A Plan for Preventing Student Misbehavior

 

A Plan for Preventing Student Misbehavior

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

After going through the methods/models introduced in this unit, I realized that classroom minimizing classroom disruptions is one of the major parts of the teaching and learning processes. It should be something that rectifies students and prevents them from creating problems in the classroom. I learned that I as a teacher should be proactive in managing any disruptive disciplines with proper planning to meet the expectations for a strong disciplinary foundation for the proper functioning of the classroom and for the wholesome development of students in creating them better humans in life through proper observation, intervention and transforming them (Nguyen, 2019). It is always difficult to find a perfect classroom with perfect students in the classroom, but it’s in the teacher's hands to make it perfect based on the approaches he/she adopts in the classroom. I now realize that the class with proper discipline model procedure always helps students construct their self-disciplining, behavior, and action very clearly, highlighting them for self-reflection because by doing so they learn how to transform themselves to be a better humane (Bennett, 2018).

As per my study from this term, it is learned that if I can maintain a healthy relationship with my students in the classroom, I will be able to have a better-disciplined classroom. To do so, I should know them personally right from their name and I should be friendly with my approaches with them, be it during the conversation or the teaching. This would enable me to get closer to them, and they would feel homely, making them think that their teacher cares about them. Anything that distress students should be avoided at any cost for proper discipline. If I stick to the rigid rules that underpin any kind of psychological, pedagogical, and philosophical theories, I would not be doing justice in disciplining them, instead, I should be more creative in creating a more effective instructional plan together with the students for more engagement plan that would maximize student’s participation and reduce issues (Hue, & Li, 2008).  

According to Hue and Li (2008), he stated that to go ahead with successful teaching, a teacher requires ample skills to control students’ behavior holistically in creating a supportive learning environment and building a community in the classroom. I should be enforcing the approaches holistically to streamline the behavior of the students in the classroom for better teaching and learning. For this, proper planning is necessary and all plans do not fit into all the targeted situations (Allen, 1996). 

In the initial stage of the academic session, I would adopt the Ginott Model by modeling myself in the classroom as a role model, fully self-disciplined, in the way I expect disciplinary habits from my students. I will be taking the disciplinary process step by step and bit by bit without the use of any abusive language, instead, I will be using communication skills to foster the student’s need to protect their feelings. As Allen (1996) stated praise can be dangerous, I would be after the Ginott Model to focus my praise on my students’ acts, not the students themselves, and I will be more into building their self-esteem so that they truly trust their experience on their own.  

After students take me as their role model and I am able to build their self-esteem, I would go to the Glasser Model (Reality Choice Theory) whereby I will train them to make good kind of choices for the betterment of their behavior because they learn to understand themselves well and manage any situations. As suggested by Eatherley (2014), I will involve my students to better understand themselves through a positive learning environment and interpersonal relationship building. Once students understand themselves, I would shift to the Kounin Model to foster smooth transitions in creating momentum for an effective group management process. I will involve them actively in the classroom through proper alerting, and group management so that they stay alert at all times during the activities. I on the other hand engage myself to be vigilant about the happening in the class assuring my behavior is maintained well. 

Finally, I would shift to assertive disciplining of Canter and Canter’s model whereby I will be making my students understand the rules and procedures that they are supposed to follow in the classroom. The first day would be the designing of the rules and making them understand them well before implementing along with the consequences if ever broken in any means for their unacceptable behavior in the classroom. I will adopt Eatherley’s (2014) suggestion on the rewarding of the good behavior each time they show up their good behavior, which will be explained to the students. It would encourage them to behave well in the classroom. As per the theory of Canter and Canters, the teacher is the sole person to decide what is good for the students by setting certain expectations that the students are expected to follow. My expectation would be very clear in transforming them into better people by determining the type of discipline that is right for them. However, I should not forget the basic rights of the students to have the teacher’s help, and support, and choose advantage knowledge.

When is disruptive behavior encountered, I should have my intervention plan beforehand, to be there, not ignoring even a small problem at the place to cater to behavior modification through positive reinforcement, socio-emotional climate by building the relationship between teacher and students, and group process for productive groups in solving the problems without hurting any students. Moreover, I should include in my plan to create a classroom community for better management because by implanting a sense of strong classroom community in students, we can reduce any kind of disciplinary issues and can heal those who are the victims Gordon (2021). The classroom community should include classroom responsibilities that offer an opportunity for the student to even take leadership roles which in return lower the classroom issues. To address this, I usually adopt Kriegel's (n.d.) suggestions for identifying students with disciplinary issues and giving them responsibilities in the class. Lastly, together with students, rules in different areas such as classroom rules, bullying rules, cleanliness rules, etc. will be designed together with students. It would be easier for me to make them follow it as it will be designed by themselves and learn to respect the law in their workplace and later in their community (Schreiner, 2020) because through the experience gained, they become aware of the cause-and-effect of the type of relations they build between actions and consequences (PLB, 2021).

Once they are set, I would smoothly focus on my teaching, not forgetting the monitoring needs that I need to foster in creating a positive environment.

 

Reference

Allen, T. H. (1996). Developing a Discipline Plan for you. Retrieved October 2, 2021 from https://www.wtc.ie/images/pdf/Classroom_Management/cm24.pdf

Bennett, N.A. (2018). 4 Positive Classroom Rules that Improve Student Behavior. Retrieved September 18, 2021 from https://www.kickboardforschools.com/classroom-behavior-management/4-positive-classroom-rules-that-improve-student-behavior/

Eatherley, C. (2014). Models of Discipline. Retrieved October 2, 2021 from https://sites.google.com/site/christinajree/1st-grade

Gordon, S. (2021). 17 Ways to Prevent Bullying in Your Classroom. Retrieved October 2, 2021 from https://www.verywellfamily.com/ways-prevent-bullying-in-classroom-460756

Hue, M. & Li. W. (2008). Classroom management: Creating a positive learning environment. Hong Kong University Press.  Ebook Central, pp. 63-107.

Kriegel, O. (n.d.). Stop Bullying by Creating a Strong Classroom Community. Retrieved October 2, 2021 from https://www.wgu.edu/heyteach/article/stop-bullying-by-creating-a-strong-collaborative-classroom-community1710.html

Nguyen, T. L. (2019). GOOD TO GREAT “TEACHER”: Why and How We Should Build-up from Effective Instructional Techniques to Positive Classroom Rules. Retrieved September 17, 2021 from https://medium.com/age-of-awareness/good-to-great-teacher-why-and-how-we-should-build-up-from-effective-instructional-techniques-to-71acbf0d49d8

PLB. (2021). Benefits of Developing Clear Classroom Rules and Expectations. Retrieved September 17, 2021 from https://k12teacherstaffdevelopment.com/tlb/benefits-of-developing-clear-classroom-rules-and-expectations/

Schreiner, E. (2020). What Are the Benefits of Classroom Management? Retrieved September 17, 2021 from https://classroom.synonym.com/benefits-classroom-management-6374960.html