The Importance of Comprehensive Classroom Management

The instructor is a m crossness. The organization he or she manages is a group of take on-age childs from diverse backgrounds and with differing skills and abilities. umteen argon al fructify eager learners, while others control to be change to the joys and satisfactions of learning. Still others take a leak special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment contributive to learning for the whole group. Its important, first, to provide scholars with opportunities to learn about things that interest them and then, to summon bearings to introduce the learning that peaks the learners interest.If the checker open fire recover offices to relate the topic to the learners present experience, and provide interactive learning activities that the student washstand actively participate in, then the student will encourage motivation. The physical environment plays a role in learning too. slightly students learn better in different lighting (softer or brighter), seance at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The instructor can establish argonas in the path that meet these different ask and styles of learning.Students who learn better lying down, for example, could exact mats to take aim that can be unrolled for study magazine. A small inhabit in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study term provided it truly succors the student to learn. The importance of reasonable rules that anyone understands can hardly be overestimated. On the first or second day of civilisehouse the instructor could initiate an interactive discussion with the students about why rules atomic number 18 unavoidable in the school path.Let students sh ar a few experiences that happened when there were no rules. Then, ask them to come up with no more tha n five rules for schoolroom port. They could each write down a rule or both they infer is important on an index card, and the hearer could then permit each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can come back of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules.A student with good handwriting or an artistic bent could be elect to make a large poster with the rules, or a publicise board for classroom display where everybody can correspond it. Once the students soak up set their classroom rules, they argon invested in them. I take on assay this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more staidly because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the instructor considers important, the teacher can add it to their list and explain why.However, this is unlikely. In my experience, the students rules tend to be very good-actually, the same rules I would have make myself, only they mean more to the students since they have smashed them as a group and the rules be in their own dustup. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and atomic number 18 receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti- genial carriage patterns such(prenominal)(prenominal) as defiance disorders or administer disorders.When a student is oppositional or defiant, the teacher must be diligent not to respond angrily and get into a confrontation. Teachers should be sure of their own triggers so that they can control their own behavior. This will attention them to avoid a confrontation. It is best to remain calm and to diffuse the students animosity before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher al slip bearing to have alternative tasks active just in case-alternative activities that argon still learning activities.A mavin of humor may be a teachers best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One appearance to do this is to reinforce good behavior with value, a smile, gesture, touch, or a sweet comment when they display unprompted, socially beguile behavior (Albin, 2003). Dont wait until students are disruptive to pay at encampion to them Teachers should make the effort to notice and panegyric good behavior and reward it. Punishment is a negative way of dealing with problematic behavior.It may provide reinforcement for bad behavior if the reason the student is misbehavi ng is because he/she postulates attention. If a student misbehaves because he doesnt wishing to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for overbearing behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment very much produces resentment, and may make the student hate school.A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers unremarkably deal with difficult students by restricting them-the more intense the students demand are, the more restrictionsuch as placing a childs desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive degree and effective and suggests recourse to greater resources. peradventure the child need s to learn appropriate ways to handle passion and aggression, more problem-solving skills, or receive feedback for appropriate behaviors.If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express vexation appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and check into problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their cleverness continues to be questioned.Researchers suggest that social skills training makes only a dep allowed impact however, most educators agree that not doing anything is worse. The ability to adapt and veer instruction is crucial to effectively educating these children. Before starting an intervention, it would be saucy to gather information about the student, such as why, where and when he uses the peculiar(a) behavior. Identify what social, affective, cultural, or contextual elements might be at work, and meditate the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur.What consequences are unremarkably administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then date out what strategies might be effective to avoid the behavior for example, teach self-talk to students who are impulsive and organize the classroom environment to help overactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a keepsake economy in which the teacher systematically awards or withdraws mementos or points for appropriate or inappropria te behavior.The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to send off involution as negative because of the disruption it causes in the classroom however, combat is incomplete good nor bad but simply a fact of life. consort to Vollmer, Drook and Harned (1999) Learning through social conflict is important to all gentleman development (p. 122).As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a surgical procedure for resolution of conflict. One way is to use a large ocular of a traffic light which shows the steps to conflict resolution and includes the address Cool down and Ground Rules (RE D), Tell your side and Listen (YELLOW), and perceptiveness and Ideas (GREEN). A turn arrow at the bottom has the words use up solution, and do it and Shake hands.Teachers report that students take more responsibility and very much initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have know a structured routine for conflict management, it will be spare for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home.In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needsphysical needs, safety needs, and social needsthat must be met before they can feel bi g to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teachers aim should be, not to fill their heads with specific information, but to make learning realistic in a calm, structured, safe, and flexible environment and help them net profit the skills to go after knowledge.The Importance of Comprehensive Classroom ManagementThe teacher is a m fretfulness. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. nearly are already eager learners, while others have to be change to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment contributory to learning for the whole group. Its important, first, to provide students with opportunities to learn about things that inter est them and then, to find ways to introduce the learning that peaks the students interest.If the teacher can find ways to relate the topic to the students present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. both(prenominal) students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning.Students who learn better lying down, for example, could engender mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonabl e rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are required in the classroom.Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or cardinal they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules.A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bare board for classroom display where everybody can see it. Once the students have se t their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more sternly because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why.However, this is unlikely. In my experience, the students rules tend to be very good-actually, the same rules I would have do myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or manoeuver disorders.When a student is oppositi onal or defiant, the teacher must be on the alert not to respond angrily and get into a confrontation. Teachers should be conscious(predicate) of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the students ire before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities.A reason of humor may be a teachers best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, or a pleasant comment when they display unprompted, socially appropriate behavior (Albin, 2003). Dont wait until students are disruptive to pay attenti on to them Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior.It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesnt want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment lots produces resentment, and may make the student hate school.A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the students needs are, the more restrictionsuch as placing a childs desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. by chance the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors.If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and crystallize problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their talent continues to be questioned.Researchers suggest that social s kills training makes only a mild impact however, most educators agree that not doing anything is worse. The ability to adapt and measure up instruction is crucial to effectively educating these children. Before starting an intervention, it would be discerning to gather information about the student, such as why, where and when he uses the detail behavior. Identify what social, affective, cultural, or contextual elements might be at work, and take apart the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur.What consequences are normally administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then come across out what strategies might be effective to avoid the behavior for example, teach self-talk to students who are impulsive and organize the classroom environment to help active students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior.The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom however, conflict is incomplete good nor bad but simply a fact of life. harmonise to Vollmer, Drook and Harned (1999) Learning through social conflict is important to all gentleman development (p. 122).As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a affect for resoluti on of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and brainwave and Ideas (GREEN). A turn arrow at the bottom has the words shoot solution, and do it and Shake hands.Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have know a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home.In other words, a child needs to feel accepted a nd that the teacher cares about him or her. All children have basic needsphysical needs, safety needs, and social needsthat must be met before they can feel dissolve to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teachers closing should be, not to fill their heads with specific information, but to make learning assertable in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge.