Understanding disruptive behaviors and cultural influences in classroom management

Behavior Management

Discussion Questions on Behavior Management

Managing a group of people requires managers have to understand the people very well. Appreciating the psychological differences like perceptions, aspirations, and motivations of people whether at the workplace or a classroom is a recipe for successful group management. Failure to understand these aspects can cause problems in the whole management process. The same concept is very applicable to a school set up. The head teacher has to understand the psychology of the children for him to administer them well. The ability to monitor the progress of students, especially the young ones requires that the teacher in charge understands each one of them at individual level.

Question 1

Disruptive behaviors are those behaviors that children have that make them turn against systems and go against the standard norm. Disruptive behaviors make children rebellious and go against the authorities placed before them. Disruptive behaviors also make children turn against their parents. Consequently, it becomes difficult to contain children who are the level of undergoing disruptive behaviors within them (IRIS, 2015). In most instances, those children who face neglect while young end up showing these behaviors. Consequently, teachers need to establish a comprehensive behavior management before school starts. During this stage, they need to update themselves about the various kinds of students that they have. Each teacher is given the chance to conduct a historical background analysis of every student using the records held by the school. When this is coupled with experiences from their interaction with the students, it forms the basis of how they are going to handle the young ones. This plan is essential, as it will give the teachers a chance to establish an appropriate teaching program that puts the students' personalities and temperaments into consideration.

Question 3

Surface behaviors are those behaviors that are evident from the first interaction with an individual. These are the visible acts that represent the thoughts and feelings that a person has. Children are most likely to show surface behaviors. They do so by being outrageous when something disturbs them. One strategy used to manage the surface behaviors is by employing open communication. This wins the heart of the depressed person and makes them speak out. Another way, of managing this, is through coercion and threats. Someone who is incurably aggressive can be silenced by issuing well-balanced threats to them. A teacher can either be open to the students in the class to make them conform or issue threats in case they become too defiant (IRIS, 2015).

Question 4

Behavior management can be done using seven principles as shown in the study module. Behaviors are different and varied. They are only managed through the adoption of various strategies suitable to their behaviors. They are unique: distinct approaches are required for appropriate management. Two notable examples of behaviors are the aggressive and insubordinate behavior, and the non-cooperative behavior. These two are nearly the direct opposite of each other. The aggressive behavior is one where an individual forces his or her way to being heard and given space. An aggressive person can be managed by using force and threats. This person can best be tamed by limiting his or her freedom to act. On the other hand, the non-cooperative behavior needs cajoling in order to be effectively managed. People with this latter behavior are normally difficult to handle compared to the former. This is because it is always hard to understand what they want (IRIS, 2015).

Question 5

Comprehensive behavior management plan has five major steps. The two most notable ones include inculcating and evaluating the initial thoughts as well as observing the perspectives involved. The initial thoughts refer to what first gets into the mind of the listener and the one observing. In this case, the thoughts of the individual are useful in predicting the problem and establishing an appropriate solution. Once the scenario has been inculcated into the thought system, the appropriate perspective should be analyzed, as this will inform the action to be taken. Perspectives could be in the form of anticipated effects of the decision to be taken by stakeholders. The best management decision plan is later chosen from the many available (IRIS, 2015).

Question 6

Classroom rules are vital in all circumstances. A teacher cannot effectively manage a class without the use of classroom rules. Before the start of class, every student should know them. This will reduce cases of defiance. Rules are made with the aim of making the classroom activity controllable and well programmed. One example of a rule is one that requires students, not to speak while the teacher is also speaking. Care should be taken when writing this rule. In order to manage possible rebellion from the students, the rule should not be commanding. Reverse psychology has it that students will always wish to do the "don'ts." As a result, the rule should be written as, 'Kindly maintain silence while the teacher is speaking.' The other rule with respect can be written as, 'It is good to respect everyone.' The latter motivates the students to offer respect (IRIS, 2015).

Question 7

Classroom procedures are very necessary for the teaching profession. It is virtually impossible to conduct teaching in a classroom successfully where the students have not known the conduct procedures. It is part of best practices to teach classroom procedures. Reasonably, this creates a smooth teaching experience. With the procedures known to all the players, conflicts will be averted and students will cooperate. Secondly, classroom procedures are necessary for making the teacher derive authority before the students. Through the procedures set, the students are forced to adhere to some system procedures that have placed the teacher in a position of authority. This is appropriate for the attainment of order (IRIS, 2015).

Work Cited

IRIS, (2015). The IRIS Center: Classroom Management Part 1. Retrieved January 28, 2015 from http://iris.peabody.vanderbilt.edu/module/beh1/