Behavior Issues and Classroom Management. George Grover, M.S. Fortis College

 Students need to feel a sense of community.  Relationships and Experiences.  Classroom management and behavior issues are directly related to how students feel.  Classroom behavior can be linked to how students will act during externships  Students will often react to their instructor the same way they will react to an employer

 A teachers beliefs and values influence classroom environment.  The teacher models and demonstrate to students how to act.  Unprepared responses add to conflict or negative feelings for students.

 At risk students see little to strive for.  Negative perspective will have a direct influence on the type of behavior the students demonstrates.  Classroom management needs to change the environment, not try to change an individual’s behavior (Henley, 2006).  Students following break times. (Have I got a tool for you!!)

Typical student behavior: o Eegocentric o Eexploring different identities. o Rebellion. o Sensitive and argumentative o Gen X, Gen Y, and Millenials each learn differently.

Autocratic, teacher centred, passive learning and controlled classroom management Democratic, student led, interactive learning, activity centred, and co-constructed management Design a team/class cohesiveness activity! Team name, team dance, team song, team motto

 The teacher dictates and students comply.  It values and looks for obedience and curricula control.  When compliance is the goal of classroom management, students do not have the opportunity to learn.  Letting the student know who is BOSS!!

 Punishment used to change behavior.  Enforces consequences that will decrease poor behavior in the future.  Autocratic teaching believes that a well- managed class is a quiet class.  Not a positive classroom environment students may become fearful of instructor.

 Values the need to increase student motivation.  Students are allowed more input into classroom activities. This increases participation and reduces the anount of behaviour issues.  Student feels valued and part of the learning process.

 Students are allowed to voice their opinions and it is respected by staff.  Students can experience participating fully in democratic process by allowing students to establish their own rules for behavior and sanctions. While the instructor ultimately decides what the rules should be.

 Involves a variety of components to maintain students attention.  Movement is the only experience that unites all levels of activity in the brain.  The more opportunities students have to move and change positions, the better they will behave (Henley, 2006).

 Students should be allowed to move and talk together during activities. Activity centred lessons include variety in; curriculum and content, co-operative learning, peer tutoring, Independent learning role-play, brainstorming, and discussion

 An autocratic style is when the teacher dictates what will happen and how it will happen.  A democratic style attempts to involve students in decision-making and appeals to the students’ intrinsic motivation.

 Strategies and actions need to be planned and implemented early.  Teachers must establish rules and expectations early to ensure students know the boundaries.  Establish rules the first day and have students sign a contract outlining the rules.

 Teachers should be aware of student issues: Possible behavior problems Specific learning and physical need Student names and how to pronounce them. Students may bring issues from home/work and other areas in their lives into the classroom A person’s name is important to them, use it. Chat with students outside of class (in the hall)

 Management is gained through consistent discipline. 1. Preventative Discipline. Clear expectations An attractive and welcoming environment Well-planned room organization Adequate resources Organizing curriculum to cater for mixed abilities Placing things on their desks to play with (pipecleaners for instance) Barsch Learning Inventory.

Corrective Discipline. This includes; Teachers behaviors and reactions Casual and direct questioning Simple warnings or directions Defusing or re-directing potential conflict Reminding of rules Giving simple choices Taking students aside from the group Contract discipline

. Supportive Discipline includes; Encouraging students Re-establishing working relationships Developing and maintaining respect Building a positive classroom Applying a team approach

 Academic Learning Time (ALT) (yes, I made that up)  ALT increases engagement  ALT is achieved by specifically allocating time for variations in teaching  Place objectives for the day on the board and stick to them.

 Give clear, brief and effective instructions  A lot of low-level off-task behavior is from students not understanding  Work must be achievable yet challenging for students.  Students will engage and achieve when they experience success

 Henley (2006), suggests that solutions for behavior issues develop over time. Solutions include: Smooth transitions Clear instructions Accountability Procedures Being ‘With It’ Establishing Routines Keeping Students Alert Do not participate with students in social media

 Democratic solutions involve disciplining with dignity.  Respect is paramount. Teachers must hold students to a higher standard  Teachers must allow students the opportunity to reflect on their poor behavior.

 I touch the future – I teach. Christa McAullife

Cowley, S. (2003). Managing the first meeting. Getting the buggers to behave 2 (pp.15-16). London: Continuum. Cowley, S. (2003). Behaviour management in the secondary school. Getting the buggers to behave 2 (pp ). London: Continuum. Henley, M. (2006). Classroom management: A proactive approach (pp ). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Rodgers, B. (1990). You Know the Fair Rule. London: Longman Sen, C. (2003). Classroom Management in a Secondary School. Retrieved September 19 th, 2010 form Wilkins, R. (1987). Classroom Management. Set No.1. Western Australian Institute of Technology.