Behaviour Management in Classrooms

Behaviour Management in Classrooms Teachers face several challenges while teaching young children. One of the major challenges teachers need to adjust to while teaching in the early years of schooling is to be able to effectively manage the behaviour of students in a classroom setting. Teachers need to have realistic expectations of the appropriate behaviours that students can display in the classroom to ensure that effective and conducive learning takes place. Teachers spend most of their time in classrooms with students. Thus, it is important that they are able to successfully ascertain behaviour management strategies that will ensure classroom environments that are nurturing and marked with high levels of achievement. (Charles, C, 1996, pg 205) Therefore, it can be seen that behaviour management is an extremely imperative aspect in both the life of the teachers and students. Behaviour management refers to the actions and strategies of teachers to prevent and respond to inappropriate behaviour of students as well as to enhance self discipline among students. (Walker, J.E. and Shea, T.M, 1999 pg7) Inappropriate behaviour in classrooms may refer to students fighting, swearing, disrupting class activities for no reason, displaying loud and disorderly conduct and inept or misuse of equipment. (Walker, J.E. and Shea, T.M, 1999 pg 10) This kind of negative behaviour can cause distress, chaos and disruptions in learning especially for those who are keen to enjoy the learning. (Walker, J.E. and Shea, T.M, 1999 pg 10) Hence, it is fundamental that teachers develop an appropriate framework to manage the students behaviour. This is as the way in which behaviour is managed by teachers has a major influence on how the students will behave in the future. According to research, being able to successfully manage the behaviour of students in the early years ensures good academic learning to occur as there is a relationship between intellectual outcomes and behaviour. (McInerney, D, 1998 pg 108) There are three reasons for this. The first is that a student who is responsible would adhere to certain student requirements such as paying attention and completing work on time. (McInerney, D, 1998 pg 108) These are qualities fundamental to great academic achievement. Secondly, students who behave well will develop positive interactions with teachers and their peers. (McInerney, D, 1998 pg 108) Having a good relationship with the teacher will enhance a students learning process as teachers seem to give less attention to students who misbehave.( McInerney, D, 1998 pg 108) Furthermore, a strong rapport among peers, especially peers who value education augments students motivation to achieve. (McInerney, D, 1998 pg 108) Thirdly, students who are m otivated to behave in an appropriate and socially responsible manner will be motivated to engage well in their academic work. (McInerney, D, 1998 pg 109) Instilling discipline and good learning skills in students is also essential. These lifelong skills which when imbibed at an early age will help the students to become good citizens in the future who will be disciplined in their working and adult life. Furthermore, having effective behaviour management strategies in place will result in a classroom environment that is conducive to learning and development as well as result in students understanding and developing appropriate behaviour. Hence, teachers need to be aware of a range of strategies and skills for responding to students inappropriate behaviour and managing their behaviour in the classroom. Firstly, teachers need to realise the cause of misbehaviour among the students in the classroom. There may be a few reasons as to why misbehaviour may occur. Misbehaviour and discipline problems tend to occur when students are not engaged in activities that are absorbing or interesting.( McInerney, D, 1998 pg 112) Students may also find tasks given to them either too hard or too easy hence not allowing them to achieve success. All this may lead to attention seeking through disruptive behaviour. Aside from poor quality teaching, students may have social and emotional problems such as inconsistent parenting, poverty, emotional or physical abuse, poor self esteem which could also lead to misbehaviour in classroom. . (Walker, J.E. and Shea, T.M, 1999 pg25) Other factors may include students rebelliousness or students not li king or being comfortable with their classmates. . (Walker, J.E. and Shea, T.M, 1999 pg25) According to Dreikurs, misbehaviour among students is usually a need for recognition and attention. (McInerney, D, 1998 pg 125) As there are such varied causes for misbehaviour, it is vital that teachers analyse the causes of the behaviour of their students so as to provide them with helpful strategies and support to improve their behaviour. This analysis should be done by having a positive and interactive relationship with the students. (Charles, C, 1996, pg 206) Teachers should also provide personal attention towards all students to acknowledge and encourage their efforts. (Charles, C, 1996, pg 207) Teachers should also create a sense of togetherness in the classroom so that students feel at ease with one another and the teacher. Communication regularly and clearly with parents