Behavior Management Essay

Effective Behavior Management Strategies For Teachers

Behavior management can be a challenging obstacle for teachers. Having a good knowledge base of many behavior management strategies to be prepared for when problems arise is essential. The strategies used should always be research based. By using research-based strategies, teachers have evidence to back up their actions and practices. To put it simply, it is just the smart thing to do. It provides support for actions and implementations in the classroom as well as giving the teacher information to follow so he or she will have an idea what will happen in the classroom before the strategy is implemented. Not to mention many research-based strategies outline the implementation methods. Countless strategies have been researched but some of the most impressive fall under the positive behavior support category, which provide positive reinforcement for good behavior while avoiding positive punishment in most cases.

Effective Behavior Management
Strategies for Teachers

Student behavior problems are a major concern for the public, administrators, and teachers. The lack of effective behavior management prevents a positive and productive learning environment from being achieved, (Little, 2004, pg. 323). Disruptive behavior is more than just a distraction; it negatively affects everyone in the classroom. Unruly conduct requires the teacher to waste class time trying to gain and maintain control of the room. As a result, less time is spent on academic instruction. Student achievement suffers when less time is spent on academic instruction and completing tasks (Martini-Scully, Bray, and Kehle, 2000). In most cases of disruptive behavior children do not have any psychological problems like attention deficit disorder. (Esturgo-Deu, and Sala-Roca, 2010). Nonetheless, inappropriate behaviors prevent learning and interpersonal relations (Esturgo-Deu, Sala-Roca, 2010).

Many different disruptive behaviors have been listed by Esturgo-Deu, and Sala-Roca (2010), including interrupting in class, speaking with classmates during class, small offenses, late arrivals, failure to do homework, defiance, disobedience, physical and verbal aggressiveness, threats, shouting, inappropriate gestures, spoiling objects, moving place without permission, speaking aloud, speaking out of turn, not respecting the rules, unprovoked tantrums, impulsiveness, not accepting mistakes, and being vindictive (p. 830). Esturgo-Deu, and Sala-Roca (2010) classify disruptive behavior into four categories: not respecting the procedure established in class, altering the development of activities, defying the authority of the teacher and physical or verbal aggression. Reasons students engage in disruptive behavior could be a combination of psychological and social conditions, family relationships and a coercive parental model, genetics, brain disorders, and testosterone levels (Esturgo-Deu, and Sala-Roca, 2010).

Effective research based strategies are essential for...

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Essay on BEHAVIOR MANAGEMENT APPROACH

744 Words3 Pages

Over the past two years of teaching, I have integrated the classroom behavioral management approaches of humanist tradition, applied behavior analysis, and classroom management tradition in my classroom. Each approach provided a unique benefit and definitely aided in the success of my classroom instruction. Even though I did not realize at that time the “terms” of these varying approaches, I inadvertently was implementing them. I realize now how they assisted in my effective classroom management plan. One of my strengths as a teacher is my ability to relate and communicate with my students. When looking at the humanist approach to classroom management, it focuses on the inner thoughts, feelings, psychological needs, and emotions…show more content…

(2) As B.F. Skinner stated, “The way positive reinforcement is carried out is more important than the amount”. (3) Through the use of positive reinforcement over negative punishment, I try to teach a new behavior and/or make an existing behavior occur more frequently and thus utilized applied behavior analysis. (4) To improve classroom behavior, I would site someone doing a positive behavior, “I am so happy to see that Alain on task –he is at his desk reading silently – just as instructed. Thank you Alain”. The other students scurry to get their books out and hope to gain the same recognition. I also prepare students for transitions between classes so it goes smoothly and comment on student responding in an encouraging manner. I provide perks or reinforcement, such as extra time to do homework, homework passes, lunch with the teacher, or access to computers, when a positive behavior is exhibited. I would do this intermittently so the students would behave appropriately all the time and not fall into doing this JUST to obtain the prize. When looking at the times I used applied behavior analysis and humanist tradition, both were implemented primarily to react rather than prevent. Although these approaches were used few and far between, I knew that I needed to prepare in terms of prevention. I needed to focus on planning and organizing the classroom, teaching rules and

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