Students’ perspective on behaviour management in the classroom
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Students are given choices to avoid power struggles, such as finishing work during or after class. Every teacher should establish clear rules for students. Involving students in creating rules promotes ownership and responsibility. Most schools rely on balancing student rights with responsibilities. Teachers in higher grades tend to have only one rule about respecting others. For minor issues, teachers should use non-verbal cues, prompts, or reminders to allow students to self-correct. The whole class should not be punished as a group, as students dislike this approach.
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This document discusses best practices for maintaining discipline in secondary schools in Nigeria for effective curriculum delivery. It recommends increasing parental involvement, creating and enforcing a school-wide discipline plan that is clearly communicated and consistently followed through on, and fostering discipline through strong leadership from principals and vice principals who support teachers and consistently implement disciplinary policies. Effective classroom discipline requires preventive strategies like stimulating lessons, supportive techniques when issues arise, and consistent corrective actions when rules are broken.
Uow068340
The document provides a problem-solving strategy for teachers to address disruptive student behavior in the classroom. The strategy involves clearly describing the problem behavior, understanding the context and factors contributing to it, and selecting and evaluating responses. It advises teachers to objectively describe behaviors, consider when and why they occur, who is affected, and any risks, before determining how to respond in a constructive manner. The goal is to resolve issues and prevent escalation, while ensuring student and classroom safety.
Full Description of Success_Full_Student.ppt
Successful students attend classes regularly, pay attention, take responsibility, and participate actively. They see their instructors outside of class to discuss grades and tests. They manage their time well, avoiding procrastination, and talk about what they're learning with others to reinforce concepts. Adopting these characteristics can help students succeed in their studies and be respected by instructors.
Task 3 week 2
The document discusses several theories and models for classroom management of student misbehavior:
1) Reality Therapy focuses on acknowledging inappropriate behavior and helping students learn more productive ways to satisfy their needs without disrupting others.
2) The Teacher Effectiveness Model emphasizes listening, acceptance, trust, and consideration of all parties to form healthy relationships and solve problems.
3) The Logical Consequence Model involves students agreeing on consequences for problems and experiencing them to understand their logic and prevent future issues.
4) Responsible Classroom Management focuses on helping students develop self-control through body language cues, incentives for good behavior, and efficient assistance during classwork.
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Every teacher, administrator and parent knows that how one interacts with a child is often times more important than what specifically is said ... an introduction to 'Positive Interactions' in the classroom ...
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1. The document discusses an ethical dilemma faced by a teacher trainee regarding a student who was struggling due to family issues and inability to pay school fees.
2. The trainee helped the student by paying their fees, but was scolded by their supervisors for becoming involved in the student's personal life.
3. After an investigation, the trainee was praised for helping the student but warned to inform authorities first in the future. The experience taught the trainee about balancing caring for students and following proper procedures.
Parenting.pptx
This document discusses healthy discipline strategies for school children. It defines healthy discipline as teaching responsible behavior and self-control through appropriate and consistent methods, rather than punishment. Some key points made include: physical punishment is ineffective and can be psychologically harmful; the goal of discipline is to solve problems and teach life skills rather than inflict suffering; rewarding good behavior and implementing natural/logical consequences are effective strategies; and parents and teachers should act as role models through fair and respectful communication.
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...
An often overlooked issue in today’s schools is the dire state of boys’ education. Research shows that institutions are failing to engage male students, and the outcome couldn’t be any clearer. Across all age, ethnicity, and economic demographics in the US, boys consistently account for the overwhelming majority of disciplinary referrals, failing grades, and ADHD diagnoses. While boys are as capable of learning classroom material as well as girls are, they are often not given the support they need to learn effectively. Fortunately, studies have also pointed us toward the environments that boys learn in best. The following white paper describes some key features of a boy-friendly learning environment.
Finalmorrish
Ronald Morrish is an educator and behavior specialist who advocates for an approach to classroom discipline called "real discipline". Real discipline involves teaching students proper behavior through direct instruction and practice, rather than letting students make choices about how to behave. It establishes clear rules and expectations up front. The goal is to train students to comply with teacher directions so they learn self-control over time. Morrish believes modern discipline has failed because it does not demand proper behavior, does not teach expectations, and leaves teachers negotiating endlessly with students. His approach focuses on establishing teacher authority through compliance training before giving students independence.