of students is also extremely essential to bring in parental support into the classroom. (Charles, C, 1996, pg 208) In this way, an atmosphere that is supportive, pleasant, encouraging and boosting self confidence as well as being non-threatening will be created. This positive atmosphere will allow teachers to better understand their students as well as the causes of their misbehaviour thus helping the teachers to implement fitting consequences and strategies in managing their behaviour. Apart from understanding the root cause of the students misbehaviour, teachers should also develop a framework of rules, routines and consequences from the onset of the year. The rules should be fair and equal towards all the students. Teachers should teach the students rules by demonstrating them clearly with concise explanations and role modelling suitable behaviour. (McInerney, D, 1998 pg 110) This behaviour should then be practised and positive feedback should be given to students when they practice it. . (McInerney, D, 1998 pg 110) These rules should be guidelines of appropriate behaviour that the teacher expects whilst in the classroom and usually depends on the individual teacher. Examples of rules in the classroom could include sitting quietly and listening intently when the teacher is talking or participating in a group discussion in an apt manner by contributing well and not fighting or speaking rudely to one another. Teachers should intervene immediately if they notice misbehaviour in the classroom that is against the guidelines established occurring. This technique is withitness whereby the teachers are always aware of what is going on in the classroom. (McInerney, D, 1998 pg 215) This will allow the misbehaviour to be corrected immediately and teachers could decide based on their guidelines if they want to warn the student or provide the student with a consequence. (McInerney, D, 1998 pg 215) Consequences should also be applied with equality to all students and in a calm manner so that students realise that they were misbehaving and understand that their misbehaviour is against the guidelines established. (McInerney, D, 1998 pg 115) A teacher should be firm but fair. Moreover, a good technique to follow if a student has broken a rule is to help a student evaluate his/her misbehaviour and to provide support to help the student improve upon their behaviour. (McInerney, D, 1998 pg 122) An example of this is to confront a student who has misbehaved by asking him/her to explain their misbehaviour to bring out the cause of the misbehaviour. (McInerney, D, 1998 pg 122) After finding out the cause, the teacher should establish with the student if his/her misbehaviour is against the rules established in the classroom. If so, teachers should encourage the student to find an alternative of their behaviour or to suggest a consequence that is fair to the student. (McInerney, D, 1998 pg 122) This process will enable the students to understand where and why they went wrong. This technique is called reality therapy and is recommended by Glasser. (McInerney, D, 1998 pg 122) This is a practical approach that enables a student to realise their misbehaviour immediately as well as provide them with alternatives of misbehaviour to handling a similar situation. Teachers should be continuously involved in the process of helping students correct their misbehaviour so that they are aware of the misbehaviour and so that discipline is instilled in them. Apart from establishing a framework of rules and consequences, teachers should also establish a routine and an appealing curriculum in the classroom. This will help prevent boredom among the students. The classroom routine should be established at the beginning of the year and students should be made aware of it. (Rogers, B, 1990 pg 58) The routine should include smooth transitions among lessons with a prompt beginning and an appropriate concluding procedure. The learning curriculum should provide activities that are creative and innovative so that students are kept engaged and motivated to learn. Activities should also have objectives and goals that are catered to the individual students learning and development so that all students are occupied and enjoy their tasks. .(Rogers,B, 1990 pg 58) Activities should also be pitched at the different levels of ability of the students as well as have a holistic approach encompassing the physical, social, emotional and educational aspects of d evelopment. Such an interactive curriculum will reduce the occurrence of misbehaviour, minimize the chance of disruptions and ensure maximum productive work. In conclusion, teachers should strive to create an atmosphere in the classroom that is favourable to learning by maintaining a facilitating relationship with the students, establishing a reasonable framework of rules and consequences and finally, providing students with a curriculum that is not only motivating, but also appealing. The above mentioned techniques will allow teachers to understand the cause of misbehaviour in the classroom as well as to help curb it. This will be extremely beneficial to all the students as they will be provided with an environment that maximises their full potential in their learning and development and motivates them to succeed and achieve their goals.

