Each learner has his or her learning patterns which teachers ought to take note of. The different classroom behaviors may bring about challenges if left unchecked by a teacher. There is a need to employ strategies that will impact classroom behavior positively as well as the learners in their quest to become better individuals ( Curran, 2008). As a teacher, it is prudent to pinpoint different learner characteristics to ensure that the classroom experience is balanced and beneficial for each learner. Effective can only occur through the encouragement of appropriate behavior.
Patrick and Zach are two students with different behavioral patterns and learning needs. Zach has a specific learning disability which makes him come in during recess and receives 30 minutes of resource room support on a daily basis to support his reading goals. Patrick, on the other hand, is a funny individual who is enthusiastic about classroom plays and skits. He is also active in sports. Academically, Patrick is an average student. The two, however, are always in conflict. Patrick teases Zach who in turn responds angrily. Their confrontations make the class environment non-conducive.
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Zach has particular behavioral problems that stem from his poor anger management. He is easily distracted by taunts made by Patrick. He is also physical when he does not have his way, especially with Patrick. Patrick, on the other hand, loves to tease other students. He is hyperactive and has a poor attention span. He lacks the seriousness to discern the desirable learning behaviors. He is also argumentative. Mrs. Anderson, the class teacher, can amend these behaviors through elaborate strategies.
Specific praise is very integral when it comes to students who have a distinct learning disability. It includes verbal or written statements extended to a learner with the intent to correct or recognize a specific behavior (Curran, 2008). Zach being a withdrawn student might be encouraged by the acknowledgment of the efforts he makes to participate in the classroom activities. Mrs. Anderson must be keen enough on the efforts made by the student especially in other areas apart from Geometry. The specific praise must be availed in a descriptive manner where the learner and the rest of the class can get to understand why one of their classmates is getting praised. The praise must be sincere and accurate. This is because every student needs to feel appreciated for his unique abilities and individuality. Zach is a good student and acts such as feeding the class guinea pig are usually voluntary. Therefore, Mrs. Anderson should take her time and acknowledge that Zack indeed went out of his way to be responsible for the class pet. This is something that many individuals may overlook. The specific praise may also be extended to Patrick. Patrick being an active and talkative individual classroom is capable of reforming. Moments he pays attention or becomes less disruptive; the teacher ought to recognize and appreciate. However, the praise should not be satiated as it may be rendered ineffective in the long-run. Mrs. Anderson must be keen evaluating and adjusting the praise. This is because it is prudent to understand whether it is actually or not. She may also establish whether she should differentiate her praise especially as she is dealing with an active individual such as Zach who clearly who has a poor attention span.
The criterion-specific reward is the next strategy that the class teacher may use, particularly, when dealing with Patrick. Having acknowledged that the student is constantly teasing the rest of his classmates or intentionally disruptive, it is prudent that she takes her time to inform him of the rewards that come with being cooperative and polite to others (Curran, 2008). She has to specify that if Patrick retains his attentiveness in the classroom, she will award him a token such a star on the class notice board for good behavior. Alternatively, she may ask Patrick what he believes is the best reward for an attentive student. She may also choose to observe his conduct in the classroom particularly the activities he loves participating in and then structure a reward out of that. For instance, the token stars for good behavior may be audited at the end of the week where the student with most stars is given a comic book or candy. Mrs. Anderson must avoid compromises. This is because it might open up room for manipulation on Patrick's part. The criterion-specific rewards can be extended to Zach. This is, especially, if he manages to restrain himself when provoked or understands how to manage his anger. The reward will go on to reinforce the desired behavior thus ensuring that both Zach and Patrick retain a conducive learning environment. The rewards must not be costly. They also must meet the set school standards, especially for edibles as students may have food allergies.
Effective rules form the next strategy which will be appropriate in creating a favorable environment as well as reinforcing desired learner behaviors. Rules are elaborate statements or terms that establish the expectations for students to follow in order to provide a safe and effective classroom environment (Curran, 2008). The rules act as guidelines that must be taken into consideration by the concerned parties. Classrooms that have rules, usually, create a mutually respectful environment which is fundamental for the learning process. Mrs. Anderson must ensure that the classrooms are easily understood, enforceable, observable and positively stated. She may invite the learners in the rule-making process. This fuels a sense of ownership and responsibility on the part of the learners. To apply effective rules, Mrs. Anderson must endeavor to pinpoint the expectations of the learners. The learners may desire an active yet regulated learning environment. When it comes to Zach and Patrick, she must set clear rules such as "No bullying" "No teasing each other," "No fighting" et cetera. The rules should then be posted in the classroom noticeboard for all to see.
The breaking of rules should attract consequences such as time-outs. The consequences of the rules ought to be communicated to the learners (Curran, 2008). The teacher must ensure that the students comprehend what each rule stands for and what it is meant to achieve in the classroom. Zach, for instance, should be informed that yelling in the classroom will attract detention time after class. This will discourage him from taking matters in his hands once teased by Patrick. Patrick, on the other hand, may be informed that his disruptive behavior will attract time-outs where he will be asked to seat alone at the back of the classroom. The moments of solace will be used to reinforce the desired conduct.
In conclusion, the three strategies namely: specific praise, criterion specific rewards, and valid rules will be integral in modifying Zach and Patrick’s behaviors. The specific praise will be availed with the aim of recognizing good behavior or improvement in conduct. This is critical in reinforcing positive behaviors. Criterion-specific rewards will be provided as a proactive intervention for the management of classroom behavior. The rewards are essential when a teacher is mainly targeting to have the learners achieve certain behaviors. The effective rules are the last strategy stipulated to provide order in the classroom. It pinpoints the classroom objectives set to be achieved by the learners. The rules attract consequences which are also fundamental in the reinforcement of desired classroom behaviors.
Reference
Curran, C. M. (2008). Encouraging Environmentally Appropriate Behavior . The IRIS CENTER.
