Classroom Management and the Inclusive Classroom
Classroom Management Matrix
Part 1: Classroom Management Strategies
| Misbehavior or Disruptive Behavior Examples and Causes (Research, identify, and explain five possible causes of misbehavior or disruptive behavior in the inclusive classroom) | Misbehavior or Disruptive Behavior Classroom Management Strategies (For each cause, describe two strategies for addressing and managing the misbehavior or disruptive behavior) |
1. Seeking attention. Many students like being the center of attention. Students can seek attention by swearing, making fun of other students, or being uncooperative.Don't use plagiarised sources.Get your custom essay just from $11/page | 1. The teacher should be patient and understand that unlearning attention-seeking will take time. A teacher should keep in mind that all students in a classroom need to know that the teacher cares about them and that they can make positive contributions (Khasinah, 2018). Therefore, the teacher should show the student that they care about them. It must have taken the child some time to become an extreme seeker of attention. 2. The teacher should teach students what makes up appropriate behavior because students sometimes do not understand what appropriate behavior is. Therefore, the teacher should take time to teach students appropriate responses and interactions, anger management, and essential social skills. The teacher can use drama and role-play to help students understand the feelings of other people and their perspectives. |
| 2. The desire for power. Students who seek power refuse to follow basic rules that are intended for all students and argue always. Some students misbehave as a way of expressing their desire to have more control in the classroom, and inappropriate behavior makes them feel that they are powerful. | 1. The teacher has to understand that the student already has legitimate power, give the student where necessary and appropriate, ask for help from the student when possible, respect the student, avoid a power struggle, and reach an agreement with the student. 2. The teacher should be democratic and spend time with students to come up with ground rules for interaction in the classroom. Students should understand that their actions and misbehavior have consequences that are clearly defined. Students should also be warned of consequences to help them develop self-control (Raza, 2014). |
| 3. Physiological factors. Physiological factors such as tiredness, hunger, or sudden change in routine may lead to misbehavior in the classroom. | 1. The teacher displays the routines and goes over them with the students regularly, check the students’ understanding of the routines, and explain the rationale of the routines to the students. 2. The teacher can have control over the students and prevent tiredness by arranging seats in a U-shape manner. Fatigue can also be reduced by increasing the number of practical lessons and reducing class hours. |
| 4. Classroom environment. It is crucial to design a classroom for optimal learning. For instance, high noise levels, poor seating arrangements, and high temperatures may contribute to misbehavior in the classroom. | 1. Ask students. The best source of information about the classroom is students. Students will name things in the classroom that do not aid their learning and need to change. 2. Mixing up seating options can help in managing disruptive behavior in the classroom. Seating should be flexible, which does not mean new furniture. Seating options can be created to give students choices using existing furniture. |
| 5. Issues with curriculum. Students who do not feel challenged by the curriculum may misbehave in the classroom. Also, if the curriculum is beyond or below the learning abilities of some students, they may get bored or frustrated, leading to problem behaviors. A teacher’s instruction style may also cause conflict with students, disrupting the learning process. | 1. Academic adjustments. These are changes made to the students’ academic tasks to improve their behaviors. The teachers could make changes such as the amount of assigned work, giving additional time to complete tasks, and providing support during the assigned work. 2. The teacher can also adjust the difficulty of the assigned academic tasks to match the abilities of the student. |
Part 2: Narrative
Collaboration and effective communication are crucial to becoming successful learners. It is through collaboration between students and teachers that students can dialogue and examine different perspectives and become self-determined, empathetic, and knowledgeable (Janssen & Wubbels, 2018). Further, collaborating with students in real-world tasks requires collaboration among students and teachers. It is through a partnership that students can achieve objectives of the curriculum, which in turn helps teachers in classroom management. Collaborative learning gives students advantages that cannot be obtained from more conventional learning because students can solve problems better and achieve meaningful learning.
Collaboration changes the roles of teachers and students and how they interact in the classroom. When teachers collaborate with students, they invite them to set specific objectives within the framework of what the teacher is teaching, provide options for assignments and activities that the different goals and interests that students have, and help students in assessing what they learn. Collaboration encourages students to use their knowledge and ensures that they share their learning strategies and knowledge, treat each other respectfully, and pay attention to higher levels of understanding. This helps in managing the classroom and avoiding disruptive behavior. It also allows students to listen to diverse views and take part in creative and critical thinking and participate in meaningful and open dialogue.
Collaboration among teachers is also vital in minimizing disruptive behavior. Teaching can be emotionally draining and exhausting. Whether it is a particularly challenging student or work-life balance, stress is part of being a teacher, and other teachers are indispensable sources of support. When teachers collaborate and support one another, relationships that are based on empathy and trust are developed. These interactions are critical in developing lasting mentorship and professional relationships (Janssen & Wubbels, 2018). When a teacher feels that they are supported, they can extend that support to students which can help in classroom management and minimize disruptive behavior.
References
Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 103-122. doi:10.1080/0305764X.2016.1259389
Khasinah, S. (2018). Managing Disruptive Behaviour of Students in Language Classroom. Journal of Language, Education, and Humanities, 79-89.
Raza, M. (2014). Dealing with Disruptive Students. Express, an International Journal of Multi-Disciplinary Research, 2348-2052. doi:10.6084/m9.figshare.11640276