Behaviour Management in the Classroom Essay Example for Free

Behaviour Management in the Classroom Essay Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are not disadvantaged by a few. I have found there are many different causes of disruptive and inappropriate behavior. These can include factors in and out of a teacher’s control. Factors outside the control of the teacher may include a student’s emotional and psychological factors. A student may have significant distressing issues in their home life such as bereavement or family breakdown for example. Students may also have had negative past experiences at a previous establishment or in the education system in general. Some students may behave inappropriately through boredom or finishing work to quickly, while others misbehave in an attempt to mask undiagnosed learning differences. Conversely, I have experienced students being disruptive in class due to having a special educational need, students with undedicated Attention Deficit Hyperactivity Disorder for example. ‘Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. ’ (Petty, 2006, pg3) The teacher themselves can sometimes be a cause of negative behaviour. Some students may act up through boredom as a result of a teacher being unprepared, demotivated or simply not giving enough consideration to lesson design. Bad classroom management can also be a factor, for example, allowing students to play with mobile phones or simply poor seating arrangements, which allow disruptive students to sit together. Review organisational policies relevant to managing behaviour in the learning environment identifying any areas for improvement | Every teaching establishment will have a number of different organizational policies relating to managing behaviour. Appendix A lists the specific policies I have to adhere to in my organisation. The policies are very diverse ranging from a staff code of conduct with pupils, to policies rela ting to effective teaching and learning. The specialist nature of my establishment means there are many policies linked to the welfare and safeguarding of students, including a number of anti-bullying policies (including anti-cyber bullying) to procedures relating to pastoral care. In my opinion, the behavior management policy in my establishment could be improved. There is no consistent approach to managing behavior throughout the organization. It is left to individual teaching staff to use their discretion as to what constitutes disruptive behavior and how to deal with it accordingly. Although the senior managers are usually supportive of teaching staff, It would be beneficial to staff and students for there to be a set procedure we could all follow. |Review ways of encouraging behaviours that contribute to an effective learning environment | |Use strategies for encouraging behaviours that contribute to an effective learning environment | ‘†¦classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little lighters need persuading of the obvious! ’ (Petty, 2006, pg3) There are many strategies to help a teacher limit disruptive behavior during lessons. I find an effective tool for managing behaviour is to set firm ground rules at the beginning of the course. These include clear boundaries, and expectations. If this can be done in consultation with the students it can be extremely effective, as it gives them the responsibility of managing each other’s behavior. It is use ful to note however, that set sanctions must also be clearly defined and followed as a consequence for breaking the rules for this technique to be effective. The use of reward is a good method of encouraging positive behavior, the use of praise, certificates and house points for example. ‘What we can’t do however is ignore disruptive behaviour. If we do, it won’t go away! ’ (LSDA, 2007, pg8) It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students. ‘You should be alert, businesslike, firm and unapologetic. But you must avoid showing anger or frustration even when you feel it. ’ (Petty, 2006, pg19) I feel getting to know students individually and knowing what their interests and expectations are helps. I find by creating a working relationship where students feel valued and respected is key to minimizing inappropriate behavior. In my opinion, the greater amount of respect the pupil has for you, the less likely they will misbehave. I agree with Petty (2006) when he states: ‘prevention the best strategy’ It is also important should a student misbehave that it is dealt with swiftly with the teachers focus being placed on the student’s behaviour, rather than the individual themselves. |Review ways of managing behaviours that disrupt an effective learning environment | No matter how hard you work at perfecting your behaviour management techniques, you will encounter ‘the really challenging-class’ at some point in your career’ (TES,2010) If a situation arises where an individual’s behavior is persistently disruptive, further action may be required to ensure the other students maintain an effective learning environment. The use of graduated sanctions in schools and colleges is a widely recognised, and is a commonly used method of controlling individuals that have not responded to other behavior management strategies. Having the support of heads of departments and senior management teams is crucial for this method to work effectively. I have, on occasion had to follow behaviour management procedures at my organisation that use graduated sanctions. For example, referring disruptive individuals to my head of department. If that student then continues to affect the learning of others they get referred to a member of the senior management team (SMT). The last stage being the Head Master, who has the power to take more serious action if required, such as temporary and permanent exclusions. Summarise own strengths and development needs in relation to managing behaviours that disrupt the learning environment | In general, I feel that managing my student’s behavior is one of my strengths. It is something I have learned, and improved upon through the years in my current teaching position. I have learnt different strategies for minimizing disruptive behaviour through observing other staff in my depar tment, and openly discussing individual cases with other teaching staff. With regards to my personal development, I would like to attend some training to help me manage students with disruptive behavioural disorders, specifically, Oppositional Defiant Disorder. Although I currently teach two individuals diagnosed with this disorder, they can be extremely disruptive in a group environment, and I believe attending training specifically related to managing this type of psychiatric disorder would be extremely beneficial for the future. References Cope, R. G. (2006). How to plan for behaviour development and classroom management : maximising student engagement: Pearson Education.

