Classroom/Behavior Management ( read the guided and please give my classmate feedback please)

Guided Response: Review several of your classmates’ posts and respond to two who have posted how different ways communication affects behavior management or have different variables than you.  Compare and contrast your lists and suggest another important factor they may want to consider in their stated profession, and explain why.  Responses to classmates should be a minimum of 150-words.   

 By: Katrina Lusco

I strongly believe that communication plays a very big role in behavior management. Children cannot just automatically know what is expected of them. They need someone to guide them, show them right from wrong, and give them structure. Posting rules and schedules in the classroom is a great form of written communication. According to our text, “Rules provide guidance and clarity to routines”, (Gollnick, Hall, & Quinn, 2014). For younger children having four to five rules written out with a picture will help them know what is allowed and what is not allowed in the classroom.  

The most important variables for classroom management is room arrangement, conduct management, and routines/rules/schedules. The room arrangement for younger children must break the room into centers where children feel a part of that area. It also prevents young ones from having too much space to run so they don’t hurt themselves or others. How the room is arranged can also help with conduct management. When children have their own space it keeps them from going and taking from others or knocking down another child’s toys. Also having a space in the classroom where an upset child can be alone and calm down will help with younger children’s behavior.  As described in the video, New Teacher Survival Guide: Classroom Management, (The Teaching Channel, 2011), consistent rules in the classroom is a great way for a new teacher to manage their classroom. Having a routine and a schedule will help younger children know what to expect which in turn will keep their behavior in check. When children don’t know what is coming next, they can act out due to fear. 

References


Gollnick, D.M., Hall, G.E., Quinn, L.F., (2014). Introduction to teaching: Making a difference in student learning. Los Angeles, CA: Sage Publications. Retrieved from https://content.ashford.edu/books/AUEDU100.15.1


The Teaching Channel. (2011). New Teacher Survival Guide: Classroom Management [Video file]. Retrieved from https://www.teachingchannel.org/videos/new-teacher-classroom-management

 
By:Emily Clem

I think that communication plays a crucial role in behavior management.  When expectations are communicated to students, then they are better equipped to meet those expectations.  A teacher who respects the perspective of their students will be able to more successfully manage his or her classroom.  Brown (2005) explains, “Most students choose to engage in a mutually respectful relationship when they discover that their teacher does care about them, and demonstrates that through regular displays of empathetic listening and genuine concern (p. 15).”  Teachers can apply this by developing relationships with students, and approaching classroom expectations with an appropriate understanding of the needs of students in mind.  Communicating clear expectations with students is an important part of preventing challenging behaviors.

There are important variables in classroom management.  One important variable in classroom management is planning.  Hall, Quinn, and Gollnick (2014) explain “The planning that teachers do has a profound effect on instruction, student behavior, and the relationships that are formed with their students (Section 12.2 “What Is Classroom Management?” para. 13).”  Planning the environment, lessons, and other aspects of the classroom experience directly contributes to how the classroom is managed.  Another variable is classroom rules or expectations and how they are enforced.  When the rules or expectations are clearly stated, the students are able to understand them, and follow them.  The rules or expectations must also be age-appropriate.  For example, providing a rule of “soft touches” for 3-5 year olds is appropriate because it provides clear, age appropriate instructions of how to behave.  This can prevent challenging behaviors.  Another variable that affects classroom management is the communication style of teacher.  Communication techniques must be age-appropriate and they must respect the individual needs of the students. “The relationships teachers are able to build with students, their parents, and the other teachers and staff in a school often provide a safety net when management problems arise (Hall, Quinn, and Gollnick, 2014, Section 12.2 “What Is Classroom Management?” para. 16).”  When teachers take the time to discover the individual communication needs of students, they are also building relationships with these students that can help to provide a foundation when managing behaviors of these students.

 

Brown, D. F. (2005). The Significance of Congruent Communication in Effective Classroom Management. Clearing House, 79(1), 12-15

Hall, G.E., Quinn, L.F., & Gollnick, D.M. (2014).  Introduction to teaching: Making a difference   

     in student learning [Electronic Version].  Retrieved from https://content.ashford.edu/books/AUEDU100.15.1

 

I HOPE MY WORK WILL HELP YOU OUT WITH MY CLASSMATE FEEDBACK ABOVE

The role played by communication in behavior management

Communication is very important for behavior management especially in the classroom. The learner and the teacher interact widely through communication, and it is communication that determines or manifests the behavior of an individual. It helps to shape up someone self-esteem. People usually want to be heard in general. The learners or the students feel that their ideas are appreciated once the teacher shows some interest in the opinion given out by the students. That will, therefore, increase the student’s confidence and self-esteem in their undertakings. The students’ behavior will then be governed by the self-esteem and through the appreciation from their teachers; a student will feel more confident to air out their views in class. Thus there will increase class participation hence increased learning in the whole class. (Harry, et al. 2014)

There will also be an overall improvement in class performance when the teacher rewards students’ communication. It is through the feedback from the students that can enable the teacher to gauge the effectiveness of the lecture. Communication would help the teacher to know through asking questions if the students were able to retain the information imparted on them. The same communication would help the teacher know if the students were unable to understand the lecture if there were no responses from the students. (Tracey, 2014)

The Important variables in the management plan

There are various variables that are very key to the management plan of a classroom. They are very important in facilitating learning of the students and the teaching processes at large. One of the variables is the teacher’s action in the classroom.  The action of the teacher in the classroom is significantly important in the performance of the learners. It has a greater impact on the students’ achievement. When the teacher behaves like a professional, it becomes much easier for the learners to achieve their ambitions and goals through the help of the teacher. Another variable is the classroom management. It is the one that has the largest impact or effect on the achievements of the learners or students. It is very important since for the learners to perform exceptionally well, then they must learn from or in a well-coordinated classroom and well-managed classroom. 

Another variable is the flexibility of the learning goals. The teacher should be able to provide flexible learning goals to students. That will be able to encourage the learners to work hard towards achieving their goal and feel free to consult their teachers whenever they need assistance. Flexible goals will make learners not to strain so much to achieve their ambitions.

 


 

Reference

Harry K., Rosemary T., Sarah F. & Oretha F. (2014) The Classroom Management Book. Harry K. Wong Publications

Tracey G. (2014) Effective Classroom Management: The Essentials. Teachers College Press

 

 


 

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