Paper Example on Effective Management of Student Behavior

Paper Type:  Essay
Pages:  7
Wordcount:  1766 Words
Date:  2022-09-07


Teachers are often faced with numerous challenges in their career. One of the major challenges is the effective management of student behavior in a classroom setting. Ideally, teachers are supposed to have realistic expectations of acceptable behaviors that learners might display in a classroom so as to ensure that efficient and effective learning takes place. To achieve this, teachers should be able to successfully ascertain strategies for behavior management to ensure a nurturing classroom environment characterized by high levels of achievement.

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Effective management of student behavior is: "Using a set of educational practices and strategies to both prevent and effectively manage student misconduct and to create and to maintain an environment conducive to teaching and learning. Effective behavior management thus includes two types of intervention: preventive or proactive interventions and curative or corrective interventions. Proactive interventions focus on creating an environment conducive to teaching, learning and the prevention of student misconduct. Preventive interventions thus promote the adoption of desired behaviors, while curative or corrective interventions are used when students show misconduct to stop inappropriate behavior. It is worth noting that behavior management is a critical aspect in both the life of a student and the teacher.

Conceptual Domain

In managing characters, teachers must consider the student's actions - but also the cause behind the doing. Focusing entirely on the student's actions and trying to stem the behavior, leads to a replacement by another inappropriate behavior, for the very reason that they need the underlying has not been filled.

As it is observed in a class setting, students have various needs and are placed in different categories. These are students who exhibit inappropriate behavior, students with attention deficit, the frustrated students, and more so the students with behavioral problems. This describes factors that influence behavior, including communication disorders, deficits in executive function, and mental health problems. Learners with learning disabilities (LD) may experience difficulties in one or more of these areas. The experience of continuous school failure can be the cause of frustration that will manifest itself through reprehensible behavior. However, these students can be managed in the following ways.

To start with, in determining the root cause of the behaviors, it is prudent to evaluate the student's societal, emotional and academic needs. Academic needs can be achieved by examining the curriculum, such as content, pace, and level of reading ability, to identify sources of a hindrance for the learner. Looking for behavior triggers, such as changeover points in the day, is a good indicator. This may include clues showing that the student does not understand the instructions given or the rules of the class. Determining if the learner possess the skills required to solve problems is also a great way. Communicating with parents to know what is happening at home (family tensions, etc.), is of great importance.

Secondly in reinforcing appropriate behavior, asking the parents what strategies work at home can be best noted when the student is engaging in the prosocial behavior. Identifying and teaching the skills essential to social and academic success is greatly advised. Giving the student opportunities to put these skills into practice enables them to develop strong social skills. Recognize the student's efforts to use these skills by appreciating them as per the school policy works a greater way. Rewarding and strengthening the use and enhancement of skills is a sure way of reinforcing appropriate behavior. Communicate student success to parents, principal, and other education professionals.

Thirdly in teaching the student with a behavioral problem the first step is to arrange the environment to minimize triggers. Helping the student to anticipate the triggers that can be avoided. The student can be helped to deal with the steps involved in solving a problem. You can also offer the student choices that give him some control and responsibility for his decisions, to prevent him from losing track. Letting the learners realize the results of their actions without criticizing them.

Fourthly, the exasperated student should be approached from a different dimension. Breaking down chores into smaller categories, from easy to complex and varying the pace of activities will be of great help. Giving of immediate and frank response when a task has been done. Give tasks that are realistic for the student together with materials that are of interest to the student. If the student has difficulty writing, allocate additional time or use a transcriber or technology tool. Pair students so that one has strengths in areas where the other is struggling.

Lastly, teaching the student with attention deficit should involve minimizing distractions and presenting the material before providing instructions that are needed. Using a daily routine coupled with the used material that is of interest to the student. Using drama in the appropriate subjects helps to get their attention. Making a connection between learning and real life by use of videos, illustrations, photos, and music to explain abstract concepts.

It is therefore important to note that the use of corrective interventions is based on the pre-implementation of preventive interventions. In fact, students will readily accept the consequences of inappropriate behavior when I had a positive relationship with them. Therefore, the effectiveness of corrective interventions is strongly influenced by the implementation of preventive interventions. For this reason, I consider that effective behavior management must be understood as a system with gears combining preventive interventions and corrective interventions that can be applied at the classroom and school level.