The Awakening :: essays research papers

Responsibility and Duty as they Relate to The Awakening Most cultures put heavy emphasis upon responsibility and duty. The culture portrayed in Kate Chopin's book The Awakening visibly reflects a similar emphasis. The main character finds herself wanting to stray from her responsibilities and embrace her intense desire for personal fulfillment. Edna's choice to escape shows two elements: rebellion to the suppression of her adventurous spirit and the lack of "fulfillment" in her relationship. Although she embraces her new found freedoms, she commits suicide at the denouement of the book due to her frustration with the world around her. Many philosophers have dealt with the question of whether to live a life of servitude or to pursue ones greater happiness. Immanuel Kant stipulates that the more people cultivate their reason, the less likely they are to find happiness. Kate Chopin's character Edna tries her entire life to fit in the prescribed mold of the women of her time. She invests so much time into duty and responsibility that she loses any happiness that she could hope to achieve. With time, Kant noted, the person who devotes their life to reason finds themselves needing a release, in the end despising reason, and eventually pursuing only their true happiness. After being "reasonable" for the twenty-eight years of her life, Edna breaks down. She wants to pursue love and disregard her duty to her husband and children. She falls in what she considers "girlish" love with the character Robert. She proclaims to him: "I love you . . . only you; no one but you. If was you who awoke me last summer out of a life-long, stupid dream . . .Oh! I have suffered! Now you are here we shall love each other. Nothing else in the world is of any consequence." In keeping with Kant's philosophy, Edna's life has been riddled with reason and duty, essentially giving herself away to the people around her. This devotion to responsibility causes her to break away from her common behavioral pattern and moves her to focus on finding her inherent happiness. Ayn Rand objectivism states that a person should live life by pursuing their abilities and engaging in trade of equal value with others. Further her philosophy states that working for another's good or sacrificing your self for another's happiness goes against the very nature of existence. Edna was not engaged in the pursuit of her finest abilities. She lived her life for others, not for herself.

