Classroom Behavior Management

Classroom Behaviour Management Name: Course title: Instructor: Institution: Date Due: Abstract Management of behaviour constitutes one of the greatest huddles that teachers encounter in their profession. This becomes worse if the schooling situation appears to be a special or a unique case. For teachers to be successful managers of their classes, they should endeavour to create an environment that instils positive behaviours, stimulating the students, imaginations and clarity on the part of the students. It is therefore, important for teachers to be knowledgeable on the management concepts so as to apply them in any given school setup. This paper will evaluate the management concepts such as Fred Jone's approach, William Glasser’s Noncoervive Discipline, Spencer Kagan's Win-Win Discipline and Marvin Marshall's Raise Responsibility System. We will also examine how a teacher (who in this case is the manager) in a part-time learning centre involving kids of age 3-12 years can apply those concepts. Behaviour Management Concepts In a situation where students exhibit indiscipline cases, teachers should be mandated to use different methods and tactics, which will help the students in focusing towards their goals. The concepts of management should be effectively applied by teachers in a school setup, to ensure that everything goes on in a smooth way. In any school situation, it is a very important aspect for teachers, to asquint themselves with the knowledge of the behavioural management theories. The subsequent part of the paper addresses some of these theories. Fred Jones’s theory of classroom Management Fred John introduced a non-adversarial technique of making a class run efficiently. He wrote three books that addressed different levels at which the methods he posted could be deemed successful. One of the books was centred on creating a positive discipline mechanism. The second book was a focus on how the entire school fraternity could gain from the positive discipline so created. The third book applies these concepts in the day-to-day issues that are encountered by teachers. Two essential systems are observable from Jones’ theoretical analysis. One of them is referred to as the Preferred Activity Time (PAT). This system can be advantageous to both the learners and teachers. Learners are required to spend their time (fun time) in enjoying themselves after being offered the opportunity by their teachers. In this case, teachers look for ways of motivating the students. The teacher induces them into working hard and then he or she can have fun with them after achieving a certain predetermined achievement. The second method is centred on positive reinforcement. The teacher in this case can set up simple methods in reinforcing the student’s discipline. This aspect is expected to teach the learner proper ways to conduct himself or herself. Positive reinforcement methods could vary from incentives, to other forms such as acknowledgements, accumulation of point for the purchasing power of incentives, or other boosters (s) (Jones, 2000). As a teacher (and therefore a manager) in my elementary school, I will apply Jones’ concepts to ensure that the learning atmosphere is conducive with regard to the student’s learning. I will try as much as possible to look for different ways of making each and every learner attending the institution enjoy the lessons. Indeed, my motto in the profession should be; “every learning time is fun time”. The aspect of offering hardworking students incentives and other motivators will also be central in my teaching career. I will prepare incentives of which I will distribute to students who answer questions well and those who follow the teacher’s orders (disciplined). This way, I am sure the children will like coming back for their lessons. Incentives for exceptional students will be offered after class. Different approaches will be used in dealing with misbehaviours. The first time will be a warning; a repeat of the same mistake will attract the three strokes criteria. The three strikes will include no recession, then to stickers, and for the third time, the naughty student will have to see the head teacher for further action or go home to bring the parent in case the head teacher is not present. In my normal art lesson, I will start the lesson with this kind of remarks: “Pupils, I would like you now to concentrate on the project desk over the other side of the wall. As you can all note, I have placed on the table materials that will be needed for the activity, which we will undertake later in the day. As part of the lesson, I will set for you about fifteen minutes for your preferred activity time. I have noted that when you start on a project that is related to art, you are always fond of being given more time for your recession. Today I will also consider that aspect. However, you must be working faster on your project so that you will be able to save some time for the same. We can have half an hour added to the preferred activity time in case you manage to meet that condition”. These remarks are hoped to provide students with tangible incentives that will make them strive towards meeting the specified condition for their recess time. The first method proposed by this theory has however a major limitation in that, it is centred on the Preferred Activity Time (PAT) as the main element for motivating students. It should be noted that, there are many students who may not be interested in PAT and therefore, that would not motivate them. It would be nice if teachers devised different methods with regard to different preferences of the students. William Glasser's Noncoercive Discipline William Glasser was a Psychologist who discussed in great length on the teaching techniques that enhanced student participation in the learning process. He focused majorly on motivation rather than intimidation as the best way to enhance their learning. He pointed out that quality teaching, curriculum and learning could meet the student’s needs and in enhancing fundamental motivation (Glasser Institute, 2010). Glasser’s articulation in developing the student’s interest was majorly focused on low interests by the students, low-test scores, indiscipline problems and intimidation of students by the administration or teachers. His work therefore, was a re-evaluation of the traditional teaching systems. He also examined how the negative aspects could be changed in accordance to today’s changing trends in the students’ requirements. According to Glasser, relevant education raised the pupil’s endurance, socialisation, power, freedom, fun and other aspects. Through Noncoercive Discipline, pupils will gain knowledge of how to obtain their necessities and make their environment safer. Their involvement or lack of it in classroom activities will either develop or fail to develop their responsibilities in the contemporary society. Learners also require freedom to choose what they need, self-responsibility and direction. An efficient teaching method therefore, is expected to address directly this aspect by employing the intrinsic motivation (Day, 1999). I have borrowed a lot from William Glasser's Noncoercive Discipline, which I can apply in my classroom management strategies. Charles (1999) postulates that classroom management is the basis for an efficient classroom discipline and behaviour. He believes that the methods that are encouraging student involvement will make them become focused on their tasks, thus reducing indiscipline cases. Glasser also observes rightly in his Noncoercive Discipline project that, enhancing student school satisfaction will ultimately deter indiscipline cases among the students. My sentiments are also in agreement with these men. This is because, if students are involved in the learning process as well as being satisfied with their own environment, then they will improve in their performance. Indiscipline cases will also decrease since the students may not have time for the same. I will also employ that tactic (especially to older stu...