"Effective teachers were better at taking steps to anticipate misbehavior and prevent it from occurring in the first place." Jacob Kounin During my internship, I have found myself confused by students who misbehave and are aware they are doing so. Whether it is blatant disrespect, or an indication of a necessary curriculum/management adjustment, I am always impressed with my CT's patience. I wonder, what is the best way, or methods, to discourage unwanted behaviors? According to Kounin, withitness, overlapping, group focus, and movement management are areas in which effective classroom managers excel to create classrooms that are orderly and productive. I have seen my Corresponding Teacher practice withitness to an admirable extent. She is constantly scanning the room during all instructional/working time, reading students' facial expressions to predict when their meltdown will be and is perceptive to the classes' mood as a whole. When students are rowdy and unresponsive to the lesson, she allows them a break to do a "Stand-up Song" on the carpet that encourages student gestures and dancing, In these ways, my CT is always aware and responsive to student behavior. Another way to prevent students from becoming restless or bored, as suggested by Kounin, is to challenge students and apply enthusiasm. The students in my internship class love being challenged to having an "All Green and Above!" behavior day- which I challenge them to every Thursday. Fritz Redl and William Wattenberg focus on group dynamics, noting that peer influence will curb misbehavior. With respect to that principle, the students support one another and work together to reach the goal. Preventative characteristics in behavior management are part of proactive classroom management.The approach integrates behavioral management methods with effective instruction to facilitate achievement. Also, it focuses on the group dimensions of classroom management rather than the behavior of individual students. I find this last factor interesting, because as a student I have not often seen it accurately applied. I wonder if rewarding students' table groups would increase motivation, academically and behaviorally? My CT releases students to use the restroom/get water and go to or return from the carpet by their table colors. She rewards tables who are sitting quietly and ready to learn by choosing that colored table before the others. Expanding this practice in regards to homework and activity completion could build peer bonds. I would not want to increase competition, however, so I would apply natural and logical consequences instead of bribes or rewards- as suggested by Barbara Coloroso. (413 words)
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