Extreme tourism and Antarctica Essay

What is Extreme Tourism? Extreme tourism is an offshoot of mainstream tourism that involves the tourist going to areas with a hazardous landscape combined with a dangerous climate or remote areas that are either sparsely populated or not populated at all. More and more people are taking part in activities like rock climbing, white-water rafting, paragliding and more. Who Takes Part? More often than not, the typical adventure tourist will be 30 years old, unmarried person and have no children. Due to the expensive nature of these holidays, those taking part will most likely be in high power jobs, which would allow them to earn a high income. Most people will come in small groups but there are a few wealthy individuals who go by themselves. As very few people go on these types of holidays, the sector will never be as large as other tourism sectors like eco-tourism. What are the Attractions? The most popular areas for extreme tourism are Peru, Chile, Argentina, Azerbaijan and Pakistan. These areas boast difficult landscapes, hard climates and even unstable political situations. A notable example of this would be the mountainous regions of north Pakistan. They are often described as some of the most difficult landscapes in the world and, as mentioned earlier, some feel that the risky political situation (as it is near an Al Qaeda base) adds an extra thrill. Other more mainstream attractions include desert trekking, canoeing in areas like the Amazon and hiking in the Himalayas. Antarctica: What Activities are there? Most of the activities available in Antarctica are based around the unique climate and wildlife present there. The activities vary from sporting activities such as skiing and hiking expeditions, to viewing the native wildlife like whales and penguins. Activities like living with the Emperor Penguins are very popular among tourists as you aren’t required to be very physically fit and it can be very touching to be around them. Other activities like skiing across large distances or hiking up mountains like Mount Vincent are a lot more demanding physically and as such fewer people go on these expeditions, yet they are still quite popular due to the thrill achieved by taking part in these dangerous activities. How has the Number of Tourists going to Antarctica Changed? Tourism in the Antarctic regions started in the late 1950’s (approximately 1958), half a century after Amundsen and his team first arrived at the South Pole. At this time the numbers of people visiting the area were very low, a stark contrast with the numbers of tourists arriving today which is somewhere around 28,000 people per year. The number of people visiting is only expected to go up as more activities are made and marketing of the area increases. What are the Impacts of Tourism? While those in charge of the tours do their best to ensure that any impacts caused by the tourists are minimal or don’t even happen, it is nigh impossible for them to remove the risk altogether. As a result, there are impacts caused by the tourists and the extent of some of them can be quite considerate. The most obvious impact brought on by tourists is the disturbance of the native wildlife such as the emperor penguins. Human interaction with these animals can cause major effects such as a change in migration patterns leading to further effects in the ecosystem as a whole. Impacts can come in other means as well. The sinking of the MS Explorer showed that access to the area needed to be restricted and lead to fuel spilling in the water, doing untold damage to the marine life. How have the Impacts been managed? All tour operators, of which there are more than 100, are members of the International Association of Antarctica Tour Operators (IAATO) and are urged to be environmentally friendly in their practices and are asked to convince tourists to be as well. In order to preserve more delicate areas, there are certain Sites of Special Scientific Interest (SSSI’s) which tourists are not allowed to visit so that the wildlife and inhabitants are protected. Anyone wishing to take part in activities on the island must have a permit and are banned from leaving any waste/litter behind and being closer than 5m to an animal. Any ships going to the area is limited in the amount of passengers it can have (500 max of which only 100 can disembark at once).

Essay about Climate and Society of China - 936 Words

Climate and Society of China Monsoons, Flooding Droughts Believe it or not, there is a direct correlation between weather, climate and society. Since the first civilizations of the world, these three themes have affected one another. Weather has influenced civilizations in terms of the clothing and shelter which are necessary to protect oneself from the elements. On the other extreme, climate and weather have also acted as positive factors in the case of areas such as Cancun, Mexico. Continuous exceptional weather conditions have molded this area into a vacation Eden to which millions flock throughout the year to escape their own respective meteorologically disadvantaged (e.g. cold, snowy, rainy) regions. Through an intense†¦show more content†¦The most prominent examples of such seasonal winds occur in southern Asia and in Africa. The monsoons that plague China are caused by a variety of factors, mainly because of contrasting temperatures between the Pacific Ocean and the Chinese continent. This temperature disparity is exaggerated with the changing of seasons as land temperatures fluctuate more rapidly than those of water.21 H.H. Lamb argues in Climate, History and the Modern World that the latitude of Southeast Asia also plays a factor in the prevalence of monsoons affecting China.22 Like many cultures throughout the world, China relies upon agriculture for much of its subsistence. This crop reliance presents a tedious situation because of the massive issues accompanying a crop failure. Prior to the sophisticated irrigation techniques available today, agriculture was very reliant on consistent rainfall for its survival. In China, droughts occurred from time to time depending on the climate in the time between monsoon seasons, and these rainless periods devastated crop yields. On the other hand, the monsoon period and flooding sometimes brought too much rain, destroying crops as well. Accompanying these droughts, floods and crop failures were the resulting famines which left many impoverished. In the mid-twentieth century the Chinese were finally able to deal better with the droughts and famine by importing vast quantities of grain and otherShow MoreRelatedPrimary Document : China And China1146 Words   |  5 PagesWhat is the first thing that comes to your mind when you hear the name of the country China? Probably, like most people you think of The Great Wall or of the Monarchs. China is so much more than a 5,500-mile long wall of brick, and families ruling for hundreds and hundreds of years. China is bursting with 9.6 million square kilometers (Land Area.†) of delicate mountains, rivers and temperate climates. 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