Effective Classroom Management
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Reflective Log of Activities and Discussions
Date | 30/11/12 |
Nature of activity | Behaviour Management ModelsP2-5 |
What struck me as important or significant: * The topic of how to manage student behavior (i.e., a clearly defined and observable act) in schools has been around as long as there have been schools. Behavior management has been and still is the chief concern of educators across the country (Dunlap, Iovannone, Wilson, Kincaid, & Strain, 2010; Westling, 2010). * When students misbehave, they learn less and keep their peers from learning. Classroom behavior problems take up teachers’ time and disrupt the classroom and school. * In fact, difficulty managing student behavior is cited as a factor associated with teacher burnout and dissatisfaction. * For example, “50 percent of urban teachers leave the profession within the first five years of their career, citing behavior problems and management as factors influencing their decision to leave” (McKinney, Campbell-Whately, & Kea, 2005, p. 16). * More should be done to create effective classroom environments through the use of better classroom management approaches (McKinney et al., 2005; Westling, 2010). * Every year, “new and improved” behavior management approaches hit the schools only to be thrown out by the end of the year. * There are at least five possible causes for this cycle. * First, preservice teachers may not be trained well in behavior management methods. Typically, a single classroom management class that provides a superficial view of behavior management is offered. * Second, teachers may not be trained to analyze research on behavior management approaches. We tend to flock to the “flavor of the month” procedures without a great deal of regard for what has been shown to work. * Third, there is no unified theory of behavior management. Because the causes of behavior problems are often not agreed on, teachers may become confused about the causes...
Date | 30/11/12 |
Nature of activity | Behaviour Management ModelsP2-5 |
What struck me as important or significant: * The topic of how to manage student behavior (i.e., a clearly defined and observable act) in schools has been around as long as there have been schools. Behavior management has been and still is the chief concern of educators across the country (Dunlap, Iovannone, Wilson, Kincaid, & Strain, 2010; Westling, 2010). * When students misbehave, they learn less and keep their peers from learning. Classroom behavior problems take up teachers’ time and disrupt the classroom and school. * In fact, difficulty managing student behavior is cited as a factor associated with teacher burnout and dissatisfaction. * For example, “50 percent of urban teachers leave the profession within the first five years of their career, citing behavior problems and management as factors influencing their decision to leave” (McKinney, Campbell-Whately, & Kea, 2005, p. 16). * More should be done to create effective classroom environments through the use of better classroom management approaches (McKinney et al., 2005; Westling, 2010). * Every year, “new and improved” behavior management approaches hit the schools only to be thrown out by the end of the year. * There are at least five possible causes for this cycle. * First, preservice teachers may not be trained well in behavior management methods. Typically, a single classroom management class that provides a superficial view of behavior management is offered. * Second, teachers may not be trained to analyze research on behavior management approaches. We tend to flock to the “flavor of the month” procedures without a great deal of regard for what has been shown to work. * Third, there is no unified theory of behavior management. Because the causes of behavior problems are often not agreed on, teachers may become confused about the causes...