Maintaining classroom management and addressing problem behaviors in a diversity of students
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Maintaining classroom management and addressing problem behaviors in a diversity of students has been an ongoing issue throughout decades in various school districts. In today’s classroom, students are from various cultures and backgrounds. Research and data on school discipline procedures have tremendously changed from year to year. As a result of this, the procedures are based on the conduct of the student ranging from mild, moderate, to severe misconduct and the ramifications may or may not be a logical solution. Meaningful alternatives have been evaluated and studied along with teachers using prospective intervention strategies to measure what will work or what is working. The gap between what will work even in a structured classroom setting, and what effective strategies can be utilized to predict, determine, or minimize disruption. According to Saban et al., (2022), teachers should be trained to fulfill occupational standards including coping with the development in the field of education and learning how to adapt to actualize the “ best implementations” since a teacher’s life in the classroom requires making a lot of decisions all the time to reflect behavior management and teaching. According to Rekabdarkolaei, (2011), the types of actions teachers engage in range across the “Teacher Behavior Continuum which encompasses three faces and some circumstances. The specific behaviors on the continuum include nonverbal cuing, nondirective statements, questions, directive statements, and physical intervention/modeling (2011). Although teachers are faced with maintaining a well-organized and structured classroom that effectively solves disruptive behaviors, there’s a growing concern about not only protecting the students but the welfare of the teacher as well.
References
Rekabdarkolaei, S. M. (2011). Studying effective factors of classroom control and management in primary schools. New Educational Review, 23(1), 325-336.
Saban, A. I., & Ozsezer, M. S. B. (2022). Prospective teachers’ perception on possible classroom situations with problem behavior: An investigation through discipline models. International Journal of Whole Schooling, 18(2), 121-145.
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