Module 4, Unit 5, Activity 1: Applying Classroom Rules and Procedures
According to research (Marzano, 2007), rules
and procedures for which there are no consequences—positive and negative—do
little to enhance learning. So, to manage classroom behavior
effectively, we need, as teachers, frequently and routinely be aware of
students’ behavior and act accordingly. However, there has to be a ‘healthy balance’
between rewards and punishment.
Positive Reinforcement
The most effective methodology
that teachers develop when attempting to manage challenging behavior is to
prevent it occurring in the first place. To this end, many schools have
developed strategies to promote positive behavior. This is based on the
assumption that all behavior (negative and positive) is learned and, therefore,
that acceptable behavior can be learned. It is also predicated on the belief
that behavior is contextual, so students can be taught to behave in a certain
way in the school context. Acceptable behavior is then reinforced in a school
and classroom climate which is supportive of positive behavior (INTO, 2004).
All students respond to
attention and, therefore, a focus on positive behavior will reinforce positive
behavior. Many teacher make a point of trying to catch children being good and
praise or reward them for this, placing the focus of attention in the classroom
on the majority of children who behave appropriately. In many classrooms, teachers
have adopted a formalized approach to rewards and praise, where children earn
tokens, points or stickers for positive behavior.
I was reflecting whether the power of positive
reinforcement was equally effective for older students, since it's obviously effective for younger kids, and I remembered the next event: I work as the program
manager for a Study Abroad Program, one of my duties is to make sure that all
students keep their rooms clean. So I make 2 big inspections, one at the end of
the program and one halfway through. All the students (college) weren’t excited
about cleaning their rooms, but I told them they would have Nutella with
pancakes every Sunday if they cleaned their rooms before noon. Surprisingly, they all got excited and got their rooms cleaned before noon. So positive reinforcement also resonates with my experience: even
college kids respond enthusiastically to positive reinforcement!
Also, teachers have found
that parental involvement in acknowledging positive behavior, through the use
of a note in the homework journal, or in making reports to parents is very
useful. Research has shown that children regard a positive note home as the
best reward, while a negative note home was seen as the worst sanction (INTO,
2004).
A whole school approach to the
promotion of positive behavior also enables staff to support each other.
Collaboration involves staff in discussions about behavior without the danger
that individuals may feel that their classroom management skills are being
questioned. Staff support has also been identified as one of the major factors
in coping effectively with incidents relating to challenging behavior. In
schools where there are particular problems, staff may have a system of calling
another member of staff to assist by removing a pupil, or the class group,
where necessary, to calm a difficult situation.
Finally, a sense of common
purpose in the promotion of positive behavior is very effective in dealing with
behavior in public areas, such as corridors, assembly areas and the yard. A
shared understanding of what constitutes acceptable behavior in these spaces, a
willingness by all staff to deal with all children, and facilitating other
members of staff to become involved in situations leads to a cohesive approach
to behavior which is more easily accepted by children. Children will test the
limits of every system, and so it is particularly important that a school’s
induction policy should ensure that new or substitute teachers are given a clear
understanding of procedures related to behavior.
Consequences
when students are not meeting rules and procedures
Establishing and maintaining
rules and routines in the classroom requires a good deal of effort from
teachers, but it has been shown to promote positive behavior. Giving clear
instructions to students about what is required of them is part of everyday
life in the classroom. An appropriate response to challenging behavior depends
on the type of behavior being exhibited by the student. Any response to
challenging behavior should be consistent, fair, and be the least disruptive
response necessary to manage the behavior. A considered, proactive response is
likely to be more effective than one which is merely reactive, and which may be
influenced by an emotional response to the incident.
One response to particular
forms of challenging behavior is to ignore them. This strategy can be effective
in dealing with annoying behaviors such as whining, pouting, screaming and
tantrums. These behaviors are generally aimed at getting something, such as an
object or attention. Initially, the behavior may worsen, as the child tries
harder to get attention. By ignoring the behavior consistently, the child will
come to realize that the behavior is not effective. However, this approach must
be combined with positive reinforcement of appropriate behavior. It is
important that teachers do not ignore children who are off-task, or who are
withdrawn. Teachers need a range of strategies for redirecting such children,
without drawing attention to the student’s behavior, or disrupting the work of
the class
More serious outbursts of
misbehavior, where the child chooses to act inappropriately must be met with
consequences, which are clear and logical. For example, if children fight in
the yard, it is a logical consequence that they will have to leave the yard. If
children distract others in class they will have to work away from others. It
is important that the consequences are fairly immediate, implementable, and appropriate.
Consequences might include
being moved in the classroom, a loss of privileges, or staying during a break
to finish work or tidy up a mess. Consequences should never be physically or
psychologically harmful or humiliating.
Aggressive and violent misbehavior
is not a regular occurrence in most schools. However, when such
incidents occur, they are serious and cause a great deal of stress for those
involved. When faced with a potentially violent situation it is important to try to remain calm and take action to de-escalate the situation. Schools should develop a
system where a teacher can call for assistance if faced with a potentially
dangerous situation.
REFERENCES:
Irish National Teachers’ Organization, (2004). Managing Challenging
Behavior. Retrieved
May 22, 2018, from https://www.into.ie/ROI/Publications/ManagingChallengingBehaviour.pdf
Marzano, R. J. (2007). The Art and Science of
Teaching: A Comprehensive Framework for Effective Instruction. Alexandria,
VA: Association for Supervision and Curriculum Development.
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