I've decided to start this discussion on classroom management by showing the need for this topic to be considered. The following video was made by a father who was outraged by the way his son was treated in school and the low-level of professionalism shown by the teachers.
I have a friend who works with Autistic children and I know that it is a challenging environment, but I also know that a big heart and lots of patience makes a huge difference in these student's lives. There is no excuse for a teacher who wastes the student's time by not focusing on the student, nor is there any excuse for an educator who chooses to resort to behaviors that leave the child thinking less of himself.
When I reflect on my experiences and research into classroom management,
regardless of whether there are students with "special needs,"
the approach must be one that delicately observes a clear standard of
expectation but also takes into consideration the needs of the individuals.
In his book, "Disability to Possibility: The Power of the Inclusive
Classroom," Patrick Schwarz1 imparts the idea that "behavior is
communication." Everyone has a reason for behaving the way they
do. Yes, negative behaviors need to be addressed for their interference
with the classroom environment, but the educator should also take the time to
unpack and observe what is causing the behavior. A therapist I know takes
this idea a step further to say that every behavior has a positive
intent. We may not understand or agree with the route a student has taken
by engaging in a particular behavior, but if we view it from their perspective
and try to understand their positive intent we can not only curb the behavior,
but also help the student to learn new strategies or to address an underlying
problem. When we are able to approach classroom management with this type
of positive intent to learn the task becomes one that is more empowering for
the teacher and beneficial for the student.
On his website, Dr. Robert
Kizlik2 outlines effective strategies for classroom management. He is
upfront in acknowledging that these skills can't just be learned in seclusion
via an educational course, but rather they involve many facets and come with
time:
Skills such as effective classroom management are central to teaching and require "common sense," consistency, a
sense of fairness, and courage. These skills also require that teachers understand in more than one way the
psychological and developmental levels of their students. The skills associated with effective classroom
management are only acquired with practice, feedback, and a willingless to learn from mistakes.
Although a teacher hone these abilities through experience, Kizlik makes
some suggestions to guide the process. These evolve from four main ideas:
1. Know what you want and what you don't want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
To set expectations for and to aid and monitor student behavior, Kizlik
promotes the creation of an intentional classroom space. The teacher can
observe students at all times and the students' interaction should be guided by
the space in such a way that it promotes positive educational
experiences. Examples for this would be making sure that the
arrangement of furniture doesn't cause congestion, reference and other
materials are easily accessible and decor promotes the intended
behaviors.
He also stresses that it is imperative for the teacher to be clear and
concise with expectations buy avoiding ambiguity and presenting only rules and
expectations that he or she will actually enforce. A well-planned
schedule will also aid students in recognizing what is expected and when it is
to happen.
Kizlik believes that inappropriate classroom behavior can be curbed by using
simple, unobtrusive techniques such as moving toward the student, calling their
name and/or giving "a short verbal instruction to stop behavior," and
re-directing the student to the task at hand.
I personally believe that punishment is only appropriate when it is
appropriate. This isn't meant to sound strange, but instead to emphasize
the importance of addressing individual student needs. Questioning when
punishment is necessary to reach a positive result. Kizlik adds that,
"Milder punishments are often as effective as more intense forms and do
not arouse as much negative emotion."
1 Schwarz, P. (2006). From disability to possibility: The power of inclusive classrooms. Portsmouth, NH: Heinemann. ↩
2 Kizlik, R. (2012). Classroom management, management of student conduct, effective praise guidelines, and a few things to know about ESOL thrown in for good measure. Retrieved May, 2012, from http://www.adprima.com/managing.htm↩
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