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Example research essay topic: Classroom Management Behavior Problems - 2,888 words

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Classroom management Today, more than ever, students are coming to school unprepared to learn. There is an increase in family instability, poverty and misfortune. Perhaps in correlation, there is also a decrease in moral and ethical values (Evertson and Harris 67). With such dysfunction in their home and private lives, it is more difficult for children to focus on scholastics. Yet, all children require a variety of basic internal needs, including love, acceptance, security, belonging, and control. Effective educators recognize these needs and can identify children who are lacking any of them.

It is these students, who do not have their basic needs fulfilled that have a tendency to misbehave. They are missing something in their lives and they will do whatever it takes to fill that void (Slavin 169), even if they know they are behaving improperly. And it only takes one or two students involved in a discipline problem to ruin an entire days worth of instruction. Once teachers are accepted by their students as leaders who establish clear rules and reasonable structure then a basis for learning exists. (Slavin 171) There seems to be a cyclic relationship between classroom management and effective instruction. Poor behavior of the students can destroy any chance of a successful lesson but good instruction deters mischievous behavior. Discipline is merely a symptom of problems teachers have with instruction (Slavin 172).

Improving instruction will dramatically decrease what faculty considers students chronic misbehavior. Many researchers imply that it is the ability to predict and prevent such problems that is a major difference between novice and experienced educators (Evertson and Harris 75). The biggest weakness of beginning teachers is their failure to design discipline strategies prior to the occurrence of behavioral distractions. Frederic H. Jones defines classroom management as the business of enforcing classroom standards and building patterns of cooperation to maximize learning and minimize distractions (Slavin 172).

He is among many researchers who study when, how, and why children misbehave and the most effective means of correction. There are two types of discipline: reactive and proactive. Reactive discipline occurs spontaneously, when the teacher does not anticipate misbehavior and, therefore, does not plan a response. When using this improvisational method, the teacher is in survival mode. He / she simply shifts from one problem to the next, reacting along the way. This result in inconsistent structure and it undermines the teachers authority and credibility (Evertson and Harris 101).

Proactive discipline, which as far more effective and favorable, involves, forethought, anticipation, preparation, and consistency (Evertson and Harris 104). Professor John R. Ban, of Indiana University, recommends a lesson plan approach to this type of discipline. Since all educators should be familiar with lesson plans, Ban suggests making behavior the object of study during the first week of school, focusing on conduct and consequences in the lesson. The schools student conduct manual could be used as a resource, allowing the students to study the rules, explore the reasons, and express their opinions. Students should understand the role of rules in the school and society.

Then they could be involved in designing the code of conduct for the classroom. Substantial research indicates that people are more inclined to obey rules when they have had a significant part in determining them (Slavin 175). The class input will also ensure compliance via the power of peer pressure. A lesson on temper management can be included in the weeks unit on conduct, allowing the children opportunities to explore aspects of themselves and learn methods of control. Whether the instructor uses Bans method of involving the class or not, rules need to be established.

When a teacher designs classroom rules, he / she should first understand the difference between rules and procedures. While rules should be created to control the breach of expected behavior, basic classroom management procedures will suffice for minor distractions. The educator needs to also weigh criticality and frequency of inappropriate behavior. (Evertson and Harris 80) It is not necessary to over-enforce a rule concerning an infraction which is nearly tolerable or occurs seldom. Rules should be specific, clearly and firmly communicating behavior standards.

Rules should be positive, beginning with what to do instead of what not to do. (Wolcott 161) Rules should be enforced following the infraction. If a rule is not going to be enforced, it should be eliminated as not to undermine credibility. Rules should always include the reason for the rule. Stay in your seat may challenge the child, while Stay in your seat because wandering around the room disrupts the class supplies the child with concrete rationale (Slavin 176). When consequences are designated, it is important to remember that discipline is meant to teach, not punish.

The primary purpose of a consequence is to assist in the continuation of the lesson as soon as possible, placing value on instruction and good behavior. The secondary purpose is to give the student a negative experience to serve as a deterrent for future behavior problems. In reality, there is only one real consequence: the denial of a good classroom experience to the child (Wolcott 161). Rewarding appropriate behavior and academic success is more effective than punishing inappropriate behavior. However, if punishment is necessary, it should be used sparingly. The more often it is used, the less effective it is.

Punishment should never be used as retaliation on a child. Teachers are supposed to be mature role models; bitterness will only result in the loss of respect. Punishment should not include school work. That would send a message that the material is not important enough to be learned for its own sake. Punishment should be connected to the infraction. This will assist in an appreciation for the rule.