Literature Domain

In the recent past, management has been seriously considered as an applied social science. Good & Lavigne, (2017) states that teachers have a great influence on classroom management. Teachers are mandated with organizing the classroom environment, overseeing the learning process as well as the student's behavior. A good teacher should ensure that their class runs smoothly through the period of tutoring. Schiefele, (2017) points out that when a teacher loses control of their classroom it might become difficult for them to regain control. Stronge, (2018) reiterates by observing that much time is taken by teachers to correct misbehavior resulting from poor classroom management and this affects academic engagement in the classroom. Hebert, (2018) stresses the importance of a good classroom climate through the establishment of a good relationship between teachers and students.

Froyens & Inversion, (1999) suggested three critical components of classroom management. These are conduct, content and convenient management. Content management takes place when teachers are in control of the space, learning materials and equipment, movement of learners and lesson shifts that are included in the studies program. Conduct management is based on teachers' beliefs about the nature of their students. Integration of knowledge regarding human diversity is critical in enabling teachers to achieve better and more effective ways of managing their classroom. Inconvenient management, the classroom is viewed as a social system. The teacher and learners' responsibilities and expectations are supposed to shape the classroom environment for favorable learning.

Oliver, Wehby &Reschly, 2011 argue that a well-managed classroom should provide the students with the sense of security of purpose to enable them to make progress. They further note that classrooms without teacher managed behavior are likely to be chaotic and little academic learning will take place. Controlling discipline is a very important aspect of classroom management. Levin & Nolan, 2014 further state that teachers who effectively manage their class perform more preventive interventions than their colleagues. Thus, effective teachers intervene before problems arise. Conversely, those who have difficulty managing student behaviors effectively tend to intervene too late or not to intervene. These teachers intervene more in response to the problematic behaviors of students than in prevention.

Drawing from the work of Eisenman, Edwards & Cushman (2015) behavior management refers to the organization of a classroom into a learning environment, managing student discipline, care and order, and the establishment of a framework for the spirit of inquiry. In a classroom setting behavior management entails teacher taking control, motivation, individualization, grouping, and planning of activities (Burden, 2016).

Levin, (2014) describe three fundamental theories of classroom management as teacher directed, student directed and collaborative. The teacher-directed theory asserts that teachers have the primary obligation of managing student behavior while the student-directed theory believes that students should be responsible for controlling their behavior. The collaborative management theory is based on the assumption that controlling student behavior is a collective effort of both the students and the teacher.

Source: Classroom Management Models (Levin, et al. 2005).

Action Domain

Within the primary educational setting, rules and procedures are existing in place for all the staff members alike. Teachers and all the staff members are required and even expected that they model correct behavior using actions, body language and correct manners of letting pupils addressed within the class. Every class is supposed to have appropriate class rules as well as whole school rules which work in governing the schools. It is important for the rules to be visible and even displayed around the class for pupils and even the staff at large. In this case, anybody who is concerned within the provided setting is supposed to work together and hence nobody is supposed to be left behind or even isolated allowing for a consistent approach and even allowing for full inclusion.

For the past years, researchers have acknowledged the role of the environment in the development of children in terms of nested systems, demonstrating that the understanding children's capacity to engage directly with various activities, both with and without any regulations by teachers. To enable disengaged or even vulnerable children to be gaining full benefit from strategies in behavior management, schools are supposed to be equipped with the capacity of offering great quality support to parents and even to a child. without the capacity, schools will not be in the position of meeting the aspirations that are contained with the children plan.

It is important to adopt Observational learning theory. Observation learning is yet another theory which can be adopted in encouraging positive behavior. On the other hand, practitioners' model acceptable behavior at any given time is identified to be one of the greatest practice (Wiggins, Wiggins, and McTighe,2005). In most cases, it has always worked that pupils who are receiving rewards in front of other pupils for acceptable behavior may end up increasing the desired behavior. This actually can be realized by the inquiry school has work-based research task, a technique which is adopted when a minor misbehavior is perceptible. On the other hand, an educator has the chance of ignoring the misbehavior hence rewarding other individuals for their acceptable behavior may end up distracting the misbehaving children.

On the other hand, a consistent approach to teaching and learning and even behavior management need to be...

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