Through our study of this chapter, we grasped some fundamental principles from the various academic areas of study that provide the research-based foundation for the classroom management strategies. Two of these will be the focus of this paper:
1. Implications from Studies of Social Interaction and Communication
2. Implications from Behavioristic Psychology
1. Implications from Studies of Social Interaction and Communication:
The main components of this school of thought are:
a. True Dialogue vs. IRE/IRF Cycles
b. Classroom climates the teacher establishes.
a. True Dialogue vs. IRE/IRF Cycles:
Engaging students in discussions is pretty valuable for the learning process. Using the Inquiry method to target the lesson objectives is one way to let students initiate the discussions and relate them to real life experiences; hence engaging in true dialogue situations rather than just remembering it from the resources they are using.
b. Classroom climates the teacher establishes:
The teacher’s role in creating a comfortable and safe atmosphere for the students to express themselves is crucial. Students need to feel free to experiment with their ideas without fear that their personal worth will be compromised.
● Implications and implementation of the study into daily classroom practices:
Establishing a healthy environment for students to express themselves is a key part of a successful classroom. Students need to know that their ideas are worth listening to and they will not be bullied in any kind after they share them. Teachers’ withitness is crucial in this matter, as they need to anticipate students’ reactions even before they happen.
In order to have a true dialogue inside the classroom, teachers need to engage students and relate the objectives of the lesson to real life situations. Using STREAM is one way of doing so; integrating science, technology, reading, arts, and mathematics moves the lesson into project-based learning where students have real life examples and they have the space to share their ideas where they know they will be definitely listened to, also knowing that each idea is important. Students will have the means to apply what they have learned in a safe and nurturing environment. Students will utilize what they have learned in order to get the required results; therefore, knowing that they benefited from prior knowledge they acquired before.
Another example on how to implement this school of thought is by giving students responsibilities in explaining the lesson. Using the 40-60 model where teachers do 40% of the talking and students are responsible for the other 60%. Students then will have the opportunity to be involved in the learning process in addition to gaining communication and social skills that they will benefit from for the rest of their lives.
2. Implications from Behavioristic Psychology:
Skinner is the father of Behaviorism in education, which got lots of praise at its prime, but came under attack at a later stage. We will be discussing both points while briefly going through this school of thought which includes:
a. Behavior modification
b. Isolated behaviors vs. behavior patterns
c. Positive reinforcers
d. Destructive positive reinforcers
e. Contrived vs. naturally occurring punishment
f. Destructive Punishment
g. Negative Reinforcement
a. Behavior modification:
Students’ behaviors are complex sets of responses that have been conditioned by their environments. Behavior modification refers to the students’ environments which are manipulated to increase the chances of desired behaviors being rewarded, whereas undesirable behaviors go unrewarded. Students are thus conditioned toward being on-task.
Detractors of behavior modification complain that the goal of behavior modification is to condition observable behaviors, thus neglecting character development while students learn to go through the motions of being well behaved. Second, they are bothered that highly structured behavior modification often depends on extrinsic reward systems rather than intrinsic ones.
Proponents of behavior modification answer three criticisms by noting that controlling students’ behaviors can’t wait for character development. Moreover, by practicing desirable behaviors, one learns self-discipline. The second criticism is faced with the argument that learners need extrinsic rewards to choose to be on-task. After on-task behaviors become habitual, then the students begin to recognize the intrinsic values.
b. Isolated behaviors vs. behavior patterns:
Isolated behaviors are exceptional behaviors that once while patterned behaviors are ones that happen consistently. Teachers have to ignore isolated behaviors and modify the patterned ones by changing the favorable conditions that have led to such habitual behavior.
c. Positive reinforcers:
It is a reward that is presented after a desired behavior is manifested and will increase the probability of the desired behavior.
d. Destructive positive reinforcers:
It's when a positive reinforcer is presented to students that have an undesired outcome in the long run.
e. Contrived vs. naturally occurring punishment:
A contrived punishment is planned and imposed by someone whereas the naturally occurring one happens as a natural consequence of the behavior itself.
f. Destructive Punishment:
A positive reinforcer is destructive if it has undesirable side effects. Punishment can also be destructive if it produces undesirable side effects in addition to discouraging some targeted behavior.
g. Negative Reinforcement:
Negative reinforcement is making the removal of punishment contingent on a specified change in the behavior of the individual who is being punished.
● Implications and implementation of the study into daily classroom practices:
Using behaviorism in moderation within the classroom is a good thing. Although it’s inevitable to have a reward and punishment system to ensure the evolution of students, we have to be aware of disadvantages that we might face.
It’s crucial to work on patterned behaviors we may encounter as teachers and try to replace them with better habits. A simple example may be when a student has the habit of talking over their classmates and how to encourage them to wait for their turn, our ultimate goal is to eventually have them raise their hand on their own without having to wait for a reward for their action. While doing so, we need to be aware of not using any destructive positive reinforcement such as providing sweets that they may be allergic to, or in the long run they will lead to tooth decay or other health issues. Negative reinforcement may be used here to enforce the teacher’s seriousness with having to follow a certain discipline in the classroom, simply removing a punishment when a student collaborates with the teacher will provide motivation to the student to behave better.
Not only patterned behaviors are the ones that we need to focus on, rewarding good behaviors will also motivate students to do better, just like when an average or below level student comes up with a great idea related to the objective being discussed. Such action should be acknowledged by the teacher so these students will be encouraged to go above and beyond their ways whenever they have the chance.
On the other hand, we need to be aware of the type of punishment we use with the students. Depriving a student from field trips or if some schools have media time allocated, such punishment will lead to unwanted results as the student may feel outcast and this will cause more violence towards his classmates. Also providing extra homework to a student who has been disruptive in the classroom will lead to discouraging them from paying attention and eventually hating the subject matter or the teacher itself. Choosing the right punishment for the right action is essential for the progression of the student’s character. We need to make students learn that each action has its consequences no matter what led to it in the first place.
Consistency and fairness with the reward and punishment system is pivotal to ensure a healthy development of the students’ characters and preparing them to be responsible adults and effective members of the society.
No matter which schools of thought we prefer to use in our classrooms, the most important thing is we need to cater to the needs of all of our students as each student is unique and what works with one might not work with another. No one size fits all in teaching, the learning process should be adapted accordingly.
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