Positive Behaviour Management Plan In Schools

My Philosophy of Teaching in relation to Classroom Management

Discuss about the Positive Behaviour Management Plan in Schools.

The most significant aspects of controlling the behavior of the students as a teacher is through providing a secure, conducive classroom environment and optimize the opportunities for the learning of the students. This statement will constitute my philosophy of teaching with reference to classroom management.  

To make the classroom engaging and visually attractive, I decorate it with various arithmetic and science materials in addition to some samples of the work of the students. My science classroom is mounted with plants and animals designed to portray a scene of natural life and arrest the attention of the students. Additionally, they reduce student distraction, and they are located at the back of the room. Similarly, my math room also has well-displayed formulas, equations, and theories.

To assist in the students’ conformability, I immediately begin by familiarizing with their names and desires and have an informal chat with them. I value and welcome all the wishes, cultural backgrounds, and strengths of the students. I treat all learners with equity and associated and dialogue with them to instill in them a feeling of care, respect, and value. I also ensure that they feel comfortable and welcome to the classroom environment by attempting to respond to all student questions and to exercise patience and calmness.

At the commencement of the academic year, I clearly and directly inform the students of my rules and expectations. I call for both the parents and students to sign a contract that stipulates that they have gone through and comprehend my behavioral and academic prospects and penalties. Furthermore, the learners are to sign a safety contract. The objective of these contracts is to aid in the establishment of a safe, positive, work-associated environment where learners are comfortable, and there is no time wastage on unnecessary or avoidable circumstances; consequently, more time is created for quality instruction.

I also notify and remind the students what is required of them and how to accomplish it in class. For instance, I ensure that normal schedules and procedures are applied and posted, and the deadlines for weekly assignments are visible. These activities did often become familiar to the students and create a sense of security in the classroom.

Therefore, a class that is adequately managed creates a conducive learning environment and prevents distractions thus creating more time for quality instruction, learning and behavior management.

Skinner’s Theory of behavioral modification

The most influential behavioral theory to my philosophy of education is the Skinner’s Theory of behavioral modification for various reasons. The theory of behavior modification by Skinner emphasizes a system of positive feedback, and these can be in the form of expected behavior and negative feedback, punishments for misconduct. The theory suggests a continuous development of teaching options for attaining the best overall positive student behavior in the classroom (Skinner, 2014). The objective of Skinner is to develop a better world by influencing a better world. He asserts that if the future is to be better, then institutions must offer immediate gratifications and rewards to shape the future. These immediate rewards can be provided an institution like a school, and the teacher can be a tool for the provision of the rewards. According to the theory of learning and behavior modification by Skinner, students can receive a system of rewards and instructors can organize contingencies for learning (Walker, 2017).

Skinner’s theory of operant conditioning asserts that learning encompasses a new association between a stimulus and specific response (Olson, 2015). The answer needs to be gradual and meticulously cared for and developed by use of operant conditioning. This comprises of rewarding of the fitting responses as at and when they occur. The reaction of the student is essential in the generation of the reward, in other words, it works to initiate the reward. The Skinner’s Behaviourism theory opines that learning is a function of the nature of the stimulus, of the response and state of the learning organism. Others also include motivation and reinforcement. The likelihood of learning is high when the organism desires or expects to attain a specific objective, and this acts as a motivation for the organism. Time is of the essence here because the earlier the reward follows the response, the more powerful the relationship between the stimulus and the response.

Thus, the supply of immediate reinforcement promotes motivation, and the higher will be the possibility that a presentation of the stimulus in the future will provoke the response. These aspects of the theory reflect my teaching philosophy in which I believe that the expected behavioral responses of students in the classroom must be stimulated by different techniques such as decorating the classroom, and the reaction of the students is significant in attaining the expected outcome. Also, the earlier the students are notified of the teacher’s expectations, the higher the chances of them maintaining the focus as time lapses.

Significant Differences between Skinner’s Behaviorism theory and others

It is the requirement of operant behaviorism that the teacher should optimally control the different variables of the learning environment. The teacher ought to select and design learning materials, provide for motivation and supervise the student’s learning generally (Schunk, 2012).  Thus, the teacher acts as a catalyst in facilitating situations that will steer student reinforcement rather than make the classroom to be teacher-centered (Allen, 2010). This is in agreement with my philosophy of teaching where I as the teacher is in charge of designing the classroom through decoration to make the learning environment visually appealing and exciting to the students. Also, Skinner demonstrates that visible learning is possible which coincides with my philosophy of making the classroom more appealing through mounting of various materials at the back of the room.