Punishment should never include the mass. Students will not respect a teacher who punishes all for the behavior of a few. Punishment should not be corporal, suggesting that there is no more that could be done (Wolcott 163). Classroom management has been an increasingly studied topic in the education arena. There have been many discipline systems developed, including Canters Assertive Discipline, Glass Reality Therapy, and Dukes Systematic Plan but most of these require a change in school organization. (Evertson and Harris 140) While it is true that a school-wide format would be the most consistent and, therefore, successful, it is unreasonable to request individual teachers to conform their classroom rules. Many operational standards may be inflicted school-wide but discipline procedures risk affecting the personal relationship between the teacher and student.

Instead, faculty should assist and support procedures that work for each individual teacher. They could organize faculty study groups to observe one another and help to identify practices that do or do not work. Principals could also participate in these groups, especially in classrooms where students are frequently sent to the office. While rules and consequences need to be firmly established, there are many ways to prevent most behavior problems from occurring at all. Jim Noland, of Pennsylvania State University, explains how proper planning is the strongest offense against behavioral problems. He stated the importance for a teacher to consider student reactions, anticipate possibilities, and create alternative activities prior to the application of any lesson.

Noland introduced the vulnerability index, a planning tool, to assist in designing lessons not susceptible to misbehavior. It is a means for instructors to predict potential distractions and prevent their occurrence. (Wolcott 164) Basically, the vulnerability index is a standard by which teachers can evaluate their lessons to predict how vulnerable the lesson is to behavioral distractions. It requires the teacher to analyze their lessons with attention to student characteristics, teacher characteristics, teaching and learning activities, and environmental factors. As many factors are beyond control, teachers must manipulate their own characteristics to maintain order within the walls of their classroom. Teachers can help motivate their students by providing them with a warm, homelike classroom setting in which the teacher may take interest in a students life outside of school, remembering not to get too involved.

Students need to have audiences outside their own classroom. By being around others constantly, whether it be people of their own age or elders, children begin to build confidence and they see that life is full of continual interaction with the world. To build more successful classroom teachers can follow a few helpful steps to ensure learning is occurring: use of curricular objectives to provide a framework for planning and organizing instruction, ways for small-group work and peer collaboration to advance and support learning, and use of initial and ongoing assessment practices that guide instructional choices. (Evertson and Harris 153) Today, students are crawling out of yesterdays straight-edge teaching methods. They are getting their hands on technological devices not only in the classroom, but even more outside the classroom. There are many teachers that have been in the profession for a number of years that are stuck in their ways, and refuse to learn or update their methods or strategies of teaching. They ignore the fact that students are learning more effectively in completely different ways than they used to.

There are many options to look at that contain both pros and cons considering bettering the educational process. The key to improving the schools is the quality of the work that students are provided. To improve the quality of the work students are provided, schools must be organized around students and the work provided to students rather than around adults and the work of teachers. Students are volunteers. Their attendance can be commanded, but their attention must be earned. The changes required to organize schools around students and student work cannot occur unless school districts and communities have or develop the capacities needed to support change - capacities that are now too often lacking in even the best run school districts.

Leadership and leadership development are key components to the creation of district-level capacity to support building-level reform. One major change that is occurring within schools is how teachers are getting paid. (Evertson and Harris 163) It has been brought to the publics attention that society is playing a game of tug-of-war with the issue of teacher salary. The majority feels that realism in teacher accountability, salary negotiations, and pay increases are necessary for bettering the overall educational process. The philosophies of elementary and high school levels differ from the philosophy of the middle school level because of the changes that the adolescents are going through at this time in their lives. Teachers and staff need to pay specific and close attention to what kind of progress the middle level students make, because this level can either make or break students. Developmentally, of course, their needs are much different.

Middle schools seek teachers who understand the preadolescent and enjoy the challenge of meeting their needs. These teachers view their service in the middle school as an end in itself. It is no longer a warehouse for young teachers working their way into the high school or a training ground for future high school coaches. Middle level teachers appreciate the uniqueness of the children they serve and actually enjoy being in their presence for seven hours a day.

Motivation can only have a positive effect if it is used as reinforcement by both teachers and guardians by means of praise, approval, acceptance, and high test scores. But excessive amounts of praise can give the student a feeling that the compliments are just empty words with no meaning. At the opposite end, educators can help students use strategies that are ultimately self defeating (such as withholding effort, cheating, procrastination, and so forth), their goal is actually to protect their sense of self-worth. To help unmotivated students there is a process known as the Attribution theory. The teacher needs to decide what the factors are that are causing the slowing down of the students motivation and work on building on them through interaction, and effective way of completing assigned tasks. If used properly, the attribution theory can turn a person educational life as well as social life around. (Wolcott 164) Many simple habits can be adopted to foster good behavior such as smiling, praising, and other social rewards.

