Managing Behavior or Promoting Engagement?

2019 ◽  
Author(s):  
Jeff Thomas
Keyword(s):  
Behavior Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Well Being ◽  
Student Behaviors ◽  
Student Centered ◽  
Classroom Behavior Management ◽  
Wrong Direction ◽  
Increasing Trend

Classroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.

scholarly journals Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

2021 ◽  
Vol 1 (1) ◽  
pp. 47-54
Author(s):  
Jonte Taylor ◽  
Naima Bhana
Keyword(s):  
Special Education ◽  
Learning Environments ◽  
Student Teacher ◽  
Behavior Management ◽  
Culturally Responsive ◽  
Classroom Behavior ◽  
Training Programs ◽  
Social Emotional ◽  
Special Education Training ◽  
Classroom Behavior Management

In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.

scholarly journals A Commentary on the misalignment of teacher education and the need for classroom behavior management skills

2020 ◽  
Author(s):  
Nathan A. Stevenson ◽  
Janet VanLone ◽  
Brian R. Barber
Keyword(s):  
Teacher Training ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Management Skills ◽  
Behavior Support ◽  
Preparation Programs ◽  
Teacher Training Programs ◽  
And Behavior

Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report higher levels of stress and are more likely to leave the profession (Ingersoll et al., 2018; Zabel & Zabel, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements for and by teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an over reliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

scholarly journals FACTORS AFFECTING TEACHER QUALITY PRACTICES IN PRIMARY SCHOOLS IN AWKA EDUCATIONAL ZONE, ANAMBRA STATE

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ngozi Obidike
Keyword(s):  
Teacher Quality ◽  
Behavior Management ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Management Strategies ◽  
Teacher Salaries ◽  
Student Centered ◽  
Factors Affecting ◽  
Anambra State ◽  
Quality Practices

This study examines the factors affecting teacher quality practices in public primary schools in Awka Educational Zone, Anambra State, Nigeria. The study aims to ascertain the factors that constitute, effect, as well as improve teachers’ quality practices. Three research questions were developed for the study. The study sample consisted of 120 primary school teachers in Awka Education Zone. Based on the data collected via a questionnaire, the analysis resulted in the following findings that teacher quality practices include: delivering high quality student-centered instruction, promoting high levels of student engagement, clear assessment strategies for students learning, using positive behavior management strategies, and evidence of student learning. The study also revealed factors that mitigate against teacher quality practices are unconducive environment for teaching and learning, insufficient classrooms for students, delay in paying teacher salaries, inadequate facilities to help achieve instructional objectives, poor teacher preparation and qualifications. Suggestions were made by respondents and additional recommendations were suggested by the researchers to ensure and improve teachers’ quality practices. 

Which Children Fail Classroom Behavior Management? Comparing Methods

2010 ◽  
Vol 31 (Abstracts) ◽  
pp. E20
Author(s):  
Raymond A. Sturner ◽  
Barbara J. Howard ◽  
Tammy Barry ◽  
Casey Sullivan ◽  
Ronald Kent ◽  
...  
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Classroom Behavior Management

scholarly journals Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior

2019 ◽  
Vol 103 (1) ◽  
pp. 65-92
Author(s):  
Megan Knight ◽  
Robyn Cooper
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Student Growth ◽  
Learning Assessment ◽  
Student Behaviors ◽  
Teachers Perceptions ◽  
Standards Based Grading ◽  
Mind Set ◽  
Teaching Learning

This study explored high school teachers’ perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers.

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