Classroom Behavior and Culturally Diverse

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Issues related to classroom behavior encourage a kindergarten teacher to explore factors that cause misconduct as well as techniques that can be utilized in handling such behaviors. Furthermore, the teacher seeks to identify some techniques for solving these problems before they escalate to something complex. Educational scholars note that instructors are not well prepared to handle culturally diverse actions.

Research shows that teachers can eliminate class disruptions by solving behavioral issues fully. Moreover, analysts posit that teachers need to create an environment that enables students to learn comfortably. This is achieved through reflecting on instructional practices, interacting with students and most importantly, responding to the behavior of students in an appropriate way.

It is established through experience and research that youngsters feel involved in class activities when their opinions and suggestions are accepted. Therefore, children are to be encouraged to voice their opinions and thoughts during lessons.

This is made possible by modifying their wrong answers from students into something reasonable. A teacher rejects a student’s answer indirectly that is, by claiming that it was not what was required. Through this technique, each student attempts to answer a question thus minimizing disruption in class.

As indicated in the comprehensive classroom management manuscript, whatever a teacher selects as a classroom management skill or technique must side with his/her own personality and preference (Jones, & Jones, 2007). This concept is encouraging although it does not apply uniformly to both American and Japanese teaching system. Although the goals are similar, the overall outcomes are different.

American system focuses on cognitive and academic performance while the Japanese system centers on encircling competences that create overall personality of students. This could comprise of student’s physical, moral, social and aesthetic development (Jones, & Jones, 2007).

Teachers utilize behavioral approach frequently in managing classroom issues. With the help of positive behavior support provided in the manuscript, the teacher attempts to help students monitor their behavior. The teacher further encourages students to develop new behaviors by giving them relevant instructions and equipping them with problem solving skills (Jones, & Jones, 2007).

The teacher should engage students in conversations and remind them that they have to make sound choices both at home and school. The teacher specifically reminds students to complete their homework on time, hand in assignments immediately, follow school rules and interact with others peacefully.

The teacher should conduct further research to learn more about student behavior. Scholars postulate that rewarding desired behaviors and punishing inappropriate ones lead to achievement of desired goals.

The teacher reveals to students the kinds of punishments and rewards available for them. Students behaving well are rewarded with things such as treasure chest, extra free centers and run errands. This encourages the naughty ones to reform.

Although the technique is 90% efficient, much needs to be done to improve student’s social behavior. Individualized support should be provided in order to assist poorly performing students improve on their behavior. To realize individualized assistance, a partnership should be established between the school and the community (Jones, & Jones, 2007).

Surprisingly, the technique formulated by the teacher is concomitant to the tenets of behavioral approach. This was confirmed after the teacher had finished marking classroom management self-inventory sheet. It is true that reward system goes hand in hand with the provisions of Comprehensive Classroom management manuscript. The technique is the most effective in dealing with children from diverse cultural backgrounds.

The technique was experimented with children from the military settings, low-income backgrounds and single parent family. This shows that the technique does not discriminate children based on either social status or ethnic background. Some students come to class hungry, with low self-esteem.

Others have bad moods because their parents exercise militaristic rules. Children in such families have no independence because their parents decide for them what to do. Some students are breadwinners of their families meaning that they take care of themselves and may be their siblings.

Therefore, school environment must promote egalitarianism and independent learning. Supporters of behaviorism approach advocate for adoption of reward system in solving classroom issues. Good behaviors are appreciated while bad ones are punished. Even though sanctions vary, they must be helpful to students.

For instance, a teacher instills mannerism by offering favors to the most loyal student, such as allowing the student to check the teacher’s mailbox and running an errand. The quiet student is given an opportunity to use the library after lessons. The success of teaching methods depends on the student’s stimulus and response. Each student should therefore be encouraged to make efforts to change his/her behaviors.

Benefits of behaving in an orderly manner should be explained to students and if possible, with illustrations. Behavior change is a complex process that should incorporate the whole society.

Behaving decently both at home and school strengthens student’s academic performance. In other words, both teachers and parents have a role to play in shaping student’s behavior. However, teachers are in a better position because they have authority.

Reference

Jones, V., & Jones, L, (2007). Comprehensive classroom management: Creating communities of support and solving problems (8th ed.). Boston, MA: Allyn & Bacon.

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Classroom Behavior and Culturally Diverse

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