classroom environment Flashcards
Three main theories of behavior management
Non-interventionist, interventionist, interactionist
A non-interventionist assumes
people are naturally striving to be good and that they want to improve. Believe adults need to allow children as much room as they need so they can grow and improve naturally on their own.
Non-interventionist and discipline
tend to discipline students much less because they do not want to punish or impede a student’s natural desire to improve. Students manage their own behaviors with subtle guidance from the teacher such as eye contact or a gentle pat on the shoulder when misbehaving.
Interventionist assumes
people need external stimulation to guide behavior. Essentially the opposite of non-interventionist
Interventionist tries
to create incentives to manage student behavior through a highly-structured classroom. The teacher monitors how the incentives are changing behavior and alter the incentives accordingly. Teacher takes responsibility for all behaviors
Interactionist assumes
that actions can be explained by analyzing the factors around the child. they think that growth occurs during the interaction between the child and society, and by studying the factors, it is possible to understand and conceivably alter behavior by altering the various factors.
How interactionist class functions
teacher and student work together to monitor behavior. Teacher removes negative factors from the environment and encourages the student to increase positive participation. Teacher may provide tally marks on a sticky note to give a visual fo great choices and reminders to be on task.
Thorndike (connectionism)
students learn by repeating a series of stimulus and response
watson (behaviorism)
focuses on the behaviors of individuals rather than internal values (thinking or feeling). Watson sought to only analyze psychology based on what could be observed.
Maslow (hierarchy of needs)
in order for people to meet their full potential, they must meet a series of needs
Pavlov (Classical conditioning)
Positive stimulus is paired with a neutral stimulus and repeated. Then the positive stimulus is removed and the neutral stimulus has the same effect
Skinner (Operant Conditioning)
using positive and negative stimulus to gain a particular outcome
Erikson (Stages of Development)
People must pass through eight life stages in order to fulfill their own potential. Failure to complete any phase will hinder their ability to continue growth with success.
If classroom behavior is not managed,
it creates obstacles to learning
A teachers best bet for manging classroom behavior is to
take a proactive approach by trying to prevent problem behaviors from occurring in the first place.
To take a proactive approach to behavior management, teachers can
Establish clear expectations from the very beginning. Seek student input about class behavior expectations to develop a sense of ownership and responsibility. Establish incentives and consequences (implement them consistently).
Once expectations have been set, both
reinforcement (encouraging a behavior to happen again) and punishment (discouraging a behavior) can be used to shape behavior.
Reinforcement and punishment can be used
continuously or intermittently.
Four types of punishment and reinforcement
Positive reinforcement, negative reinforcement, positive punishment, and negative punishment
Positive reinforcement
presenting a stimulus in reaction to a behavior to increase the likelihood of heat behavior. Compliment for answering a question
Negative reinforcement
removing a stimulus in reaction to a behavior to increase the likelihood of a behavior.
Example of negative reinforcement
teacher allows students to talk to each other if they all earn As on a quiz. The teacher is removing a stimulus (class-wide silence) in response to a behavior, to increase the likelihood of the behavior.
Typically, negative reinforcement would be used to
remove a positive punishment already in place. A teacher should not begin a class with a negative stimulus
Positive punishment
presenting a stimulus in reaction to a behavior to decrease the likelihood of the behavior. For example, a student passes a note during class and the teacher writes the student detention
Negative punishment
removing a stimulus in reaction to a behavior to decrease the likelihood of the behavior. The student is caught playing non-instructional games on the school’s computer, so the teacher removes the privilege of working on the school computer for the duration of the class period.
when students need extra support following behavior expectations in the classroom, there are strategies teachers can use:
student/teacher conferences to identify the root of the issue and make a plan toward finding a solution
behavior contracts which are agreements between the teacher and the student that covers the behavioral goals and steps toward reaching it
Questions about student behavior should be answered with a
safety-first mindset
Studies have shown that schedules and routines have a strong positive impacton a child’s development beacause
they give students a sense of structure allowing them to anticipate when specific activities will occur and how long they will last which can help regulate their attention and emotions
Some benefits of predictable routine include
helping children feel in control of the environment, easing transition time, promoting a child’s sense of safety and security, increasing a child’s independence, confidence, and sense of mastery, helping children develop self-control and healthy habits, reducing stress, reducing behavioral problems
with schedules it is useful to have
incorporated pictures or illustrations (beneficial to pre-readers) and have transition cues (ringing a bell, displaying a visual timer, singing a song, clapping a special rhythm, dimming the lights)
young children often have active, energetic dispositions. Developmentally,
they cannot be expected to concentrate for extended periods of time.
short, focused instruction followed by
activity and movement is key
The modern classroom is full of collaboration through which students
work together to meet common goals.
