Student Diversity and Classroom Management
Running head: Student Diversity and Classroom Management
Student Diversity and Classroom Management Maintaining order in the classroom is the number one challenge that new teachers face. In the past few years due to children maturing faster and many coming from broken homes this problem has intensified. Students seem to be more defiant and teachers are more intimidated and unprepared to deal with the issues in the classroom. This usually results in poor classroom management. With the implementation of an effective plan the teacher can make modifications to the classroom to ensure the students are under control and the environment is set for students to excel. There are several strategies that have captured my attention for various reasons over the past few weeks. They are Canter’s Behavior Management Cycle, Win-Win Discipline, Morrish’s Real Discipline, Wong’s Pragmatic Classroom Discipline and William Glasser’s Discipline Guided by Choice Theory. The Canters take an assertive discipline approach when it comes to behavior management. “Assertive discipline is a systematic and objective way of ensuring a teacher controlled classroom” (Charles, 2008). Lee Canter and his wife founded this behavior management plan from a three step cycle. First explicit directions should be communicated to the class. When these instructions are given, behavioral narration can be used to reinforce positive behaviors of those students doing as they were told. In the case that the student continues the disruptive behavior, corrective actions must be taken to stop the unwanted behaviors. This cycle can be modified to target any age group. In addition, it can be tailored to deal with different stages of classroom disruptions as well. Canter firmly believed that teachers have certain rights and responsibilities. Both he and his wife feel that the teacher is responsible for establishing the rules and directions in the classroom. These rules and directions are to be
Student Diversity and Classroom Management Maintaining order in the classroom is the number one challenge that new teachers face. In the past few years due to children maturing faster and many coming from broken homes this problem has intensified. Students seem to be more defiant and teachers are more intimidated and unprepared to deal with the issues in the classroom. This usually results in poor classroom management. With the implementation of an effective plan the teacher can make modifications to the classroom to ensure the students are under control and the environment is set for students to excel. There are several strategies that have captured my attention for various reasons over the past few weeks. They are Canter’s Behavior Management Cycle, Win-Win Discipline, Morrish’s Real Discipline, Wong’s Pragmatic Classroom Discipline and William Glasser’s Discipline Guided by Choice Theory. The Canters take an assertive discipline approach when it comes to behavior management. “Assertive discipline is a systematic and objective way of ensuring a teacher controlled classroom” (Charles, 2008). Lee Canter and his wife founded this behavior management plan from a three step cycle. First explicit directions should be communicated to the class. When these instructions are given, behavioral narration can be used to reinforce positive behaviors of those students doing as they were told. In the case that the student continues the disruptive behavior, corrective actions must be taken to stop the unwanted behaviors. This cycle can be modified to target any age group. In addition, it can be tailored to deal with different stages of classroom disruptions as well. Canter firmly believed that teachers have certain rights and responsibilities. Both he and his wife feel that the teacher is responsible for establishing the rules and directions in the classroom. These rules and directions are to be