parents -- may well have different ideas and ideals. It is important to learn about the different cultures that are present in my classroom, as a starting point for understanding. A lot of developing an inclusive classroom involves listening to students and parents, so as to understand their cultures better, and how that pertains to the classroom. My plan would have specific Tier 1 rules, governing the basics of classroom behavior that are not subject to question on the basis of culture. But there will also need to be more of an individualized (Tier 2) approach, where some students from other cultures might receive special attention, or consideration.
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I feel that the sociocultural theory is applicable to classroom management, in part because of how it emphasizes listening and understanding before setting out punishments, for example for questionable behavior. The Family Systems Model is another positive approach because it recognizes the role that parents and the community play -- but especially the parents -- in a child's development. The teacher is not solely responsible, so if there are behavior issues, for example, working with the parents is likely the best way to ensure that there is consistency in the messages sent to the student. Knowing about the student's family situation might also have some explanatory power with respect to behavior, so again there is value in learning more about the family background...
Managing Behaviors & Teaching Social Skills Antisocial behavior in schools in on the rise and has become a concern in school systems, from both a learning perspective and from a safety perspective, as well. Previously, schools have dealt with such behaviors using punitive measures such as expulsion, or even law enforcement measures to attempt to discourage youth from behaving in an undesirable manner. These programs have had little or no effect
The above plan may establish a challenge to a teacher's capability in setting an organized method that can effectively bring proper learning and proper behavior in students within the classroom environment. For instance, implementing discipline techniques is the foremost challenge, and may also be a problem, because students have different personalities. One may be open to discipline while another may be stubborn. The implementation of technological methods of teaching and learning
Low-structured classrooms have more dialogue between the teacher and the students as well, according to PAW (2009). Capizzi (2009) notes that it is easy to visit a variety of classrooms and see how each one has its own style and its own feel. Teachers can get very creative when it comes to structuring and decorating their classrooms, which is nice, but teachers have to be careful that they organize the
Behavior Management in Special Education Special Education Author's note with contact information and more details on collegiate affiliation, etc. Special Education utilizes a combination of methods of behavior management. Behavior management is a vital part of the service that Special Education provides. Behavior management is a series of systems and strategies to help develop more socially significant, useful, and appropriate behaviors. Special Education teachers in conjunction with the students' families and specialists, compose
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
Classroom Discipline Cook-Sather, a. (2009). "I'm not afraid to listen: Prospective teachers learning from students." Theory Into Practice, 48(3), 176-183. Cook-Sather's article describes a teacher education program she conducts at Bryn Mawr College and the results of a survey of teachers who went through the program. The program is called the Teaching and Learning Together (TLT). Through TLT, secondary education students at the college have substantial interaction with high school students from area
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