Importance Of Glenn Trust And Responsibility To Students

This theory also Illustrates the Importance of Glenn trust and responsibility to students. It could be said that students should also be given the autonomy to discuss disruptive behavior in the classroom and it helps them to reinforce classroom rules. Ideally, this serves as a way to get the students to feel a sense of belonging.
That said, it is safe to assume that students who do not feel the same way may result to attention gaining, power seeking, revenge or displaying inadequacy, none of which loud do any good to both teacher and students during teaching and learning session. The implementation of this theory might vary. Regardless, a teacher has to provide lessons with social interest in mind to at least obtain the minimum result out of it. It is also wise to provide a teaching environment that supports students’ sense of belonging. That being said, teacher has to Include students In decision making In the classroom. En of the possible ways to achieve that Is to come up with a set of classroom rules as a group. That way, they would feel responsible and the fact that heir opinions matter is a good kick start of the first class interaction. Teacher could also encourage students rather than praise them. This serves as a good motivation factors especially to the students to do more. Punishment should also be avoided at all costs, instead provide students with logical consequences to “mistaken goals” to support responsibility. Deriders democratic teaching offers many benefits.
One of them Is It promotes a degree of autonomy which serves as a medium for students to “take control” of their own classroom based on mutual agreement with teacher. Preventive approach to spieling is also incorporated in this theory. It helps students to understand why they behave as they do thus students will see and learn correct behavior. Mutual respect can also be achieved through this theory. Besides, It relies on logical consequences than arbitrary. Students will realize the choices they made may be wrong in which teacher will show the correct one and the consequences if they happen to make a bad one.

On the contrary, some teachers might misidentify actual motives of the students If they were to Implement this theory. They may find it difficult to be non-controlling engendering the agreement that they have with students. Arguably, it can also be 1 OFF that some students may take advantage of. It can be argued that Deriders’ theory can be applied in most average classroom. It offers a fair benefit to students as it gives students a responsibility of managing a classroom side-by-side with teacher. They will feel a sense of belonging and respectful to teachers and friends.
Besides, it teaches valuable social skills for good character development such as respect, accountability and care for others. It also invites students to discover a true potential in them. Students will learn to use the power vested in them in constructive ways. Granted, this theory may seem to be most effective for upper primary classes, but teacher should be thinking to use this theory to lower primary classes. Giving them chance to take over’ their own classroom can be good for their development. They should learn to be responsible from the very beginning.
Teacher might want to also explore more by assigning tasks or roles to some of these students. I would incorporate Drinkers’ in my teaching plan and practices as it gives options to explore more about the students and I do believe dents should be independent no matter what classes they are in. On the other hand, Cousin’s theory of instructional management integrates instructional and disciplinary aspects of the classroom. The very basic concept of this theory is it depends on teacher’s careful observation and management on every activity that takes place in the classroom.
Cousin suggests that the prime factor is connected with the ability of the teacher to monitor every aspect and activity at all times and figure out ways to minimize all the problems before it gets worse. Cousin’s theory introduces techniques called: whiteness, overlapping, momentum, monotones, and group focus. (“Classroom Management Theorist and Theories/Jacob Count. “2009). Whiteness is the ability of a teacher to be aware of what is going on in all parts of the classroom at all times to counter discipline problem before they arise.
Having this skill is crucial for teacher and at the same time students have to also believe that their teacher is “within”. It is necessary to keep it that way for students will continue to disrupt teaching and learning session if they feel that they are not being noticed. There are few ways of keeping track of the students’ activity and behavior. Teacher can start with containing misbehaving and find the root of the cause which in this case is the student who initially began the problem. Cousin’s theory also suggests that it is fundamental to know students on personal level.
This way teachers will have slight advantage and able to handle problems faster. It could be said that whiteness and overlapping illustrate the same concept. Able to attend to multiple classroom events at one time while not Jeopardizing all other classroom activities is the basic concept of overlapping. For example, “Nadia, keep reading your answer, I’m listening. Daniel, stop speaking and listen to Indian’s answer”. This extract illustrates a good way of overlapping. Effective transitions or momentum is keeping lessons moving while avoiding abrupt changes.
A slow, delayed teaching and learning session might contribute to probability of misbehaving to happen more often. Students will get bored, lost of interests and motivations to continue learning. Teacher has to avoid lecturing for a long period of time as stated by Cousin. Therefore, delays and interruptions have to lesson. While keeping the lesson smooth, we can know for sure what students are after. Smoothness is significant to momentum. While lecturing, a teacher must maintain direction and not drift off on tangents, be diverted with irrelevant questions and information or fall victim to “flip flops,” “dangles,” or “truncation. Otherwise, students will be confused and act out from loss of interest. (“Classroom Management Theorist and Theories/Jacob Cousin,” 2009). This is fundamental to keep the students focused and engaged in classroom lesson at all times. Lastly, Cousin refers to group focus as the ability to keep members of the class or group paying attention to the task given. There are a few factors that need to be considered in this aspect. One of them is students’ sitting arrangement. It is important to note that a perfect arrangement might be needed in order for the teacher to see and understand what students are doing.
Teacher on the other hand needs to sit on a higher position, preferably a small stage in the classroom so that all the students can see. Layout of the classroom has to be taken into account. Certain layout may block students’ view on the main focus points in the classroom for example the whiteboard, or teacher. Cousin’s theory offers a lot of advantage to teachers. I believe that some skills in this theory requires years of practice and perfection it order to achieve the optimal result. Attending two or more event at a time, maintaining smoothness and momentum, keeping students engage may take more than what they appear to be.
