Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily.
Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role of the teacher is in part to help students learn control through decision making that is positive. Working with special needs populations, I have learned how to help guide students in a manner that encourages control and self-reliance. My work has led me to the general belief that students can learn to control their behavior when they are mentored more so than 'lectured' to, as students often model the behaviors they admire in others. The teacher in every situation possible should work toward influencing students by demonstrating behaviors they would like to see students model in this situation.
Handling violations of rules and procedures requires a firm hand. From my work as a teacher I have found that students need to be made comfortable and secure in the classroom. Students don't come into a classroom with social and life skills, rather they must learn them (ITC, 2004). If teachers don't provide a framework for discipline and firm guidelines for students to follow, students will not have any sense of direction and thus are more likely to violate rules and not well defined procedures.
Students can however learn rules and procedures through consistent offering of meaningful curriculum that develops an expectation of excellence and requires group activity sessions where students learn to communicate and learn effectively (ITC, 2004). I have learned that a meaningful curriculum that emphasizes personal excellence in the classroom is one of the most effective teaching strategies that can be adopted in the classroom setting, regardless of the size or make up of the classroom.
Some of the best problem solving techniques incorporate use of active listening, where the teacher not only teaches students to listen and understand but also ask thoughtful questions in return (ITC, 2004). Students must also be provided an environment where they are not put down, where negative and hurtful language is prohibited and where students are taught to aspire to achieve their personal bets (ITC, 2004).
This can be accomplished through self-evaluation, where teacher encourage students to evaluate their own performance and behaviors and model ideal behaviors, thus striving to expect excellence from themselves (ITC, 2004).
In the classroom I have found the most effective techniques for managing conflict to be creation of a supportive and encouraging environment. The role of the teacher in my experience has been that of manager and facilitator. I have also found that school wide programs that encourage teachers to share behavior management strategies generally result in the best possible outcome for the school as a whole.
Studies support the notion that conflict management rests upon the ability of teachers to create a firm, supportive but also positive and encouraging environment (Edwards, 1994). Supporting individual participation and group understanding may also limit the incidence of violence within the classroom (Edwards, 2004).
For the most serious threats to student livelihood, sometimes increased surveillance and stricter discipline may be necessary. Generally however I have found that teachers can help minimize the most serious threats by creating an environment that is conducive to learning and that eliminates conflict by supporting and reinforcing positive behaviors only.
My experience has been that vigilance on the part of the teacher generally will help identify potential serious threats to students or educators well being before they become too severe. Teachers have an obligation to check in with students and monitor not only their progress but also behavior to help detect problems early on.
Edwards, C. (1994). Learning and control in the classroom. Journal of Instructional
Psychology, 21(4), 340-346.
Glasser, W. (1984). Control theory. New York: Harper and Row.
ITC. (2004). "Classroom Management: A Positive Approach." Innovative Teaching
Concepts. 24, October 2004, http://www.todaysteacher.com/ClassroomManagement.htm
Lewis, G. (2004). "Positive Classroom Management Techniques." 22, October 2004, http://www.doncaster.gov.uk/Images/positive%20classroom%20management%20strategies_tcm2-20147.pdf
Van Tassell, G.…[continue]
"Classroom Management The Essential Components" (2004, October 24) Retrieved October 26, 2016, from http://www.paperdue.com/essay/classroom-management-the-essential-components-56774
"Classroom Management The Essential Components" 24 October 2004. Web.26 October. 2016. <http://www.paperdue.com/essay/classroom-management-the-essential-components-56774>
"Classroom Management The Essential Components", 24 October 2004, Accessed.26 October. 2016, http://www.paperdue.com/essay/classroom-management-the-essential-components-56774
As with all responsibilities and duties of a teacher or other classroom leader, preparation is a fundamental aspect of behavior management. Developing a comprhensive and detailed understanding of the needs of classroom management and the processes that can fulfill those needs is essential before even entering the classroom. Once a full strategy for achieving a well-managed and positively supportive classroom has been developed, the teacher must then adhere to this
Classroom Management, and Organization Plan for a Pre-K Trainable Mentally Handicapped (TMH) class with students ages 3-5. The plan reflects one's leadership and management style in order to develop a comprehensive plan for effective classroom management and discipline. The assignment addresses areas like content, conduct, and covenant management, establishment, and teaching of classroom procedures, development and teaching of classroom rules and consequences, prevention of problems, establishment of positive relationships,
This particular program is designed for grades K-8 and is both a reading and a language arts program. This reading program has as a foundation "literacy instruction that stimulates, teaches, and extends the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners." The program also uses themes to instruct students. In addition to programs that addressed the needs of beginning students, there
Successful classroom management is a central component of a productive educational environment. Without it, otherwise valuable learning activities can be rendered less effective or even fruitless. Teachers are acutely aware of this phenomenon and strive to maintain order in their classrooms. While universal tactics, such as proximity, direct instruction, and the provision of high-interest activities, generally prevent potential disarray, there are moments when personalized techniques more successfully address management issues. The
Suggested rules for the classroom are: (a) arrive prepared; (b) follow directions immediately; - work during work times; and (d) keep to yourself. (Bressi, nd) 4) Develop consequences for common rule infractions and be sure to (a) Fit to the nature of the problem; (b) implement calmly and consistently; and -implement as immediately as possible and in the setting in which the infraction occurs. (Bressi, nd) 5) Design routines for the
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are