Skimmer also opines that students can learn when provided with the right conditions, not because they specifically desire to but because the contingencies have been offered that will initiate behavior changes (Skinner & Skinner, 2008). The emphasis is on the environment that the teacher provides in the classroom. This is the most influential aspect of my philosophy in classroom management which focuses on providing a safe, comfortable learning environment and optimizing the opportunities for learning.

Significant Differences between Skinner’s Behaviourism theory and others 

The Skinner’s Behaviourism theory differs with the Canter Model of Assertive Discipline in various ways.  The Skinner’s theory is based on the assertion that teachers are central in behavior management of the studies to attain expected goals (Skinner, 2014), whereas, under the Canter Model successful teaching and learning is dependent on assertive discipline (Canter, 2010). Skinner believes that behavior is conditioned by its consequences. That is to say; behavior is strengthened if trailed by a quick reinforcement. Lack of immediate follow up with reinforcement weakens behavior. On the other hand, the Canter Model believes that the success or failure of learning behavior is entirely on the teachers (Canter, 2010). Skinner believes that reinforcement applied at the commencement of the stages of learning results in the best results, whereas, the assertive discipline recognizes the positive behavior as a means of encouraging it more and thus most learner behavior is counted as appropriate.

Skinner’s operant behaviorism theory believes that the management of the classroom is teacher-centered because it is the teacher that optimally controls the different variables of the learning environment but not to the exclusion of the students because the teacher acts as a catalyst in facilitating situations that will steer student reinforcement. Contrariwise, the Jones model (learner-directed learning) emphasizes that the class is community-centered as opposed to being centered on an individual (Ekbatani & Pierson, 2012). Under Skinner’s behaviorism theory, class management is achieved through variables like behavioral intervention plans, student contracts among others. On the contrary, the Jones Model uses appropriate body language, optimizing on an incentive system and effective assistance of the learners to manage the class and assist the learners to control themselves (Ekbatani & Pierson, 2012).

The Skinner Model teaches that good behavior can be maintained through intermittent reinforcement of the rules expected to enhance its achievement, whereas, Glasser’s Choice Theory teaches that good actions are as a result of good choices and the behavior must be sustained by constant and consistent application of rules (Unal & Unal, 2012). The Skinner model teaches that proper behavior must be rewarded immediately and punishments for bad ones whereas the Glasser model encourages discussion, reflections, and amendments instead of providing simple rewards and punishments. Skinner model views teachers as useful guides towards the attainment of the expected results and the classroom management enables the firm establishment of behaviors whereas Glasser model perceives teachers as assistants of those in their learning environment and classroom management only serves to facilitate the making of right decisions (Unal & Unal, 2012)

Behavioral Expectations

Positive attitude

The students should listen actively, make appropriate eye contact and be involved. I expect the students to cooperate with the teacher and other classmates. Be kind and encourage each other (Rogers, 2015).

Respect for everyone.

Students should respect everyone by seeking to understand first before being apprehended. use positive words and body language and synergize

Integrity

Students are expected to be honest and be accountable for their actions

Do the right thing

Take your time to brainstorm to make right decisions. Control your feet, hands, and objects to yourself

Efforts towards learning

All students are expected to concentrate and adhere to all directions. They are to be prepared on time and prioritize the significant issues fast and do your best (Bull, Feldman, & Solity, 2013).

• Provide a context for proper behavior in the classroom.

This will help them understand the importance and function of the classroom behavior expectations. The more the students understand the relevance of the expectations, the more they will develop positive attitudes and motivations to learn.

• Provide a clear outline of the duties and expectations of each student in the classroom

It is often the case that students are confused about their roles in classroom behavior expectations. Clearly define the contribution of each student towards the overall expectations.

• The teacher should design the class rules and mount them at the back of the classroom.

This will ensure that the students are always reminded of the classroom expectations every time they are in the classroom.

