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What would be the best methods/models of classroom management for minimizing student misbehavior?
Many types of research have been done in order of study on discussing to the methods/models for minimizing student misbehavior, this article will use short illustration also as an analogy from the international chess game with application to minimizing misbehaviors during experienced in teaching-learning. In short, as we thought we know about the international chess game, then, most of the professional international chess game player that has been called as Grand Master of International Chess, may know into a realization about there is a form of strategies in such models that can be used to positioning each of chess token on the board, which later called as an opening or middlegame or endgame, but we do know there’s no such a method we can use in the international chess by any kind of players to always winning the game without any loses in each of the player records, on the other hand, we do know each strategy involves a commonsense approach that most teachers are well aware of, but sometimes forget to emphasize (Mark & Christine Boynton, 2015). With that simple illustration from the international chess game in mind, we should know now, even though the classroom is not a chessboard, and the teaching-learning is not an international chess game, but the analogy as the hidden practical philosophy from the international chess game can be applied neither in the teaching-learning process and/or in the form of structuring the application to such a form in which teaching-learning can indirectly support on minimizing the misbehaviors on the study to be more efficient and effective as how the international chess game has shown us, even though it may have a tiny bit of misbehavior in practice. Furthermore, to minimize this misbehavior in such a form especially in teaching-learning, the educator and learner should know the components and/or the sampling of misbehaviors, so learners won’t repeat again. Misbehavior’ that can happen not only in the physical form called bullying or cheating, also misbehavior in the intellectual form called plagiarism. The misbehavior to the knowledge may need more than just a shred of evidence to be proven, unlike, in physical bullying, we can identify it easily by recognizing the thing that we can see or hear. Because, as an educator, we know about neither form of this misbehavior’ that happened always interrupting the teaching-learning process in such away. Moreover, the study and the article been made to help to understand the roots of this misbehavior and the reaction of practitioners of teaching-learning in the education in order for minimizing learner misbehavior.
However, as much as we know about the international chess game then this also brings many of us to as many as we don’t know what the proper term should be used instead of we do know what the common term that been used in the international chess game. This illustration also gives us an analogy that in Education as much as our learner know about the purpose of coming to educational institutions for study, but not as many as our educational practitioner, that will be called in this study and/or article, to know about the proper purpose on education itself, except the teaching in a form of teacher to teach subject to the student, and managing in a form teacher teach, administration staff work to monitor teacher. Because of that unclear situations, these misbehaviors exist in the school community due to the misunderstanding between parties that existed in the educational institute. Perhaps the more study of this illustration can be more developed in the study of Philosophy of Education as each of us the practitioner of education that is working in any form at the educational institutions need to know it, in order for the administration staff to develop the effectively practical and efficiently useful schoolwide rules. Also, in this practice as the educator that got involved directly with the students, called teacher, need to be more understanding on his/her teaching philosophy that ideally connecting with his/her classroom rules, which can be shown and reminded to learners either in purposely or non-purposely during the teaching-learning. But, for now, I will not develop more this paragraph till our exclusive topic on Educational Philosophy itself or our exclusive topic on Learning Theory itself.
Therefore, with the current topics, that we know now our temporary chess tokens and chess component to form our methods/models on creating a plan as we are predicting our chess token movement in the chessboard before the game begins, which in order to minimize this misbehavior as we try to minimize our blunder movement in the international chess game. Those chess tokens and chess components which we currently have, up to this point, from our short article in early February 2021, should not be different from others teacher you may know, but as a practitioner, we make it different in our way of applying it, like the chess player applying their plan to the chess token on the chessboard. More example of those tokens like each teacher has their own choice of a crucial component in order to build positive classroom management as we have in our article about "Three Fundamental Classroom Management", which in that article, we have chosen for Time in form of schedule, Space in form of classroom design, and Wave in form of communication, in which are a crucial token in process of teaching-learning, that taken from seven key elements for effective classroom management by Silvia Cini (2017), especially with the primary to high schooler level. If the Fundamental Classroom Management is the chess token, then the Model of Discipline is a chess component in a form of method that we want to apply as a practitioner of education, in the model of discipline as we describe it in our article “Discipline as One of the Actions from Communication Classroom Management”, which in order to build the positive classroom management, on that study, we found to have creative discipline models, and of course, this component only can be effectively efficient with a support component by "Standardization on our classroom Rules and Procedure" to help our classroom is in the track, especially during teaching-learning, as a result in minimizing misbehaviors, we know it now there are an options to which strategies that good to be applied since each strategy involves a commonsense approach that most teachers are well aware of but sometimes forget to emphasize (Mark & Christine Boynton, 2005). In addition, the other easily non-recognize component from the use of physical space to giving comfort and friendly educative positive classroom management needs to be reminded as written in our article "Positioning to Connecting the Dot on efficiency and effectiveness to physical space" to help the teaching-learning process. Now, in which we will developing it, we need the last fundamental support component, which is the wave, in terms of communication, the way of us to communicate the rules, and procedures to help our student understandably and willing to do it with their own nature also in order to not let them fall into a temptation trap of misbehavior. The form of communication plays important indirect roles, like in the international chess, how will we build a synergy connection between one token to another token, in order each token get protected in any possible way. In education, how will we spoke it out loud the important term, should we use a lieutenant intonation of command in order to introduce the important term, or should we use a calm mother intonation of command in order to introduce the important term.