Homogeneous groups are composed of
students on similar levels with similar academic needs. These groups are used for targeting specific skills or learning styles. Lends itself to remediation or enrichment, or any situation in which students would benefit from working with peers with similar needs
heterogeneous groups are composed of
students working on various levels with varying academic needs. Used for accomplishing shared tasks or goals. Lends itself to discussions and projects, or tasks in which students would benefit from varied and diverse perspectives
Flexible grouping
fluid grouping strategy based on student needs. Groups are formed based on a common goal, and stay together for however long is needed to reach the goal.
Management tips for independent group work
Clearly define expectations of the group work, including expectations for the assignment itself and for how each group member will participate. Use proximity and observation to informally gauge students’ group performance. Prompts students to reflect on their group work by allowing them to evaluate their performance to identify areas for future improvment
Benefits to using groups
develop social skills like ability to cooperate and communicate effectively
expose students to diverse ideas and approaches. They can learn from their peers’ thinking
small group instruction gives students a chance to practice skills ina supportive environment
learning to work in a group is valuable life experience students will carry with them as they enter the workforce
think-pair-share students work with a partner to discuss and evaluate a topic. Be quick problems worked to break up whole group instruction
Use groups thoughtfully in the classroom, both to
meet students’ needs and help them learn from each other
Young children often need guidance on how to work collaboratively. Without the proper structure
conflict may arise over issues such as sharing supplies and “who does what” work
to best manage behavior in groups, teachers should
clearly define task and steps for successful completion of the activity
give clear responsibilities to each student in a group. Group roles ensure that everyone in the group has a clearly defined job.
Remember that children have short attention spans and don’t expect them to spend long periods of time working collaboratively. Free-play with young learners is a method for developing sharing and responsibility without the pressure of a structured assignment.
Establish a routine for using classroom resources, including details about how to quietly obtain the necessary resources and likewise, return them.
if problem behavior in groups continues to be an issue,
consider implementing group reinforcement strategies (points for good behavior, points for on-subject answers, etc.)
conflicts arise among children for a number of reasons, and young children can sometimes
lack the social maturity to see another student’s point of view. When conflict arises, the teacher should intervene by pausing the activity and encouraging a discussion with the students about what happened.
Teachers should use constructive and collaborative approaches, such as
active listening and relevant questioning to help the students brainstorm a solution.
When active listening, teachers must
give full attention to the child. This includes eye contact, getting down to the child’s level, and reflecting (repeating back the thoughts and feelings that the child is expressing).
To help young children learn conflict resolutions strategies, teachers should
teach students how to verbalize their feelings, role-play conflict situations, and praise students when they resolve conflicts on their own.
majority of time should be spent on instruction. Students should know
the routine or procedure for everything they do in class. They should be explicitly taught and practiced at the beginning of the school year until they become firmly established.
one important routine to establish is how to enter the classroom so students
will not spend time wondering what to do while the teacher sets up for the lessons or completes administrative tasks, like taking attendance.
Warm up assignments students can complete independently is great part of
morning routines
routines and procedures that encourage independence
help to maximize instructional time
Materials and organizational systems in the classroom are important
teachers should think trhough where materials are stored and how they are distributed so students can access what they need efficiently, and not waste instruction time acquiring supplies.
Logistical planning
when appropriate, teachers can use effective grouping to rotate students through different learning activities or stations. Might also teach students protocols or reuse the same activity structure for different learning objectives.
teachers should thoughtfully structure their class time so that students
spend as much of it learning as possible
paraprofessionals are employees of the district who are there to
provide direct instruction, behavior management, and other related services under the direction of the classroom or special education teacher. Not certified themselves but can be in charge of many tasks in the classroom and throughout the school building.
appropriate responsibilities given to paraprofessionals by the teacher include
reinforce positive behavior, redirect off-task behavior, offer one-on-one instruction with the supervision of the teacher of record, assist the teacher with records, data collection, and organization, supervise and assist students at lunch, recess, specials, and in the classroom
volunteers are often
parents, community members, or high school or university students
appropriate responsibilities of volunteers
offering positive social interaction with students as a mentor, assisting with organizational and classroom materials, providing one-on-one or small group tutoring