SPEC 101+ PRESENTATION (8).pptx
The document discusses strategies for effective classroom management in a multi-grade classroom. It identifies several key components of classroom management that are important to implement from the start: [1] classroom design, [2] establishing clear rules and discipline procedures, and [3] thoughtful scheduling and organization. It also emphasizes using different instructional techniques tailored to how different grades of students learn best. Classroom management is important as it creates an orderly learning environment, improves academic learning and social-emotional growth, and increases student engagement while decreasing negative behaviors.
Research Report - Classroom Management - Working with Challenging Students
This document discusses strategies for managing challenging students in the classroom. It begins by outlining why classroom management is important for student learning. It then describes different types of challenging students and various classroom management models. The document provides many specific strategies recommended by experts for building relationships with challenging students, engaging them academically, and enforcing discipline. It concludes by discussing how the author can apply these strategies and recommendations, given their personal teaching style and areas for growth. The author also notes areas they would like more practical information on from experienced teachers implementing these classroom management strategies.
Discipline Techniques for Preschool Classroom
Preschoolers between ages 6-7 experience significant development but also challenging behaviors. Typical behaviors include improved attention spans, seeking reassurance, showing off skills, enjoying sharing but also conflicts, recognizing emotions and testing limits. Effective discipline strategies include providing routine and structure, ignoring mild misbehavior, praising positive behaviors, using time outs, rewards for good behavior, modeling appropriate behaviors, logical and natural consequences. Acceptable ways to deal with problems are verbal and non-verbal reinforcement of good behavior, private conferences, and allowing expression of feelings. Unacceptable methods include harsh words, nagging, detention, denying privileges, ridicule and affecting grades for behavior.
Webliography
The document discusses different discipline strategies for preschool and secondary classrooms, including the importance of consistency, immediacy, clear expectations, and avoiding confrontation. It also identifies discipline techniques that could backfire such as attacking a student's character, acting superior, using physical force, or having a double standard. Resources are provided on classroom discipline tips and ineffective discipline methods.
Order in the Classroom- Leadership Magazine TTT Article
Order in the Classroom- Leadership Magazine TTT ArticleNorth Carolina Association for Middle Level Education
Students are not coming to school ready to learn or knowing how to behave. A consistent classroom management system can save instructional time and improve the school climate. Teachers need classroom management skills to create a well-run classroom where students know the behavioral expectations. When rules and procedures are consistently taught and enforced, there is less disruption and more time for learning.NAZ Positive Discipline.pptx
This document discusses positive discipline and provides examples of how to implement it when dealing with common classroom situations. Positive discipline involves showing warmth, providing structure, considering long-term goals, and responding to misbehavior in a supportive rather than punitive manner. The document outlines five steps to take - understanding reasons for the behavior, remembering long-term goals, showing warmth, providing structure, and responding positively. Specific strategies are provided for situations like a student failing classes, students cutting classes, frequent student absences, and discovering students vandalizing school property.
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Students’ perspective on behaviour management in the classroom
- 1. Source: Cope, 2005, p. 5-6. How to make a classroom management plan. Australia: Person SprintPrint
- 2. Students never take over. Where they want to argue, students are given a choice so that power struggles can be avoided; for example: ‘You may finish your work now or during lunch’.
- 3. Every teacher has rules but some do not tell the students what they are.
- 4. Having a say in rule development, limit setting and consequence development leads student to ownership and responsibility. Students who have a say are no longer merely compliant, and less likely to be rebellious. In secondary school, however, students may suffer rule discussion fatigue and teachers may simply present them for possible discussion.
- 5. Most schools rely on the counterbalancing of rights and responsibilities. Teachers in higher grades tend to only have one rule framed around the notion of respect for others.
- 6. For minor problems, teachers should practice non-verbal's, prompting or simply reminding students and allowing them to self-correct. Prompting and reminders should, if at all possible, be given quietly.
- 7. The whole class is not punished. This i particularly disliked by students and is patently inequitable.
- 12. Most teachers would disagree with this. Parents have the right to be involved and should be contacted except where the teacher suspects abuse. Earlier contacts are generally better before problems escalate.
- 13. The implementation of this depends on school procedures and is also a safety issue.
- 14. The implementation of this depends on school procedures and is also a safety issue.
- 15. This is strongly endorsed by pupils.
- 16. Students, especially secondary students, believe that teachers are rarely positive enough.
- 17. Pupils believe they should be heard for their side of the story in order to follow due process... There may be perfectly good reasons, for example, for being late.
- 18. This refers to student’s personal difficulties. Each student should have at least one teacher in the school to whom she or he can consult about personal problems.