Positive Classroom Management – Effective Strategies and Techniques
Classroom management entails various skills and techniques that tutors use to sustain and establish a learning environment that encourages learners’ academic success, including their emotional, moral, and social growth (Oliver et al. 2). A positive classroom is a classroom that has supportive teachers who work with the learners to assist them in learning rather than identifying their misconduct only. Therefore, positive classroom management is vital because it directly impacts the learner’s ability to study and the teacher’s ability to educate students. A positively managed classroom will impact learners’ academic success by reducing disruptive behaviors, ultimately improving academic engagement and learning. Most importantly, a positively managed classroom should include developmentally appropriate practice (DAP). Gestwicki describes DAP as teaching techniques that promote every child’s optimal learning and development through a play-based, strength-based method for joyful and engaged learning (102). Its impact is to assist teachers in understanding the children’s development for the various age groups in their classes and know when to think about seeking additional support or help for a child outside the developmental standards. Finally, it helps teachers celebrate their developmental strengths and work on the domains of need or challenge for a specific learner.Our academic writing is of high quality, we offer help in assignment completion at an exceptional level.
The three risk factors that affect children’s behavior include biological risk factors, environmental and neurological problems. Biological risk factors are genetically acquired behaviours. Children can acquire these behaviours from their parents. Kaiser and Judy affirm that several genes and many developmental, environmental and physiological influences are at work in almost all kinds of behavior in children (20). For example, some genes interact with a child’s environment and experience to produce effects such as aggression. The biological risk factors negatively impact children to develop harmful behaviors such as aggressiveness. For instance, if a child lives in an environment where they are mistreated, some genes that influence impulsivity and temperament might incline such a child towards challenging behavior like aggressiveness. These biological risk factors include gender, temperament, gene, etc.
The environment is another risk factor. This includes everything within a child’s environment, from peers, family, neighbourhood, childcare centres, poverty level, and exposure to violence in the society and media can influence a child’s development and present potential risk factors for challenging behavior (Kaiser and Judy 31). A perfect example is poverty; when children experience extreme poverty, it can lead to feelings of exclusion or bullying as they might get less access to the social activities of their peers or even have fewer friends.
The last risk factor is neurological issues. These are challenging behaviors that are brought about by an affected brain function. Some of these conditions include autism and cerebral palsy. Children with challenging behaviors or conditions always have difficulties with brain function, and when the disability is recognizable, the child is considered eligible for special education services (Kaiser and Judy 26). Neurological issues negatively impact children by making them incapacitated and unable to perform duties or roles like normal children.
Parenting knowledge is one of the protective factors. Parent knowledge means a parent requires correct information about raising children and the appropriate behavior expectations (Kaiser and Judy 55). This factor helps define what parenting looks like when families have the right skills and information to assist their kids at every developmental stage. It, therefore, positively affects young children by developing a secure attachment between them and the parent or adult. As a result, young children who grow up with secure attachments will develop a sense of safety, self-confidence, and trust to explore their environment as they feel more secure.
Parental resilience is a parent’s own inner coping skills and resources that assist them in handling crises and stress. These resilient skills enable parents to solve issues, keep calm, make it through difficult times, and be composed when upset. This protective factor positively impacts children because it makes the parents feel better and can give them more guidance, enabling them to form a secure emotional attachment with their parents (Kaiser and Judy 43).
Social connections are the experience of feeling connected and close to other people. This entails being cared for, valued, and loved. Positive relationships with family members, schoolmates, and friends positively impact children by lowering stress and anxiety. It also increases self-esteem.
Udutopia is an educational website that addresses issues and strategies for classroom management. Its web address is 3494, San Rafael, California, 94912, United States. The website gives details and information on guiding the classroom environment, developing class routines, and limiting disruption in class to assist learners in staying focused and engaged in learning. This website, therefore, has varied collections packed with vital advice, tools, and tips on classroom management and handling students’ challenging behaviors. For instance, it gives tips for building a positive learning environment, seven learning zones every class must have, creating a more compassionate classroom, etc. (Person 1).