• The teacher should always remind the students of the expectations every time
• Clearly outline the consequences of the violation

Both the positive and negative implications of adherence or breach of the expected behavior outcomes should be made to the learners at the beginning of the class.

Communicate clear expectations and set practical classroom limits.

Design rules based on needs

Give learners breaks to improve behavior through refreshing and re-energizing with short activity events or stretching to improve concentration

Make a positive classroom environment by optimizing on the positive behavior management approaches like identifying and rewarding those who have demonstrated excellent behavior (Partin et al., 2009).

Minimize disruptive outbursts and avert the creation of severe behavior issues using a classroom-wide intervention like games on good conduct.

Develop a policy on class behavior and include it in the syllabus. It should emphasize the link between student behaviors and successful learning. This will illustrate to the students and teachers that the concern of the teacher is students’ learning (Lilley, 2009).

Build a rapport with the learners. The teacher is to spend the initial class knowing each other. This will create an impression on the students that I care, and I am not just a disciplinarian.

Incorporate civility in my teaching. This is achieved by avoiding the typical behaviors perceived by students as uncivil such as making condescending remarks, poor communication, and arrogance, sharp criticism of students in front of peers, and threatening to punish them (Scheuermann & Hall, 2008)

Do the unexpected

This can be done by temporarily stopping to speak, shifting the attention of the student to something different or changing my voice (O’Neill & Stephenson, 2014a).

Engage the student

The teacher can decide to ask the student a direct question, direct dialogue with the student or assign the specific learner some work (O’Neill & Stephenson, 2012b).

Adopt a low key response

The teacher can decide to pause, employ looks or gestures or stand in proximity to the student (Erdogan et al., 2010).

Adopt a timeout

It can be time with a different class, separate area or at the office.

Curriculum-based monitoring

This involves the use of standardized tests that encompasses all content taught over the course for the whole year. The teacher uses the tests routinely to measure the progress of the learner. A rise of grades during the course is an indication of effective teaching methods and vise vasa (Ardoin & Christ, 2009).

Frequent evaluations

This can be achieved through classroom response, written task, testing, and interaction between the student and the teacher. These approaches help to ascertain specific additional needs of the student (Cauley & McMillan, 2010).

Observation and interaction

The teacher assesses the progress and retention of the students through individual interaction and observation. The teacher can give the student defined targets for development and to assist the student to map a path to success (Allen et al., 2013).

A crisis Plan

In case a behavioral crisis occurs in my class, the following steps will be followed (Özben, 2010; Zirpoli, 2008).

Send a reliable student with a green card (crisis procedure in the institution’s policy) to the classroom teacher in the next room, or to the deputy principal to notify the other staff of a crisis. Immediately, the support staff will notices that there is an occurrence of behavior emergency in the next classroom and will rush there quickly.

I will then immediately evacuate all the students from the class to prevent them from any risk of injury.

Attempt to calm the student down but be self-conscious in case the child is violent

The deputy principle will then escort the child out of the classroom; then the other children can be brought in.

Strategies for integrating with the School and other teacher’s classroom management policies

By sharing my classroom management plan with other staff for peer review.

Subjecting my classroom management plan to the relevant school policies

Examining the major pitfalls of the previous class teacher in managing the classroom

Classroom Behaviour Management Plan

Behavioral Expectations

Adherence to the classroom and school rules

Clarity of Expected Behaviours

Outline the consequences of violation

Reinforcement  Promote and Reinforce appropriate behavior

Design and communicate regulations based on needs

Give learners breaks to improve

Minimize disruptive outbursts

Prevent Inappropriate Behaviour

Develop the policy on class behavior

Build a rapport with the learner

Incorporate civility in my teaching

Address inappropriate Behaviour

Do the unexpected

Engage the student

Adopt a low key response

Adopt a timeout

Monitor Student Progress

Curriculum-based monitoring

Frequent evaluations

Observation and interaction

  A crisis Plan

Send a reliable student with a green card to support staff

Evacuate all the students

Calm the student down

Deputy principle to escort the child out of the classroom, then the other    

children can be brought in.

Integration of classroom management policies

Peer review of my classroom management plan

Subjecting my classroom management plan to the relevant school policies

Examining the main pitfalls of the previous class teacher in managing the room

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