Continuous and consistent supervision also deters misbehavior. Teachers invite misbehavior when they leave the students unsupervised, ignore the students, spend a lot of time at their desks, or demonstrate disrespect for the rules themselves (Evertson and Harris 181). Teachers should not expect more effort from their students than they are willing to administer themselves. Maintaining the respect of the children is extremely important in promoting appropriate behavior.

Effective teachers should provide structure in their classrooms. There should be well organized routines that the students can follow. A good routine to develop would provide the students with a settling task prior to every lesson. This way, the students begin their mental exercises immediately, keeping them from the opportunity for their behavior to stray. In addition, the children should be informed of daily plans, everyday. They should be able to follow whatever structure the teacher has implemented.

If a teacher does need to deal with a discipline problem, his / her demeanor must represent action, not anger. He / she should be assertive and employ body language. A teacher should never get into a confrontation with a student; the teacher never wins in a confrontation with a student. He / she would have already demonstrated a bitter attitude, revealed vulnerability, and sacrificed rationality (Wolcott 165). Instead of raising his / her voice, the teacher should walk over and quietly request a conference with the child, away from the presence of peers, without disturbing the class. If a private conference is not possible, a soft reprimand in a lowered voice with a personal, direct command will avail.

These simple habits can make a big difference in classroom management. It is possible for an instructor to actually lose control of the class. The students could get accustomed to a lack of order and the teacher would have to focus his / her energy on disciplining the children, having little time left for effective instruction. It is also possible to rehabilitate a classroom with such problems. The experienced teacher can accomplish this in nine steps. The first, and largest step, is for the teacher to decide that there is a problem that needs to be corrected.

Once he / she has committed himself / herself to this decision, there is no turning back. Second, he / she needs to set a target date to begin the new strategies. The third step, planning, is the most difficult. The teacher needs to write down the new rules he / she wishes to enforce and the accompanying consequences. This will require him / her to carefully analyze which behaviors require altering and which behaviors he / she expects.

Next, he / she needs to acquire support form the principal. It is very important that the principal understands what and why the teacher is making these adjustments so that he / she may accompany the teacher on this trying journey. He / she also needs to contact the parents by direct mail and telephone. They are entitled to know what is going on in their childs classroom, especially since the children may respond negatively. Step six is to teach the children about the new rules. Acceptable and unacceptable behavior should be acted out and reasons should be emphasized.

Quizzes could be administered to check that the children understand the new structure. To implement, there should be a one week trial period where the children receive citations instead of the actual punishment, to accustom them to the rules. But when the second week begins, the new rules will be affective fully. Enforcement, which is step eight, is the most critical. It is during this time that the teacher either succeeds in reclaiming the classroom or sacrifices it for the remainder of the year. In step nine, he / she can evaluate and make adjustments. (Evertson and Harris 212) Each adjustment should repeat these steps.

With commitment, focus, and understanding, a classroom can be reclaimed, a teacher revived, and students productively engaged in as little as six weeks (Frick 74). Ultimately, the greatest means of discouraging poor behavior is to provide good experiences for the students. Offering them structure, challenge, and respect will result in students who value their education and would not jeopardize the experience. Students, teachers, and experts will agree that they do not misbehave when the work is challenging and interesting, there is a routine everyone follows, when resources are available and accessible, and when they know teachers will grade their papers and provide feedback (Frick 76). Of course rules do need to be established and enforced but the best deterrent of misbehavior is effective instruction, including careful planning, intricate activities, and positive attitudes.

It requires teacher to have good students. Words Count: 2, 764. Bibliography: Evertson and Harris, C. , & Harris, A. (1997). The classroom organization and management program (COMP). Nashville, TN: Vanderbilt University.

Frick, W. (1995). The emotional support classroom as a paradigm of whole learning. Education, 116 (1), 74 - 76. Slavin, R. (1995).

A model of effective instruction. The Educational Forum, 59, 166 - 176. Wolcott, L. (1994). Understanding how teachers plan: Strategies for successful instructional partnerships. School Library Media Quarterly, 22 (e), 161 - 165.


Free research essays on topics related to: behavior problems, educational process, classroom management, good behavior, school districts

Research essay sample on Classroom Management Behavior Problems

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