This means that before a behavioral problem occurs the teacher has given
the students all information needed to behave properly. This technique
requires that the teacher becomes a model for the students. The teacher
models proper behavior and social skills to the class. This particular
approach can be used will all grade levels and ability levels. In Kounin’s
model he gives teachers many useful strategies to prevent negative
behavior. Three strategies of Kounin’s that I will use are the ripple effect,
withitness, and transitions.
The ripple effect is very effective. The ripple effect occurs when a
teacher corrects one students and this influences the behave of other
students nearby. Firmness should be used with the ripple effect to enhance
it’s outcome. I believe this approach will work well in all grades. Students
do not like public acknowledgment of a behavior. Using the ripple effect
students will be able to learn from others mistakes. This will enforce the
proper behaviors taught at the beginning of the year.
The term withitness was created by Kounin himself. This is where
the phrase “eyes in the back of your head”comes from. If a teacher applies
withitness they are aware of what is going on in all areas of a classroom.
This can be used when a student is not paying attention. The teacher is able to
correct this behavior and get the student back on task. This can also
promote the ripple effect. With this strategy students realize that the
teacher does know what is going on in the classroom.
I believe the most important strategy, under Kounin’s model, is the
transition strategy. Kounin himself said that effective classroom
management starts with effective lesson management. Most behavior
problems occur doing this time period. A plan to deal with this is ideal for
all teachers. Important points to remember are to give direct directions,
focus on key points, and do not allow to much time for transition. A well
established routine will help with this task tremendously.
When teaching I will always remember that every behavior is for a
reason. I will never believe that a students walks in to a classroom wanting
to make a teacher’s job hell. As a teacher I must develop a relationship
with my students so I will know what is driving their actions. Knowing
what a student is experiencing in their life will help me to address
behavioral problems that might arise.
In my own classroom there are some norms I will insist on to
maintain smooth transitions. Students should be prepared by the time the
bell rings. I would also have some signal that indicates class has started
and it is time to listen. Finally, I will expect all students to work until I
dismiss them. The bell is a signal for the teacher not for the students. I
will monitor proper hallway behavior during class transitions. All
classroom expectancies will be taught to the students at the beginning of
the year and reinforced though out the year. This brings us to our
classroom rules.
As I mentioned earlier I believe in as few rules as possible.
The reason behind any rule should be safety and respect. My students and
I will work together as I team to make classroom rules. This will require
my students to accept responsibility for their behaviors. I believe it is also
necessary for us to discuss school-wide rules. A discussion of these rules and the reasons behind them will teach students what conduct is expected
of them.
When punishment is required, follow-through is essential. I do not
believe in using social or physical discomfort to punish students. The
punishment issued should serve to either remove the student from the
problem-causing situation or reverse the result of the misbehavior. I will
monitor the students behavior to ensure that the punishment chosen
worked. If it does not work steps may need to be take to alter the form of
punishment used.
From my own experience in school, students can completely take
control of a classroom if allowed. After students have taken control of a
classroom it is hard for the teacher to establish themselves as a leader.
That is why I believe in Kounin’s model and the proactive approach. It
enables the teacher to address behavior problems before they occur. I do
not believe it will be easy to establish a classroom management plan but,
with knowledge based on research I will be better prepare for the
classroom.
My Behavioral Management Philosophy
Fame Hendrix
CSP 346
February 10, 2005