Multiple Intelligences and Learning Styles

In today’s society not everyone has heard of the theory of multiple intelligences however most people have heard of learning styles. Even in the education field, educators may not be able to correctly define both. Are multiple intelligences and learning styles two different names of the same thing? This paper will discuss their differences and similarities. According to Dunn, Denig, and Lovelace (2001) â€Å"Multiple Intelligences addresses what is taught, while learning style addresses how it is taught, and in what context† (p. 11).Learning style research has evidenced that any content can be mastered when taught through students' strengths. The Oxford dictionary defines Intelligence as the ability to acquire and apply knowledge and skills. The word intelligence is derived from the Latin verb intelligere meaning to comprehend or perceive. The word intelligence was first used in the 14th century. Early beliefs in intelligence stated that intelligence could be tested wit h a series of questions and the higher a person scored the more intelligent that person was believed to be.The first intelligence test used was developed by psychologist Alfred Binet in 1904 (Wade & Tarvis, 2012). The first intelligence tests used were used for the purpose of identifying slow children in school. Binet’s intelligence test tested the mental age of children. In 1905 Binet and his colleague Theordore Simon developed a test that measured memory, vocabulary and perceptual discrimination.Later a scoring system was developed to determine the intelligence quotient based on mental age and chronological age. The early intelligence quotient test did have some flaws and the scoring system did not work well for adults so today’s intelligence quotient tests are scored differently than the beginning of the intelligence quotient tests. Multiple intelligences is a theory developed by Howard Gardner in 1983 that shows that mathematics and language were not the only way t o test intelligence.Gardner’s multiple intelligence theory rejected the traditional and long-held view that aptitude consists solely of the ability to reason and understand complex ideas (Edutopia Staff, 2009). Gardner based his theory on previous physiological studies and had no empirical research to support his theory. Even without research to support the theory, his theory still has popular support. Gardner’s theory of multiple intelligences states that there are at least nine different kinds of intelligences.These are the nine different kinds of intelligences, Linguistic: talent for reading, poetry and all things literary and linguistic; Logical-mathematical: talent for math and science; Spatial/visual: talent for images, drawings, construction games and tactile puzzles; Kinesthetic: talent for using a person’s whole body or parts of the body, activities that involve touch and movement; Interpersonal: talent for working with others; Intrapersonal: talent for understanding oneself; Naturalistic: talent for the natural world, plants, animals, and rocks; and Existential: talent for understanding philosophically and theoretically.Learning styles are the preferred style of learning that a person believes works the best for that person to gain knowledge based on their strengths, weaknesses and preferences. Learning styles are sometimes called learning preferences. â€Å"So, a learning style is a preferred way of learning and studying; for example, using pictures instead of text; working in groups as opposed to working alone; or learning in a structured rather than an unstructured manner† (Pritchard, 2009, p. 41). There are three learning style: Auditory: prefer to learn by hearing; Visual: prefer to learn by seeing; and Kinesthetic: prefer to learn by doing.According to Dunn, Denig, and Lovelace (2001) learners are influenced by twenty one elements although not all learners are affected by all 21, most are affected by six to fourteen elements. These twenty one elements that affect learners are classified into five different variables: Psychological: perceptual, intake, time and mobility; Environmental: sound, light, temperature and design; Emotional: motivation, persistence, responsibility and structure; Sociological: self, pair, peers, team, adult and varied and Physiological: global/analytic, hemisphericity, and impulsive/reflective.By identifying each learners learning style teachers and learners can capitalize on the learner’s strengths and weaknesses. Most learners have a primary learning style however it may not be the only learning style that learner has. Some learners have a secondary learning style which can be used to reinforce initial learning. Pritchard (2009) found there is a possible drawback to helping children to identify their particular learning style: if a child is given a particular learning stylelabel, it is possible that they will center their learning on this one approach to learnin g and even refuse to work in other modes. Many people believe that Multiple Intelligences and Learning Styles are the same thing just worded differently. The main difference between multiple intelligences and learning styles is multiple intelligences addresses what is learned and learning styles address how it is learned. Multiple intelligences and learning styles are similar in that both are that both are individualized to each learner.It is important to understand the differences and similarities of multiple intelligences and learning styles so that each person can understand what works best for them and how they learn. The process by which people learn is different from person to person. This paper was used to highlight general intelligence, the types of multiple intelligences and learning styles. Multiple intelligences and learning styles vary greatly from person to person. Each person should figure out how they learn for their best opportunity for effective and lasting learning . A one size fits all approach to learning will never work for all learners.

