My Beliefs
When it comes to classroom management, especially at the secondary level, I believe that both the students and the teacher equally share responsibility when it comes to managing behaviors. I am a proponent of social education (i.e. teaching social responsibility) to students, and behavior management is part of that. I feel that at times there is a large disconnect between the expectations we hold for students' behavior and what we actually communicate about our expectations to them. We need to be clear and reasonable in teaching what behaviors are acceptable and in what situations. Our students are not just self-regulating mini-adults--they are still learning social cues and trying to determine who they are. So while the teacher is responsible for setting up a stable environment for students to be able to develop these social roles, and teaching and modeling expectations (an ounce of prevention is worth a pound of cure!), the student is also held accountable for their actions and development.
The goal of classroom management is to maintain an effective learning environment. At every stage in the classroom, I feel we should always be fostering "caring, self-disciplined, independent thinkers" (Freiburg & Lamb, 2009, para. 3). I feel that a punitive system, such as behaviorist or behavior modification theory, does not do this. I agree fundamentally with the tenets of Dr. Carl Rogers's person-centered principles and H. Jerome Freiberg's adaptations of his work into the realm of classroom management (para. 7). I like that it is both student-centered and pro-social. As a large-scale school behavior management system, I like Edward E. Ford's Responsible Thinking Program (RTP). It has an established program (i.e. stable environment) in which the student can make choices about their behavior, reflect on their actions, and develop a plan to reach their personal goals. The way it is designed allows students to make connections to their actions and consequences through questioning, which I think is critical in helping students learn from their mistakes. It also offers a structured environment for students outside of the classroom (Responsible Thinking Classroom, "RTC"). to complete their reflections and learning plans that is not the principal's office.
I want to be able to give my students choice in my classroom management model, but I also think that an infinite amount of choices can cripple the ease and effectiveness of implementing any behavior plan. That being said, consequences should take into account individual differences and also students' ideas (i.e. "What do you think is an appropriate consequence for your actions?). This way, students begin learning self-discipline and the teacher is viewed as a guide, and not as a disciplinarian or overlord. I want students to be able to understand why their misbehavior does not help us reach our ultimate goal as a class (to maintain an effective learning environment), and I think the Responsible Thinking Program's use of questioning, reflecting, and planning does a good job providing scaffolding for students to reach this understanding. Ultimately, behavioral intervention should decrease and [and ideally eventually stop] negative student behaviors in the classroom.
The goal of classroom management is to maintain an effective learning environment. At every stage in the classroom, I feel we should always be fostering "caring, self-disciplined, independent thinkers" (Freiburg & Lamb, 2009, para. 3). I feel that a punitive system, such as behaviorist or behavior modification theory, does not do this. I agree fundamentally with the tenets of Dr. Carl Rogers's person-centered principles and H. Jerome Freiberg's adaptations of his work into the realm of classroom management (para. 7). I like that it is both student-centered and pro-social. As a large-scale school behavior management system, I like Edward E. Ford's Responsible Thinking Program (RTP). It has an established program (i.e. stable environment) in which the student can make choices about their behavior, reflect on their actions, and develop a plan to reach their personal goals. The way it is designed allows students to make connections to their actions and consequences through questioning, which I think is critical in helping students learn from their mistakes. It also offers a structured environment for students outside of the classroom (Responsible Thinking Classroom, "RTC"). to complete their reflections and learning plans that is not the principal's office.
I want to be able to give my students choice in my classroom management model, but I also think that an infinite amount of choices can cripple the ease and effectiveness of implementing any behavior plan. That being said, consequences should take into account individual differences and also students' ideas (i.e. "What do you think is an appropriate consequence for your actions?). This way, students begin learning self-discipline and the teacher is viewed as a guide, and not as a disciplinarian or overlord. I want students to be able to understand why their misbehavior does not help us reach our ultimate goal as a class (to maintain an effective learning environment), and I think the Responsible Thinking Program's use of questioning, reflecting, and planning does a good job providing scaffolding for students to reach this understanding. Ultimately, behavioral intervention should decrease and [and ideally eventually stop] negative student behaviors in the classroom.
Observations and Management Response
For one of my classes I had to complete five Antecedent-Behavior-Consequence (ABC) observations on students in my internship classroom:
After the observations, I had to review key theorists in behavior management today and apply their ideas to the student behaviors I was witnessing firsthand.
From there, I had to create a modified lesson plan to accommodate the needs of one of my students, "Monaco." My poetry lesson on The Second Coming by W.B. Yeats was actually a great success in terms of curbing her impulsive behavior! However, not only Monaco benefitted from the modified lesson: the whole class did too!
After the observations, I had to review key theorists in behavior management today and apply their ideas to the student behaviors I was witnessing firsthand.
From there, I had to create a modified lesson plan to accommodate the needs of one of my students, "Monaco." My poetry lesson on The Second Coming by W.B. Yeats was actually a great success in terms of curbing her impulsive behavior! However, not only Monaco benefitted from the modified lesson: the whole class did too!