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EDFD 260: Assignment 2, Individual Essay 1

Lara Perera. S00138514

EDFD260: Teaching and Managing Learning Environments


Assignment 2: Individual Essay

EDFD 260: Teaching and Managing Learning


Environments
Akeyroleoftheteacheristobeaneffectivecommunicator;thisisparticularly
crucialwhendevelopingbehaviourmanagementstrategies.Discuss.

Behaviour management is a crucial issue in teaching today. In the


classroom it deals with misbehaviour and behavioural difficulties
that a majority of students express and how a teacher should
administer the situation. To discipline students it is vital to be an
effective communicator, teachers need to know what strategies and
approaches they can use to their best advantage to run a classroom
in a professional manner. Effective communication depends on the
goodwill of all students. Even very young children have to share,
negotiate and respect each others learning (Groundwater-Smith,
Ewing & Le Cornu, 2010). One of the main roles of being a
respectable teacher is to be an effective communicator when
directing a classroom; teachers need to consider distinctive
behaviour management strategies. Discipline is predominantly
concerned with allowing students to be aware of and learning to
own their behaviour. Students need to know and understand that
some behaviour is not merely unhelpful or insensitive, theyre also
wrong.

Classroom behavior is one that is characterized by its constant


change. To be able to reinforce this, teachers must be able to
understand the shifting nature of the classroom itself. It is vital that
classroom rules are easily understood and evident for students so
that there is no misinterpretation during learning time.

EDFD 260: Teaching and Managing


Learning Environments
EDFD 260: Assignment 2, Individual Essay 3
Lara Perera. S00138514

Lee Canter (2012) expresses that when creating classroom rules it is


essential that rules are always in effect. For example, keep your
hands and feet to yourself is an obvious rule where as Be
respectful to others is vague. If rules are not established
throughout the classroom at the beginning of the school year, it has
been discussed that various disagreements will arise between
students and teacher and thus will be difficult to enforce later.
Subsequently the implantation of classroom rules ensures that
behavioural consequences are dealt with in the right manner.
Initially students who know what the classroom rules are to make
behavioural decisions based on knowing what the consequences will
be. Therefore, rules such as Students must raise their hands before
speaking is not evident as there are many occasions where
students are allowed to speak freely during group time(LeeCanter
AssertiveDiscipline,2012). Therefore teachers can create a positive
environment in the classroom if they enforce rules that have been
created collaboratively with students with positive reinforcement.

EDFD 260: Teaching and Managing Learning


Environments
All students need corrective management, they forget how crucial it
is to speak in an effective way, and some seek disturbing behaviour
in order to be apart of a social group. Teachers should always plan
for a positive working environment and ensure that they have
catered for mixed abilities in order for a smooth day to day running
class. Some of the most positive classroom settings also need some
corrective management. Students behaviour must always be
corrected in the corridor, in the playground, when students are
lining up, dismissal times and excursions. Bill Rogers (2007)
positions an example of how a grade 2 teacher, addresses her
student line up before they go into class.. Okay, everyone.
Remember to sit on the mat when we go in to class. All right,
dont forget to sit on the mat when you go in. I dont want to see
any one wandering. Is that clear? As teachers if we continue to use
dont we over emphasis on the tangible behaviour we dont want
to see (Rogers, 2007, p.52). However the shift in language from
dont wander to remember to sit on the mat immediately has an
impact of how a student may view the situation. Eventually it can
enrich a positive tone into classroom improvement (Rogers, 2007).

The Early Intervention program is a strategy for those students


whose behaviour interferes with their learning when they first start
school. These students tend to lack social skills and find it difficult to
cope with demands of classroom. They tend to be distractible,
impulsive and often aggressive in social situations. Targeting
disruptive behaviour earlier rather than later will have a positive
influence on students learning in the future.

EDFD 260: Teaching and Managing


Learning Environments
EDFD 260: Assignment 2, Individual Essay 5
Lara Perera. S00138514

Assertive discipline is an approach to classroom management, which


was established by Lee and Marlene Canter. A high level of teaching
is required in the classroom. In this strategy, teachers must develop
a teacher voice, which insistently demands respect and authority
(LeeCanterAssertiveDiscipline,2012). The assertive teacher reacts
immediately to misbehaviour. There is never an excuse for
misbehaviour in the classroom therefore teachers must always set
clear directions.

The position the assertive teacher holds is to carefully monitor


students behaviour in order to look out for those students being
good. Through assertive discipline teachers can learn to take
action of their classroom in a firm, yet positive manner. The teacher
is expected to enforce an assertive style of teaching but at the same
time remain approachable and helpful. In saying that, students with
positive behaviour should be rewarded with formal recognition and
incentives. The assertive teacher provides firm, sharp and concise
directions to students who are need of outside assistance to help
them behave properly. Students who follow directions correctly are
reinforced, whereas those who disobey rules and directions receive
negative penalties from the teacher.