The fact that this theory displays an effective approach to classroom management suggests that it takes into account the crucial details of having a successful teaching and lesson session. On one hand, it appears that Cousin does not address the fundamental aspect of keeping a classroom “intact”. He does not address specifically his procedure on splicing which happens to be the basic segment of controlling as classroom. It might be confusing to teachers especially when dealing with discipline problems that are outside of their power.
The application of this theory in normal classroom may work but things could go differently when using this theory in a packed classroom. Classroom with more than thirty students may not be suitable as it can be hard for teacher to control everyone. For obvious reason, this may work well in a classroom with fewer students. Minor improvement to this theory such as setting up ground rules or giving penalty to every savories may also work if this theory were to be applied in a classroom with larger number of students. Meanwhile, Carter’s theory of Assertive Tactics seems to offer a slightly different approach.
Dealing with behavior in an organized and calm way is the main key in this theory. Under various circumstances, teachers have to be fully prepared to handle such situations or otherwise it will cause chaos. Canter also suggests that parents and administration have to play their part in handling discipline. Contrary to both theories mentioned before, Canter stresses more on discipline aspect. Canter believes that in order to achieve a conducive classroom environment, both teacher and students’ need have to be fulfilled.
This can be achieved by setting some rules, reinforcement will be given to them that comes in a form of appreciations or praises. Canter also suggests that teachers have to lead their students to show the desired behavior. Constantly giving positive attention, interact with misbehaving students and create a trustworthy and respectful relationship between each other are few of the suggestion Canter proposes. The main concept of this theory is that teachers have the right to uninterrupted caching and students have the right to learn.
These rights can be executed if teachers are being responsible and make sure that there is nothing that can stop the students from getting what they deserve. Therefore, Canter underlines three types of teachers; assertive teacher, hostile or aggressive and the last one is non-assertive teacher. Assertive teacher is a confident, clear and states their expectations firmly. They build relation with their students based on trust. They lead their students to exemplify the desired behavior. Furthermore, they also encourage their students to work together. They will also tell their feelings and expectation to students’ behavior.
Teachers will then model the desired behavior to support their actions. Students will be told about the consequences if they happen to break the rules. It will be explained in a form of a discussion instead of a threat-like warning. Instructions will be given clearly and firmly, as such, “raise your hand and wait silently, I will call you”. Conversely, non-assertive teachers use a passive approach to their students. They fail to help students displaying the desired behavior and inconsistent in dealing with misbehaving. They appear to be very clumsy, inconsistent to a point where students will no longer respect these kinds of teachers.
Consequently, they will lose hope in dealing with their students. It will not be surprising if they keep getting angry out of nothing. The inconsistent actions displayed by such teacher will confuse students and somewhat will put the entire teaching and learning session in chaos. Correspondingly, hostile teachers will be born out of this situation. They are aggressive, rough, unfriendly and inconsiderate. The false perception that they have may put the students in a vulnerable state. They will show that they are in power and therefore nobody should ever object.
At the same time, they will set the rules without compromise. Evidently, they use firm form of instructions such as “Sit! “, “Silence! “, and muff listen here! ” These kinds of instruction will scare the students and they will see teachers as threats for they are not being treated Justly. Certainly, using this theory in classroom may be wise for teachers who stress mostly on disciplinary aspects. Teachers can provide a singed behavior plans for consequences. This way, students who misbehave will be recorded. By the same oaken, teachers can also use a colored card system.
For the first mistake, they will be given a yellow card, second orange and red for the third mistake. Teachers should also consider re-explaining all the rules and how they are conducted. Students must understand that if they display the desired behavior, they will be rewarded in a timely fashion. Indeed, assertive discipline also calls for positive reinforcement. Appropriate behaviors have to be addressed at all time. For this reason, children will be happy if their good behavior are being recognized and rewarded. Others will follow and titivated thus giving them opportunity to prove themselves worthy.
In my standpoint, I firmly believe that Canter’s theory adheres the importance of managing behavior effectively in a classroom. Noting the compelling nature of this theory, teachers will be more consistent and fair in managing classroom. Not to mention, I will be able to take control of the classroom in accordance with students needs. Moreover, positive reinforcement suggested in the previous paragraph will work as motivators for students to continue positive behavior. It can also be a basis on which to build a more comprehensive model of discipline, an raise and clarify teacher expectations for behaviors. McDaniel, 1989). It is important however not to assume the applicability of this theory in all classroom. Charles, 2002, states that sometime it can be unnecessarily harsh and too focused on suppressing unwanted behavior rather than helping students to learn to control their own behavior. Having that said, teachers have to approach students and try to get their trust. Attention and needs that they require should be given to them. To be able to understand students, teacher must also find ways to regularly monomaniac with their problematic students.
In essence, I firmly believe that Assertive Discipline is one of the best models out there. It focuses on children behavior in a manner that every needs of both parties are fulfilled accordingly. Given the advantage of assertive discipline outlined in the previous paragraph, it is safe to consider that this model can keep teachers fair and constant. In corresponding to consistency, teachers will be able to take control of their classroom while being firm at the same time. Being assertive as a teacher also portrays a good leadership quality.