Behavior Management Sources for your Essay

Classroom Behavior Management Policies Title


Bailey is also a member of the American Sociological Association, the Society for the Study of Social Problems, and the International Society for the Systems Sciences (ISSS), where he was president in 2003, (ISSS website, 2007). He has written several books, but for the purposes of this paper, we will focus on Sociology and the New Systems Theory, Toward a Theoretical Synthesis (Bailey, 1994)

Classroom Behavior Management Policies Title


Bailey is also a member of the American Sociological Association, the Society for the Study of Social Problems, and the International Society for the Systems Sciences (ISSS), where he was president in 2003, (ISSS website, 2007). He has written several books, but for the purposes of this paper, we will focus on Sociology and the New Systems Theory, Toward a Theoretical Synthesis (Bailey, 1994)

Classroom Behavior Management Policies Title


He claims that because many social psychologists complained about the lack of integration, he focused on integration throughout most of his research career, "I have felt that we must make a transition from an individually centered frame of reference (still the mainstream approach) to a larger framework centered on multiple-person systems of social interaction and their dynamics. Almost all of my work has been an attempt to give substance to that aspiration," (Bales, 1999)

Classroom Behavior Management Policies Title


He claims that because many social psychologists complained about the lack of integration, he focused on integration throughout most of his research career, "I have felt that we must make a transition from an individually centered frame of reference (still the mainstream approach) to a larger framework centered on multiple-person systems of social interaction and their dynamics. Almost all of my work has been an attempt to give substance to that aspiration," (Bales, 1999)

Classroom Behavior Management Policies Title


Study participants consisted of two teachers from each of the four preschools. Critical Summary The concept behind videotape modeling is modeling theory (Bandura, 1986), with the belief that by watching videotaped examples of teacher-student interaction, educators can improve their instructional skills in ways that reduce inappropriate behaviors and promote social competence

Classroom Behavior Management Policies Title


For example, Brophy (1986) defines effective classroom management as "the ability to establish, maintain, and (when necessary) restore the classroom as an effective environment for teaching and learning." Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002)

Classroom Behavior Management Policies Title


" Also, in Bertalanffy's book, Perspectives on General System Theory, which was a compilation of Bertalanffy's work after his death, Ervin Lazlo honored the theorist by stating, "In this volume of papers, spanning some forty years of penetrating thinking and pioneering struggles -- often uphill -- the reader encounters a rare phenomenon which he should prize all the more for being so much in need today: a breadth of vision coupled with penetrating logic, founded on solid technical and experimental knowledge. It is only the truly great scientist who can rise above his field, having mastered its techniques and theories, and take in broader horizons," (Bertalanffy, 1975, p

Classroom Behavior Management Policies Title


" Also, in Bertalanffy's book, Perspectives on General System Theory, which was a compilation of Bertalanffy's work after his death, Ervin Lazlo honored the theorist by stating, "In this volume of papers, spanning some forty years of penetrating thinking and pioneering struggles -- often uphill -- the reader encounters a rare phenomenon which he should prize all the more for being so much in need today: a breadth of vision coupled with penetrating logic, founded on solid technical and experimental knowledge. It is only the truly great scientist who can rise above his field, having mastered its techniques and theories, and take in broader horizons," (Bertalanffy, 1975, p

Classroom Behavior Management Policies Title


" Also, in Bertalanffy's book, Perspectives on General System Theory, which was a compilation of Bertalanffy's work after his death, Ervin Lazlo honored the theorist by stating, "In this volume of papers, spanning some forty years of penetrating thinking and pioneering struggles -- often uphill -- the reader encounters a rare phenomenon which he should prize all the more for being so much in need today: a breadth of vision coupled with penetrating logic, founded on solid technical and experimental knowledge. It is only the truly great scientist who can rise above his field, having mastered its techniques and theories, and take in broader horizons," (Bertalanffy, 1975, p

Classroom Behavior Management Policies Title


It is not enough to have teachers change their teaching and classrooms to reflect their students' diversity. The schools that they teach in must also become culturally competent educational systems," (Brown, 2007

Classroom Behavior Management Policies Title


Classroom management theories and methodologies vary widely as well, and are a source of great debate. "While addressing student behavior was critical for teachers, especially given the many different approaches that existed (Bucher & Manning, 2001), determining the method to use in managing the classroom was even more challenging," (Glickman & Tamashiro, 1980)

Classroom Behavior Management Policies Title


Unal and Unal (2009) stated, "Though it is true that some teachers adapt to classroom management techniques easily, classroom management is a skill that can be gained through training and many years of experience in the field." For many individuals, it can take between four and seven years to develop into a proficient teacher (Carter and Doyle 1995; Gonzalez and Carter 1996; Varrella 2000)

Classroom Behavior Management Policies Title


When employing this theory, teachers are expected to use strategies that encourage students to make better decisions about their behavior, rather than using stimulus response theory, a reward/punishment management strategy. In fact, experts in the field recommend moving away from the stimulus response theory types of practices, "Teachers who established practices that developed personal responsibility in students showed increases in student achievement results (Clark, 2004; Sullo, 2007)

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Critical Analysis Since the enactment of the No Child Left Behind (NCLB) Act of 2001, expectations for teachers to provide a productive classroom environment that encourages positive academic achievement for all students have increased dramatically. To achieve this, effective classroom management is key, "Teaching is a complex profession requiring teachers to be effective in implementing and maintaining order while delivering effective instruction," (Friedman, 2006)

Classroom Behavior Management Policies Title


"In the current study, it is plausible that VMC teachers were using more of the positive strategies than VM teachers because VMC teachers' skills in recognizing such behaviors had improved because there were more positive and prosocial behaviors to praise among VMC students," (Shernoff & Kratochwill, 2007). Overall, study outcomes show that training is a necessary component to transferring EBIs to practice settings (Drake et al

Classroom Behavior Management Policies Title


" On a positive note, the Level System and use of labeled praise statements may have encouraged the teacher to attend to and reinforce appropriate classroom behavior. By concentrating on appropriate behaviors and providing social rewards for those behaviors, there is greater opportunity to promote a more positive classroom atmosphere (Filcheck, McNeil, Greco & Bernard, 2004)

Classroom Behavior Management Policies Title


" On a positive note, the Level System and use of labeled praise statements may have encouraged the teacher to attend to and reinforce appropriate classroom behavior. By concentrating on appropriate behaviors and providing social rewards for those behaviors, there is greater opportunity to promote a more positive classroom atmosphere (Filcheck, McNeil, Greco & Bernard, 2004)

Classroom Behavior Management Policies Title


This required teachers to employ strategies that supported students' abilities to make better choices regarding their behavior. As a result, by developing self-discipline, students had a greater chance of succeeding (Ford, 1994)

Classroom Behavior Management Policies Title


For example, Brophy (1986) defines effective classroom management as "the ability to establish, maintain, and (when necessary) restore the classroom as an effective environment for teaching and learning." Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002)

Classroom Behavior Management Policies Title


Critical Analysis Since the enactment of the No Child Left Behind (NCLB) Act of 2001, expectations for teachers to provide a productive classroom environment that encourages positive academic achievement for all students have increased dramatically. To achieve this, effective classroom management is key, "Teaching is a complex profession requiring teachers to be effective in implementing and maintaining order while delivering effective instruction," (Friedman, 2006)