Show MoreIn light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
During my SE I was put into a Year 6 Class. Throughout the week the class was taught by 2 teachers who job shared. One was teacher was more vocal (Mrs. B), while the other used a lot more non-verbal cues/signals (Mrs. W).During my time at the school I was able to…show more content…
In an article written by Wagaman, J. (2008) it states:’ non-verbal techniques can help teachers gain control quickly and maintain control so that the focus of the classroom can be on learning instead of discipline’ the way the teacher uses non-verbal gestures in this instance really backed up by the article, as Mrs. W gains quick control of the class with the raising of the hand and utilises eye contact by glaring at students, which helps maintain the control. The glare or warning look at a student is really effective as its show the teachers intentions to the individual without disrupting the whole class, therefore keeping the focus on learning rather than discipline.
In Bill Rogers book he describes that the use of non-verbal gestures as ‘a positive form of communication....without intrusive fuss.’ (Rogers, 2007), during my SE observations I can see how this is defined, as Mrs. W used gestures such as putting her finger to her lips for silence, nodding her head for disapproval and a warning look for attention. These gesture are effective as she gets what she wants, whether it be silence or for the student to stop rocking on the chair without interrupting the whole class for one students misbehaviour, so there is no fuss or time wasting taking place. The gestures are also positive, as she is communicating to the student misbehaving without placing blame onto them, which can fuel up an argument..
Even though non-verbal gestures are effective there have
Classroom Behavior Essay
1462 Words6 Pages
Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again.
Children do not act out because they are “bad.” They act out in the hopes of receiving some kind of response or reward. In the…show more content…
On the other hand, if that child fills the need for attention by getting into trouble at school, they will get into trouble. Skinner tells us that “non-reinforcement leads to the extinction of a behavior.” In other words if teachers figure out what the child is getting from exhibiting a particular behavior, they can then give that child the exact opposite of the expected response. If our response is consistent the child will eventually give up the behavior in lieu of another which yields more satisfying results. The reward system is sometimes turned around to reinforce poor behavior. Often, children who are misbehaving are looking for some sort of a reaction. It is possible that they believe that it is better to not even try than to try and fail. It could also be true that the only type of attention they receive comes from the instances in which they misbehave. Although as adults it may seem logical that one would avoid being singled out or chastised, children who have little sense of self worth will “take what they can get.” Skinner calls his strategy for dealing with disruption “non-reinforcement.” Skinner’s theory claims that “non-reinforcement leads to extinction of behavior.” By ignoring disruptive behavior, a teacher can extinguish it. Eventually, the disruptive student will realize that their behavior will not gain any response will seek another way to belong to the group.
There are many