Stereotypes- Katha Pollitt

Stereotypes Almost from the birth kids are differentiating, girls are dressed in pink clothes and boys in blue. But they are just kids who behave almost in the same way, and their beliefs are changing with growing up. The only difference between them is their anatomy. Through genes, masculine and feminine traits are physically different. The mostly common stereotype is that girls should play with a doll, take dance lessons and be a nurse, not a doctor because it is a male profession. Why stereotypes are most important factors in our society to distinguish boys from girls?Following common stereotypes, toys are given to the children according to their gender. Consequently, boys are supposed to play with a truck and girls with a doll. Toy companies design specific toys, ones for girls and other for boys. Even aisles at markets are divided by gender. One is all in pink, with Barbie’s and kitchen sets. The second one is a mixture of colors, mostly of blue and red with trucks and gu ns. I wonder how it would look conversely, dolls in blue clothes and pink trucks. According to Katha Pollitt article, society gives children deceptive view of the world.She states, â€Å"†¦ to reject her is to say that what Barbie represents- being sexy, thin, stylish. † This quotation shows untruthful vision of the ideal women. A toy like Barbie negatively influences teen girls because this doll demonstrates an impossible body image. Fortunately kids are good observers and they know it is not true. Barbie and other toys can result in future psychological for the children because of the negative gender roles. The major reason lies only in our beliefs which we pass through generations.People lie in the stereotypes because is easier to be like each other. Sometimes being different and standing out from the crowd may have bad effects. I think it is fine and acceptable for a boy to play with a doll, and for a girl with truck. I think that boys playing with dolls can only hel p them show their emotions and feelings. Since we have the same rights, why is it seen in some way as eccentricity? There is only one major reason why people are so antisocial and sticking with the stereotypes.It is the traditional view of women as irrational, oversensitive person which destiny is to be a wife and mother. Roots of the current position and status of sexual differentiation lie in childhood and adolescence. During the process of socialization children learn how everything is functioning in the society. Also it comes to the shaping personality traits, needs and values of the system, as well as roles and patterns of behavior expected by the society. Both genders need some knowledge of other’s traditional role in the family life.Boys like girls should do housework and other stereotyped activities. There are two separate theories to distinguish boys from girls. Stereotyped toys and traditional view of role division, divide our society and leads us to think stereotyp ically. Therefore, I agree with Katha Pollitt, we should not limit boys and girl by toys according to genders. I don’t think it is not wrong for child to play with any toy or participating in any sports or activity as long as they are having good time and spending their time, and play appropriately.

China and the Automobile Industry - 895 Words

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The researcher asks: What future growth is expected in the Chinese automotive industry following its historical trend? In order to answer the research question, the researcher came up with a set of objectives which include: 1. To investigate the trend of the Chinese automobile industry in comparison with other countries 2. To investigate the relationship between the growth of the automobile industry and related macroeconomic variables 3. To investigate the presence of a causal relationship between the growth of the Chinese automobile industry and theShow MoreRelatedChina Automobile Industry : Interconnected Supply Chain1992 Words   |  8 Pages CHINA AUTOMOBILE INDUSTRY: INTERCONNECTED SUPPLY CHAIN ISYE 6339 REPORT â€Æ' Introduction of Chinese automobile industry Among all the industrialization processes in China, no one can compare with automotive industry, which may be more important than others. It is a catalyst for many other related factors of the economy. 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