On the other hand a non-assertive teacher, often feels frustrated


and incompetent due to her inability to get her needs met in the
classroom. The teachers lacks confidence, and often feels fed up.
Students take advantage of teachers who are like this, as theyre
not getting the most out of their learning. Students will learn that
their appropriate behaviour goes basically unnoticed, as there is
little motivation from the teacher to behave properly (Canter,1976,
p.35).

Students do not know how to automatically behave in all settings


and situations (Canter,1976). Therefore it is crucial that teachers

EDFD 260: Teaching and Managing Learning


Environments
must know how to teach behaviour through the guidance of
modelling explanation and practice. Canter portrays that the best
time for teaching direction is immediately before an activity is about
to take place. This happens specifically when teachers explain the
rationale for the direction; involve the students by inquiring
questions, explaining the specific directions and checking for
students understanding (Canter,1976). Once students have learnt
these specific directions, they should be reinforced regularly with
positive repetition. Instead of correcting a student who is not
following directions, the teacher will repeat the anticipated
behaviour. For example Peter has remembered to raise his hand. So
has Lucy. Directions should always be repeated to students, so that
theyre not left confused.

EDFD 260: Teaching and Managing


Learning Environments
EDFD 260: Assignment 2, Individual Essay 7
Lara Perera. S00138514

To build a strong positive learning environment, teachers are


expected to get to know their students, especially names and
interests and by greeting them everyday. Preparing a
comprehensive discipline plan for rules with good and bad
consequences allows teachers to follow a set routine of a daily
basis. Educators, who enforce a comprehensive discipline plan in the
classroom for both negative and positive behaviours, are creating an
environment to enrich positive teaching and learning experiences
(Lyons, Ford & Arthur - Kellly, 2011).
Furthermore feedback is essential for students learning, it should be
immediate and follow the demonstration of an appropriate behavior,
the completion of teacher instructions, or the use of a set routine.
Rogers contends that positive reinforcement should occur three
times as frequently as negative feedback. The effectiveness of
positive feedback improves students behavior in the classroom. It
is usually best to give positive feedback for good behavior,
immediately and not wait to give praise. Thus, increases students
self-esteem, motivation and gratitude to do better. It is always
critical to compliment on students behavior in the classroom. For
example, Nicole, I really appreciate how youve paying attention
today and waiting your turn. This encourages the student that
theyre doing will so it motivates them to do better.

In juxtaposition to positive reinforcement, negative reinforcement


can also strengthen desired behaviour by the removal of stimulus to
modify behaviour.

EDFD 260: Teaching and Managing Learning


Environments
In negative reinforcement, the aversive stimulus continues until the
desired behaviour is achieved. (Hardin, 2004, p 23). Therefore
when the unpleasant stimulus is removed, the likelihood for
students behavior to improve increases. In other words, if a class
becomes too loud, then the teacher can blow a whistle until the
level drops. The students will immediately find the sound of the
whistle alarming and stop talking, therefore the teacher can stop
blowing the whistle. It is essential that the teacher maintains,
consolidates and habituates these routines through a balance of
encouragement correction.

One of the key skills of communication discipline throughout the


classroom is through non-verbal cues. This is when cues are
simple, often quick and an effective way to raise a students
behavioural awareness. A non-verbal cue can be an immediate
action. This is particularly common when the teacher raises her
hand and waits for the whole class to stop and follow her direction.
Sturdy communication skills are significant to the management of
classrooms.
The Canters address that the most effective approach for
encouraging students behaviour in the classroom is through Verbal
recognition. Effective verbal recognition is always eloquent and
precise. It alerts students when theyre behaving properly. Great
Job Rob. You started your work straight away. Effective recognition
is always sincere; teachers much always relate it to the situation
and behaviour. It is always personal and directed to the individual,
along with the anticipated behaviour.

EDFD 260: Teaching and Managing


Learning Environments
EDFD 260: Assignment 2, Individual Essay 9
Lara Perera. S00138514

In conclusion, developing behaviour management strategies is vital


for the classroom. The use of a variety of strategies enables the
teachers to be more observant of what is going on under his/her
watch. The teacher becomes much more aware of student
behaviour. Educators play various roles in a typical classroom, but
the most important one is the classroom manager. Effective
teaching and communication cannot take place in an inadequately
managed classroom.

When students constantly misbehave, and no apparent rules,


procedures have been enforced, the teacher is encouraged to take
action. In these situations teachers tend to struggle to teach, and
lacks learning time. However, well-managed classrooms provide and
environment in which teaching and learning can scaffold. In saying
that, it takes a lot of effort to create a well-managed classroom.
Teachers need to enforce behaviour strategies in the classroom; this
is so they can facilitate strong leadership and effective
communication skills. Without rules and strategies in a classroom
environment, students tend to lose concentration and lack
confidence in their teacher. Behaviour management in the
classroom is challenging for all teachers, but with the right
strategies and techniques, teachers are able to over any form of
disruptive behaviour.

EDFD 260: Teaching and Managing Learning


Environments
EDFD 260: Teaching and Managing
Learning Environments