I have created
two examples of common behaviors that happen in the classroom. The first is an example of students who are
sitting together in a row. We have one
student who is talking, the other is daydreaming and one student who is on
task. The teacher focuses on all of the negative behaviors in the classroom,
and offers some unrealistic group consequences.
If the teacher continues to offer idle threats, such as, “I will take
away physical education for the entire year,” the students will begin to learn
that their actions have no real consequences (Woolfolk, 252). This process is known as cueing (Woolfolk,
255). The teacher is reminding the
students about inappropriate behaviors that have taken place throughout the
day.
The students who are off task , race each
other to get into line when it is time to go to gym. The teacher once again only acknowledges
disruptive behavior, which further reinforces the behavior. The teacher attention fueled the continuation
of disruptive inappropriate behavior, and the students may or may not know the
classroom expectation that the teacher is setting(Woolfolk, 256). She reinforces the behaviors by accentuating
them with her yelling.
Classroom Management: Scenario A
In this next video you will see the exact same scenario, with children being disruptive in the front row. This time the teacher acknowledges how well another student is listening attentively, and rewards that behavior with being able to line up first for gym. The students who were not behaving take notice of the student who is now being rewarded for attentively listening. The students took part in observational learning (Woolfolk, 272). The students learned from another student who was modeling the behavior that the teacher wanted. The young lady who was talking turned around and began to focus on the teacher.
Classroom Management: Scenario A
In this next video you will see the exact same scenario, with children being disruptive in the front row. This time the teacher acknowledges how well another student is listening attentively, and rewards that behavior with being able to line up first for gym. The students who were not behaving take notice of the student who is now being rewarded for attentively listening. The students took part in observational learning (Woolfolk, 272). The students learned from another student who was modeling the behavior that the teacher wanted. The young lady who was talking turned around and began to focus on the teacher.
When the teacher
asks the other students to join the line, they begin to run. The teacher calmly tells the students to
return to their seats and repeat the process of lining up again. The teacher is
using positive practice(Woolfolk, 259). Instead of scolding the students for running,
she gave them a reminder of the classroom expectation of walking inside. The students then practiced the correct
behavior of walking into line.
Classroom Management: Scenario B
Classroom Management: Scenario B
Hi Beverly,
ReplyDeleteCute videos (all 4)! I thought you did a ery good job of making the 4 videos, explaining the 4 videos in the blog, and tying each of the 4 videos to some examples in our book. Each one of them stressed an important lesson (either a right or a wrong way) that can help us teachers out in the future… Thanks.
Hi Beverly,
ReplyDeleteI love your videos. In the first one, you did a really good job showing the level of patience the teacher had with the students. I like how in the second video the teacher displayed an effective way to express the correct way the students should act in the classroom, without the teacher having to yell at them.