The second resource is the National Education Association (NEA). Its web address is 1201 16th Street, NW Washington, DC 20036-3290. The resource covers a broad range of topics, including classroom management and, most essential, factors of successful classroom management. Remarkably, the website gives great insights and strategies for classroom management that can benefit both experience and first-year teachers. The website gives great guidance and advice on at least one area of classroom management a teacher might desire to improve on (NEA 1). This is because managing the behavior, learning, and social-emotional needs of 30 or more learners is among the greatest challenges most teachers face. Therefore, it provides diverse strategies such as appropriate lesson planning and equipping students with diverse behavior management skills.
Challenging behaviours | Description and ideas to address each behavior |
1. stealing | This is taking things that belong to other people or children without their permission or intention of returning them (Kaiser and Judy 25). The first idea for addressing stealing is having frequent discussions about honesty to prevent stealing and lying. Secondly, the teacher or parent can reinforce and complement honest behavior by teaching children to take care of their belongings at a tender age. Finally, the teacher or parents can set rules that bar stealing, like always asking for things before borrowing and returning borrowed items after use. |
2. Defiance | This is refusing to obey someone or open/bold disobedience. For example, a child refusing to go to bed when instructed by the parents is defiance. The first way of addressing this behavior is for parents and teachers to give positive attention to the child because the child possibly needs it but is seeking it negatively. The second strategy is to praise compliant behavior. Kaiser and Judy say that even if it is often hard to notice good behavior when a child constantly refuses to listen, it is essential to find even small behavior to praise (15). This will encourage the child to often engage in good behavior to be praised. The last idea is creating a reward system to a child so that they can stop being defiant. For example, a teacher or parent can reward a child with a token when they listen to instructions without arguing. |
3. Tantrums | Tantrums are sudden periods of uncontrolled anger. This behavior can be very frustrating to parents, so some of the ideas to address it are identifying and eliminating things that trigger a tantrum in a child (Kaiser and Judy 9). Secondly, parents can give kids positive attention. Finally, parents can praise their children when they compromise. |
4. Hurting others | Hurting others is a behavior that negatively impacts someone or prevents them from succeeding. The first idea to address this behavior is by teaching and explaining to the child that their behavior, such as beating up another person hurts the other individual, and they should avoid it. Secondly, teach children positive physical contact that does not involve hitting or harming another. Finally, look for the hidden cause of this hurting behavior (Kaiser and Judy 12). |
5. Aggressiveness | Aggressiveness is behaving angrily or violently towards people (Kaiser and Judy 9). Some ideas for addressing the behavior are giving the child positive attention. The second is identifying and eliminating things that trigger aggressive behavior. Finally, parents to find appropriate rewards for the child to nurture positive behavior. |
Works Cited
Kaiser, Barbara, and Judy Sklar Rasminsky. Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively, Enhanced Pearson EText–Access Card Package. Pearson Education Canada, 2016.
NEA. Classroom management. Retrieved May 2, 2023, from https://www.nea.org/professional-excellence/student-engagement/classroom-management.
Oliver, Regina M., Joseph H. Wehby, and Daniel J. Reschly. “Teacher classroom management practices: Effects on disruptive or aggressive student behaviour.” Campbell Systematic Reviews 7.1 (2011): 1-55.
Person. “Classroom Management: Resource Roundup.” Edutopia, George Lucas Educational Foundation, 4 Sept. 2015, https://www.edutopia.org/article/classroom-management-resources/.
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Question
Positive Classroom Management – Effective Strategies and Techniques
1. Justify the need for positive classroom management. Be sure to define Developmentally Appropriate Practice and explain its impact when discussing classroom management with young children. Your response should be at least
2 paragraphs in length (a paragraph is 5 to 7 sentences).
2. Identify 3 risk factors that affect children’s behaviour. Describe each risk factor
and how it negatively impacts young children in no less than 3 sentences.
3. Identify 3 protective factors that affect children’s behavior. Describe each protective factor and how it positively impacts young children in no less than 3
sentences.
4. Locate at least 2 general Internet resources for classroom management and guidance that can be used when addressing challenging behaviour. Be sure to give the name of each website the web address, and write a paragraph (5
to 7 sentences) of why you chose each web resource. 5. Develop a resource file naming and describing at least 5 challenging behaviours for young children (you will need to write at least a paragraph for each of the 5 behaviours you described). For each of the 5 challenging behaviours that you have described above, formulate at least 3 ideas to address each behaviour. Please be sure to number each of your challenging behaviours 1 to 5 to keep your work organized.
The book Challenging Behavior in Young Children is in the 4th edition by Barbara Kaiser.