Positive Behavior Interventions & Supports:
I believe that positive behavior can be supported in the classroom with careful monitoring, maintaining consistency, being able to handle inappropriate behavior, and building a positive climate in the classroom.
When monitoring student behavior, whether it'd be during learning activities or related to compliance with class rules, I will make sure I am positioned in a place where I can see all of my students easily. In Emmer & Evertson, it discusses how teachers tend to focus on a limited number of students during whole class activities or "talking to the chalkboard" (p. 131). To avoid this, I will make sure to consistently walk around and make sure that all of my students are paying attention and staying on task.
In relation to consistency in the classroom, I will make sure that students know ahead of time exactly what they are expected to do for that day and make it a ritual. This helps students understand what I want from them as a teacher and vice versa. Also, I will try to be consistent with the rules. For example, if three tardies equal to a detention, then I will give that student a detention (unless there are special circumstances) so that it does not seem like I favor certain students over another (p. 133).
Also, building a positive climate in the classroom can support positive behavior because it can keep students focused and wanting to get involved in lessons (p. 135). This can be done by discussing with my students what is expected of them for the day, displaying an encouraging attitude, communicating that my expectations for my students are high, and many more.
Teachers also need to have be constructively assertive and empathetic when responding to students (p. 152). Teachers need to be assertive by being straightforward and not wishy washy when talking to students about bad behavior. If they do not, students may not take them seriously and take advantage of them being shy. Teachers also need to be able to put themselves in the shoes of his or her students to be able to understand why the student is misbehaving and to get the student to respect them.
Consequences for Rules/Policy Infractions:
I will handle inappropriate behavior promptly by using certain strategies. Handling this type of behavior fast is essential because it can distract other students or make the situation worse if I ignore it. Some of the strategies I will use would be to use signals, remind students of the procedure or rules, redirect attention to the task given, and simply asking the student to stop.
Minor-
For my classroom, I will already have set up rules and policies for misbehavior that would have been discussed with students in the beginning of the year. For minor infractions (like tardies, forgetting materials, etc) I will follow my policies regarding that specific behavior and be very consistent with it (unless there are special circumstances). With that said, if a student is continuously tardy or forgetting their materials, I will make sure to have a one on one discussion with that student either after class/after school/lunch hours to figure out the cause of the problem and what can be done to solve it.
Major-
For major infractions, I will either pull the student out of the classroom or have them meet up with me after class/ after school to discuss what is causing these issues and how to prevent them in the future. If these issues keep occurring or the student just simply does not care, I will have to give them a punishment or take them to the dean/principal/counselor so that they can better deal with the issue. However, before doing that, I will try my best to understand where the student is coming from.
I believe that positive behavior can be supported in the classroom with careful monitoring, maintaining consistency, being able to handle inappropriate behavior, and building a positive climate in the classroom.
When monitoring student behavior, whether it'd be during learning activities or related to compliance with class rules, I will make sure I am positioned in a place where I can see all of my students easily. In Emmer & Evertson, it discusses how teachers tend to focus on a limited number of students during whole class activities or "talking to the chalkboard" (p. 131). To avoid this, I will make sure to consistently walk around and make sure that all of my students are paying attention and staying on task.
In relation to consistency in the classroom, I will make sure that students know ahead of time exactly what they are expected to do for that day and make it a ritual. This helps students understand what I want from them as a teacher and vice versa. Also, I will try to be consistent with the rules. For example, if three tardies equal to a detention, then I will give that student a detention (unless there are special circumstances) so that it does not seem like I favor certain students over another (p. 133).
Also, building a positive climate in the classroom can support positive behavior because it can keep students focused and wanting to get involved in lessons (p. 135). This can be done by discussing with my students what is expected of them for the day, displaying an encouraging attitude, communicating that my expectations for my students are high, and many more.
Teachers also need to have be constructively assertive and empathetic when responding to students (p. 152). Teachers need to be assertive by being straightforward and not wishy washy when talking to students about bad behavior. If they do not, students may not take them seriously and take advantage of them being shy. Teachers also need to be able to put themselves in the shoes of his or her students to be able to understand why the student is misbehaving and to get the student to respect them.
Consequences for Rules/Policy Infractions:
I will handle inappropriate behavior promptly by using certain strategies. Handling this type of behavior fast is essential because it can distract other students or make the situation worse if I ignore it. Some of the strategies I will use would be to use signals, remind students of the procedure or rules, redirect attention to the task given, and simply asking the student to stop.
Minor-
For my classroom, I will already have set up rules and policies for misbehavior that would have been discussed with students in the beginning of the year. For minor infractions (like tardies, forgetting materials, etc) I will follow my policies regarding that specific behavior and be very consistent with it (unless there are special circumstances). With that said, if a student is continuously tardy or forgetting their materials, I will make sure to have a one on one discussion with that student either after class/after school/lunch hours to figure out the cause of the problem and what can be done to solve it.
Major-
For major infractions, I will either pull the student out of the classroom or have them meet up with me after class/ after school to discuss what is causing these issues and how to prevent them in the future. If these issues keep occurring or the student just simply does not care, I will have to give them a punishment or take them to the dean/principal/counselor so that they can better deal with the issue. However, before doing that, I will try my best to understand where the student is coming from.