However research supports the notion that increase autonomy in the classroom is beneficial for students (Van Tassell, 2004). Research also support the notion that students with poor self-esteem generally exhibit more problems and negative behaviors in the classroom (Edwards, 1994)
Setting up a positive classroom environment will encourage power and control over the classroom. Teachers must aspire to set up a win-sin situation for students, which can generally be accomplished through a positive learning environment, one that defines expectations and reinforces rules through adequate volumes of praise and encouragement for students behaving well, and sanctions or harsh treatment when things go wrong (Lewis, 2004)
Students are motivated by a variety of different factors within the classroom environment. Teachers can enhance student motivation and learning by giving up some control and encouraging students to self-asses their progress (Van Tassell, 2004)
Designing and Implementing a Classroom Behavior Plan One of the more essential roles of the teacher is developing and implementing a classroom behavior plan, though this is not always as simple as it may sound. There are several components to a classroom management and behavior plan that must be taken into consideration, and implementing these components requires a great deal of planning, patience, and persevering (Koza & Smith)
There is also, of course, an element of future preparation in all aspects of classroom learning, and this is perhaps more true in early education settings than in any other. Play activities, for example are often imitative and adult actions, and can be seen as children learning to negotiate the rules, expectations, and processes of the adult world (Young & Richardson, 2007)
the power of a personal authority." (Dreikurs and Grey, 1968, p
These are described as follows: " (1) schools must be a good place; (2) students are trusted; (3) rules are established; (4) students agree to and accept the rules; (5) rules are open to change; and (6) rule violations have consequences." (Englander, 1987, p
school climate is thought to be linked to educational outcomes, especially achievement." (Haynes, Emmons & Ben-Avie, 1997, p
. The underlying dynamic of classroom misbehavior has not changed much over many decades," (McDaniel, T
research analyses and surveys from experts are combined, classroom management tops a list of twenty-eight categories that most influence learning." (Tauber, 1999, p
espoused that the central motivation of all humans is to belong and to be accepted by others." (Wolfgang, 2001, p
Classroom Management Effective classroom management is vital in today's classrooms where teachers are teaching children with various academic, cultural and social backgrounds, not to mention that more and more classrooms today are having to manage students who are less proficient in English, have little experience being in a classroom, and in some cases, have physical or mental disabilities (Capizzi 2009)
From the perspective of learning behavior theory, Carol's problem can be attributed to her conditioning. This theory postulates that learning takes place when there is a change in behavior and is usually based on conditioning in the learning environment ("Behavioral, Cognitive, Humanist Approaches," n
In this case, purpose would give her a sense of direction while autonomy creates an opportunity for her to engage in the learning process wholeheartedly. Through the use of these principles, the teacher will provide teaching and learning activities that are exciting and provide enables the student to have a degree of personal control (DeLong & Winter, 2002)
Since the goal of the instructional intervention is to re-focus Carol's attention to the learning process, differentiated instruction is the most appropriate strategy in this scenario. This strategy would involve using visual aids such as overheads and videos and provision of materials that aid in learning ("Learning Strategies," n
Too, using this approach to managing the class will incentivize the students as they mature and move into the upper grades -- good behavior achieves better rewards. The children must understand what is expected of them, and the teacher must follow through with those expectations (Rimm-Kaufman, S
S. National Educational Association noted that almost 40% of teachers surveyed said that given the choice, they would probably not go into teaching again because of "negative student attitudes and discipline" and their lack of freedom in managing their class (Schneider, 2003)
Children often role-play using a variety of these techniques -- often called make believe. This causes children to project their views of other stimuli, as well as imagine empathy of the manner in which different people would react (Van Ments 1999)
Teachers can build motivation in students with support, encouragement, listening, accepting them where they are, trusting, respecting, and negotiating the differences (The Glasser Approach, 2010). Being a role model, nurturing responsibility, being fair, and giving natural and logical consequences can motivate students who do not care (Bauman, 2009)
To do this, a teacher should give choices and encourage challenges the build growth. Self-efficacy makes a significant difference in attitude, behavior, and achievement (Hicks, 2012)