Classroom management?
Classroom management is probably the most difficult part of teaching. It has been my experience that you must remain consistant in all that you do- post your rules and consequences- but don't forget that positive praise works the best in motivating students. I don't give out candy or stickers, but work with the class on creating rewards which have meaning. I made both a reward and a consequence box; the reward box has slips of paper for things like "no homework night", "lunch with the teacher", "extra recess", "sit with a friend for the day". My consequence box has slips like "write 25 sentences", "lose recess", " be sent to another class". I've found that if the class gets rowdy, I can ask aloud "what will the consequence be if the class keeps talking?" and pull out a slip and read it to them and they will come right around. Also, it is very important to have a recognizeable signal to get their attention- a hand clap, bell, little xylophone- whatever. One of the best books I've read on classroom management is the Harry Wong "First Day of School". It has lot's of good tips. Above all else, keep the kids busy- good luck
Describe the purpose of behavior management in early childhood education settings?
The overall purpose of behavior management is to assist young children in displaying behaviors that are conducive to learning and to teach social behaviors that are appropriate for home and school settings. In effective adult-child interactions, the children’s behavior is recognized, interpreted in context, and responded to contingently.
What is Classroom Management?
Classroom Management is just how it sounds...it's how you manage your classroom. Are the students behaved? Are you proactive when dealing with their behaviour or do you react to behaviour? Fred Jones has a number of books on classroom management. He give strategies for keeping the students calm and having them follow classroom rules. He also travels the country talking to teachers about how to smoothly run the classroom.
Why is it important to be consistent and fair in dealing with positive and negative behaviour?
It is important to be consistent and fair when dealing with both positive and negative behavior so that the children have a reasonable expectation of what type of consequenses, or effect their behavior will have on them or others. If you, as the teacher, or caregiver are trying to diminish the amount or type of negative behaviors, you have to have consistent consequenses in place each and every time the child displays unwanted behavior, or the child won't know what to expect.
Is making a child STAND in a corner considered corporal punishment?
My daughter's school has this strange policy where it's considered corporal punishment if a child STANDS in the corner rather than SITS in a chair in the corner. If the child STANDS rather than sits, it is considered corporal punishment. I could be wrong, but I thought corporal punishment was humilating or physically harming a child. Like when I was in school, if you chewed gum, you were forced to stick the wad on your nose and leave it there. Or I remember in preschool if you acted up, you had to stand up straight and hold your arms out at your side. If they wavered, you'd get yelled at.
I need some strategies to manage behavior in classroom?
The teacher needs to have clear and consistent expectations. The students need to understand exactly what is expected of them. Behaviors are learned skills, just like learning to read, to do math, to dance, to use a computer - kids need to be taught exactly what is expected of them. Give your directions by telling them what they are supposed to do, not by criticizing ("Put your backpack on the back of your chair" rather than, "Don't leave your stuff in the middle of the aisle where everyone will trip on it!" ) As teachers, we are focused on teaching content (the course curriculum) and we don't spend enough time teaching procedures (how things are supposed to be done in the classsroom.) You will have far more time to focus on content once the students understand the procedures. I teach K - 3 special education students, and every one of my students knows the right way to sit at their desks, how to get my attention, how to ask for help, how to clean up, where their personal belongings are to be, etc. I reinforce (verbally praise, sometimes give stickers or small rewards) when kids are on task, ignore small misbehaviors (while giving rewards to the kids who are behaving appropriately), and have clear and consistent consequences for more serious misbehaviors. The basics are the same no matter what the age group - I have taught preschool through adult ed, and the teacher always needs to have clearly communicated expectations, reward the appropriate behaviors, and ignore or give consequences to the inappropriate behaviors. And you are not there to be a friend to your students; make sure that you are clearly the "alpha dog" in the pack. Even though they may whine and complain that the teacher is mean, students actually want a teacher who maintains a safe and orderly learning environment. There are lots of good books on positive classroom management. I recommend "Conscious Classroom Management" by Rick Smith, but there are countless others. If you give more details about the nature of your class and your specific issues, you will get more specific information from the people who answer your question.
How does a teacher handle a student with behavior problems?
Some Indiana teachers seem to me that they are not qualified to understand that a child with behavior problems could also indicate that, that child may have some kind of mental disorder. I was just wondering if the teachers were trained well enough to evaluate a child with such problem.