Classroom Management Behavioral Theorist Diane RAVITCH1 Term Paper

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Behavioral Theorist Diane Ravitch

Classroom Management: Behavioral Theorist Diane Ravitch

It is clear that teachers do play many roles in a typical classroom, but mainly one of the most vital is that of a classroom manager. Effective learning and teaching and is not able to take place in a classroom that is poorly managed. If students are disrespectful and disorderly, and no apparent rules and events guide behavior, chaos turns out to be the norm. As a new teacher facing their first classroom experience, they will be bombarded with information. Research has displayed that the quality of teacher-student associations is the basis for all other features of classroom management. Additional, research has displayed that teachers who had high-quality relations with their students had rarer discipline problems and rule desecrations than those who did not have high-quality associations. Nevertheless, Diane Ravitch was a woman that has plenty of classroom strategies in regards to classroom management that are effective.

Ravitch believed in classroom management strategies that were efficient such as the power of districtwide strategies. For instance, in London, leaders in both Hackney and Tower school districts adopted area wide strategies so as to improve student results. Instead of putting the emphasis on a minority of low-performing schools, they pursued to strengthen the global capacity of the area to serve all children in the district. They were able to discover a culture of cooperation and mutual responsibility where strong schools were able to bring assistance the much weaker ones (DiGangi, 2015). Head teachers (principals) and teachers worked together all over the schools and borough leaders were able to organize resources flexibly and efficiently with the intention of minimizing any systemic injustices.

Ravitch was a fan of this strategy because she was able to observe methods that teachers used in London. She saw that they differ quite a bit with school improvement methods in the U.S., who put the emphasis more on making better a few secluded schools while paying no attention to the broader needs of districts as an entire. With that said, the London approach is antithetical to having charter schools function as independent entities with no stake in the overall achievement of the districts in which they are entrenched.

When it comes to classroom management, Ravitch believes it is not important to listen to the critiques of others. She makes the point that any education critiques by anyone who has not ever taught full-time -- for the reason that they do not have any idea in regards to classroom management, or even what it really is about. Ravitch theory points out that a person's master's degree is not worth much if a person is not able to get disobedient students to sit down. It is clear that getting a bunch of rowdy students to sit down is not an easy Task and even Teach for America mentions that it not easy at all (DiGangi, 2015). Ravitch mentions that it is great that Teach for America highlights real talk on race, class, gender, and opportunity. This is very important. However, at the same time, those conversations need to take a backseat to the "classroom management." "

Ravitch mentioned that she was knowledgeable only about behaviorist management methods that focused on giving clear directions. These types of techniques proved to be the most effective when it came to classroom management (Ravitch, 2014). Some of these strategies involves narrating student behavior when they were following directions, and then sowing them the consequences to those students who are not following the directions. These management methods were presented as best practices all through our training; no other alternatives are mentioned in Ravitch opinion.

Ravitch believes that relationship with the students are important when it comes to classroom management. There are certain characteristics of effective teacher-student relationships. In order to understand what they are, first reflect what they are not. Operational teacher-student associations have nothing to do with the teacher's personality or even with whether the students look at the teacher as a friend. Somewhat, the most effective teacher-student dealings are characterized by three detailed teacher manners:

Showing appropriate levels of authority

Showing appropriate levels of collaboration

Being conscious of high-needs students.

Appropriate Levels of Authority

Teachers should be establishing clear and vivid expectations for behavior that comes in two methods: by establishing procedures and, clear rules and by providing consequences for student behavior. Past research has highlighted the significance of finding rules and actions for group work, general classroom behavior, seat work, transitions and disruptions, utilization of equipment and, materials starting and ending the era or the day. Preferably, the class should start these rules and procedures by means of discussion and joint agreement by students and teacher (Braswell, 2005).

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Ravitch believes that along with well-designed and visibly communicated rules and events, the teacher must acknowledge students' behavior, strengthening satisfactory behavior and providing negative concerns for intolerable behavior.

Appropriate Levels of Cooperation

Research shows that cooperation is categorized by an interest for the opinions and needs of others. Even though not the antithesis of control, cooperation definitely inhabits a different jurisdiction. While dominance centers on the teacher as the leading force in the classroom, cooperation puts the emphasis on the students and teacher operating as a team. Also, the collaboration of these two dynamics-dominance and collaboration-is a key force that is an effective teacher-student connection. Many classroom management strategies are able to foster correct levels of cooperation:

Offer bendable learning objectives

Take a personal concern in regards to the students

Use Reasonable and Optimistic Classroom Actions

Just as teachers are able to communicate appropriate levels of dominance by providing clear learning goals, they can also convey appropriate levels of cooperation by providing flexible learning goals. Giving students the opportunity to set their own objectives at the start of a unit or asking students what they would like to learn transports a sense of collaboration. Providing students this kind of choice, moreover to raising their accepting of the topic, delivers the message that the teacher cares about and attempts to house students' benefits.

Ravitch believes that Almost certainly the most understandable way to connect appropriate levels of collaboration is to take a personal notice in every student in the classroom. Everyone of the students understand personal consideration from the teacher (Ravitch, 2014). Even though busy teachers-predominantly those students that are at the secondary level-do not have the time for wide-ranging dealings with all students, some teacher actions are able to converse personal interest and involvement without taking up too much time.

Consciousness of High-Needs Students

Ravitch believes that classroom teachers meet day-to-day with a wide-ranging cross-section of students. On the whole, 13-26% of all students in school suffer from mental, emotional, or behavioral disorders, and relatively few receive mental health services (Linsin, 2015). The Organization of School Counselors summaries that 18% of students have special needs and entail astonishing interventions and actions that go further than the usual resources accessible to the classroom. Even though the classroom teacher is positively not in a position to indirectly address such stern difficulties, teachers with operational classroom management skills are conscious of students that have high-needs and have a repertoire of detailed methods for meeting some of their requirements. Marzano recapitulates the five groups of high-needs students and proposes classroom strategies for each subcategory and category.

Passive students are the ones that fall into two subcategories parts: those who fear failure and those who fear relationships. Also, teachers can construct strong relations with these students by ceasing from criticism, recompensing small achievements, and generating a classroom climate in which students feel secure from destructive individuals.

The group of aggressive students includes three subcategories: aggressive, oppositional, and secret. Hostile students often have poor anger control, low capacity for empathy, and an inability to see the consequences of their actions. Oppositional students exhibit milder forms of behavior problems, but they consistently resist following rules, argue with adults, use harsh language, and tend to annoy others. Students in the covert subcategory may be quite pleasant at times, but they are often nearby when trouble starts and they never quite do what authority figures ask of them (Linsin, 2015). Strategies for helping aggressive students include creating behavior contracts and providing immediate rewards and consequences. Most of all, teachers must keep in mind that hostile students, even though they may look as if extremely resilient to behavior change, are still children who are going through a noteworthy sum of pain and fear.

School appear to be the only place where there a lot of students who facing extreme challenges can get their needs addressed. The reality of today's schools often demands that classroom teachers address these severe issues, even though this task is not always considered a part of their typical job.

Don't Leave Relationships to Chance

Ravitch also mentions that the teacher-student relationships are what provide a vital basis for operational classroom management -- and classroom management is an important to high student accomplishment. Teacher-student relations should not be left to chance or….....

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