Now, with each method/model that existed unto preventing or minimizing student misbehavior mostly related to us as a teacher or practitioner education and our strategy on keep communicate it without keeping mentioned with the student regarding their misbehavior temptation. Throughout ordering may work to some kind of students but will be better to giving a challenging student with an option, has been stated by Haim Ginott (2012) on teacher can being strict once it comes to undesirable behavior, and teacher can be permissive once it comes to desires or to feel and to wishes. This led to studying case scenario, which a school has a special class in surely challenging classes, with each individual surely unique in their own ways and personality like the chess tokens, especially like the Bishop Token on the chessboard, even though look similar but they are in their own line with no possibility to change their color during the game or the Knight Token on the chessboard, even though look like have no rule but those knights can supporting each other in such a unique way. Therefore, the methods that need to be used is the trial-and-error models that been applied, with a total of 10 students, after the method that has Pacer (2018) stated it as Listen-Talk-Support, this takes practitioner educator nearly eleven days for figuring out each root of the student’s misbehavior that leads the practitioner educator to enable another model for help learner back into track of learning, and of course this with support of education tokens and component, that succedly applied at that time, one of those components like becoming a rule and procedure that been written in the special section regarding simplest rules and flexible procedure on classroom management.
Like in the international chess game, in each game we have different methods and models that we want to try in order to find an effectively efficient way of our game. Then, form the changeable methods/models of classroom management that can be useful to prevent or minimizing student misbehavior, in this short study, this answer will be based on the pattern that looks similarly applicable in theory. Those strategies in no particular order, are:
01. Based on Green, Mays, and Jolivette (2011) called as “Choice Making: by allowing student preference” which support by Martin (2003) as stated “Goal Setting: Get a Commitment”, in order to get a student back on a task which decreases misbehavior (Sutherland, Alder, & Gunther, 2003) in terms of giving such a motivation throughout an opportunity to choose how student want to carry out their learning and measurable outcome of their goal. Like we see it now in Student-Center Based Learning.
02. Based on Monitoring Strategies from Mark and Christine Boynton (2015), in which the Three “Make or Break” Times in terms of a teacher should do everything possible to create and maintain a structured and orderly environment by being a teacher during the class time and being something else that can be respected after the class time, an example like a brother/sister for them. Like we see it now in Research-Based Learning.
03. The use of Logical consequences as stated by Hue Ming-tak and Li Wai-shing (2008), in which teachers should distinguish natural, logical, and arbitrary consequences and not confuse them with punishment. In terms of not letting learners feel pressure with the consequences and make learners realize on catching up with the missing classes on behave of their own initiative like in Project-Based Learning, but this situation based on student thought on catching up.
An example like in some countries the misbehavior more like an act of sharing their answers in regards to having a good grade on whatever way they tried to do, or like sharing their homework answer before graded in order of their culture to help each other and not to be too proud. In the other country, the misbehavior classes exist because the students practically like to give an intuitive question to the topic they are learning, they need a model on real-life application from what they learned can be useful in some ways. Therefore, according to our study and our references link, the first method can choose from the model from Wolfgang & Glickman (1986), which also mentioned in Mark & Christine Boynton (2005) the method of approach is: the Relationship Strategies in order to help us, practitioner education on knowing about the roots of the issues like what makes the students behave in the misbehavior form. Then lastly based on the monitoring strategies idea by Mark and Christine Boynton (2015), practitioner education can use a method that categorized by Bear (1995) about the treatment models in a form of therapy if needed.
In the end, now, we know it, in general, the knowledge about a reason behind so many variants form of strategies that deriving from the models that been discovered throughout research in quantitative and qualitative from the topic of psychology to the application in education on minimizing the misbehavior in the classroom. Because there are different views on misbehaviors, especially on minimalizing and preventing the misbehavior in each location, then the best method/model will be a synergy and a harmony between the learner, and educational practitioner to the track of learning. After all, like Linda Albert ever stated, “Students won’t always remember what we teach them, but they will never forget how we treat them”.
Baker, K., McCallum, K., McGibbon, M., Steves, N., & Zirpolo, J. (n.d.). Cooperative discipline model Linda Albert. Retrieved from https://vrogersmanagementprofile.weebly.com/uploads/1/3/8/3/13836263/linda_albert_summary_3_pages.pdf
Bear, G. G. (in press). Developing self-discipline and preventing and correcting misbehavior. Published by: Boston: Allyn & Bacon.
Boynton, M. & Boynton, C. (2005). Educator’s guide to preventing and solving discipline problems. Published by: Association for Supervision & Curriculum Development.
Cini, S. (2017). Seven Key Elements for Effective Classroom Management. Retrieved from https://classroom.synonym.com/seven-elements-effective-classroom-management-6562940.html
Ginott, Haim. posted September 17, 2012. Haim Ginott 7: Ginott talks about communicating with children. YouTube. [Video]. Retrieved from https://youtu.be/sMo80A_AAEw [Accessed on March 4, 2021]
Hue, M., & Li, W. (2008). Classroom management: Creating a positive learning environment. Published by: Hong Kong University Press.
Pacer (2018). Ways to be there as an adult- Episode 17. Retrieved from: http://www.pacer.org/bullying/video/player.asp?video=113
Wright, Jim (2015). Effective Behavioral Intervention. Retrieved from: https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/ABA_5_Antecedent_Strategies.pdf [Accessed on March 4, 2021]
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