Traditional classroom management practices
This is an excerpt from the paper...
Traditional classroom management practices are typically characterized by the teachers' strict and rigid imposition of classroom rules on the students, which are designed to evoke fear in students so that they would adhere to the teachers' expectations (Erwin, 2004). However, the rise in chronic behavioral problems in the classrooms such as disruptive behavior and noncompliance in recent years testifies to the ineffectiveness of this type of classroom management approach (Lohrmann & Talerico, 2004). Over the last few decades, theorists, researchers and educators have developed various innovative classroom management models, which have been proven to be effective in helping teachers address students' problem behaviors in a fun and positive way (Bucher & Manning, 2001). In the remainder of this paper, three different effective classroom models that are based on different theoretical approaches will be presented and discussed. They are the Good Behavior Game, the Classroom of Choice and Positive Discipline. Each of these classroom models will be explored separately. The first classroom model described herełthe Good Behavior Gamełis a group-oriented contingency intervention that is based on B. F. Skinner's behavioral modification theory. According to Skinner (1948, 1970), desirable behavior can be promoted by providing immediate and appropriate reinforcement (in Bucher & Manning, 2001). The Good Behavior Game that was developed by Harriet Barrish, Muriel Saunder and M
. . .
nd express their preferences. Students who are unable to articulate their ideas and make choices are often frustrated, thus leading to their behavioral difficulties. In addition, the freedom from physical or emotional distress is also a critical need. Within a classroom setting, students are only able to thrive if they feel that the classroom environment is safe and nurturing.
Fun: Finally, constructive play is also a basic psychological need that inspires individuals to engage in creative work, while reducing high levels of stress (in Erwin, 2002).
Based on the above description of the four psychological needs of individuals, Erwin (2002) discussed how a classroom of choice can be created as the ultimate classroom management model that will not only improve student behavior, but also establish a vibrant learning community. The classroom management model is characterized by the following practices:
Engaging students in the decision-making process: To ensure that students comply with the rules, teachers can allow students to participate in the process of formulating the classroom rules. In this process, students are divided into small groups to create a class constitution. The groups are instructed to: a) determine their
. . .
Some common words found in the essay are:
Fun Finally, Behavior Game, Positive Discipline, William Glasser, Choice Essentially, Lohrmann Talerico, , Freedom Freedom, Discipline Model, Jane Nelsen, classroom management, positive discipline, behavior game, classroom choice, classroom models, lohrmann talerico, classroom rules, talerico 2004, lohrmann talerico 2004, classroom meetings, positive discipline program, embry 2002, bucher manning 2001, social life skills, classroom management model,
Approximate Word count = 2190
Approximate Pages = 9 (250 words per page)
More Essays on Traditional classroom management practices
|
Customer Service
to Over
32,000 Professionally Written Papers!!!
