Chapter Eleven Reflection

Chapter Eleven Reflection

Description

Effective behavior management strategies allow teachers to maintain control of the behavior in their classrooms and allow for learning to take place.

Analysis

     Knowing proper techniques to manage behavior in the classroom is a vital tool that educators need. It is important to have strategies in place when responding to certain behaviors. Keeping students interested and engaged helps to prevent misbehavior. "The most effective approach to classroom management is effective instruction.  Students who are participating in well-structured activities that engage their interests, who are highly motivated to learn, and who are working on tasks that are challenging yet within their capabilities rarely pose any serious management problems" (Slavin, 2015). It is more important to consider engaged time and how that time is used  than the actual time on the clock.  The allocated time in a school day should be used effectively. Preventing the lost time in the day can be difficult but it is possible. A teacher can do her best to prevent late starts and early finishing or interruptions due to discipline and behavior. Routines and procedures can play a critical role in maximizing the time in a day and help to ensure things run smoothly. 

     "The best way to increase students’ time on task is to teach lessons that are so interesting, engaging, and relevant to their interests that students will pay attention and eagerly do what is asked of them" (Slavin, 2015, p.275). Increasing a student's accountability also help increase the attentiveness in which they give to a lesson. Group alerting is a tool that should be used to help maintain a students attention and accountability. It is also very important that a teacher be alert to what is going on with each student by monitoring and being accessible as much as possible. 

    Behavior management is imperative for a classroom to run smoothly. Research has proven that setting the groundwork and being deliberate about teaching the rules and responsibilities goes a long way. "Simple measures include starting the year properly, arranging the classroom for effective instruction, setting class rules and procedures, and making expectations of conduct clear to students" (Slavin, 2015, p.278). No matter how sound a teacher's rules and procedures are, there will no doubt be times when misbehavior occurs. It is important to have strategies in place when this happens.  Strategies such as the principal of least intervention, prevention, non verbal cues, praising positive behavior, verbal reminders and applying consequences can be effective when used at the appropriate time. When more serious behavior problems occur, applied behavior analysis should be used. 

"A basic principle of behavioral learning theories is that if any behavior persists over time, it is being maintained by some reinforcer. To reduce misbehavior in the classroom, we must understand which reinforcers maintain misbehavior in the first place" (Slavin, 2015, p.284). Understanding what reinforces the behavior aids in knowing how to deal with it. With more serious situations, more systematic behavior methods are needed. "Behavior modification is a systemic application of antecedents and consequences to change behavior" (Slavin, 2015, p. 285).  It is important for educators and schools to identify the causes of misbehavior and provide help such as preventative programs, intervention and family involvement. 

Reflection

I am proud to say that classroom management is a strength. This is not to brag on myself and this didn't come with ease. After many years of teaching and times where I have failed and had to learn from my mistakes, I fee that I have developed sound classroom management. I have realized that building a rapport with my students from the very beginning is of utmost importance. When students know that you care for them and have high expectations, they tend to work harder and try to please. It is important that I am consistent and fair at all times. I spend a minimum of two weeks at the beginning of the school year detailing my expectations. I read books, role play, do art activities, have students journal and chart, etc about proper behaviors and inappropriate behaviors. I do not assume that students know what to do and what I expect of them. I take the time to map it out, explain it to them and then have them practice it. It is very important from the beginning to explicitly teach it and then stick to the consequences when they choose to not follow the rules. I am very clear with parents what my expectations are and we have open communication at all times so that there are no surprises. This chapter reminded me of some things I could do a little better on. I would like to get back to using more non verbal cues on a consistent basis. I also would like to be more creative with my reinforcers for students to increase their motivation.

References

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

            Pearson Education.