In the classroom, using consequences to try to mold student behavior can be beneficial if used effectively. While observing behavior in my internship classroom, I noticed that my CT uses multiple forms of consequences for negative behavior. The steps of consequences for negative behavior include verbal warning, parent contact, and then referral to the office. For the most part, students in the classroom have only gotten to step one of those steps. Very rarely does she have to get the parents or office involved. One of the concepts in our textbook said that taking away recess was an ineffective form of punishment. My CT has also told me that she disagrees with taking away recess because some students need recess and physical activity to focus later on throughout the day. The students that are usually acting out are the ones that need recess the most. The book also suggests that students with ADHD more often have negative behavior on days where they don’t have recess or other forms of physical activity (Bohlin, Durwin, & Reese-Weber, 2012). A form of an effective punishment would be trying to use more reinforcement than punishment. Instead of constantly telling a student what not to do, it is more effective to reinforce what appropriate behavior are. This in turn will provide more positive behavior from students (Bohlin, Durwin, & Reese-Weber, 2012). As a future educator, I ask myself “How will I use effective consequences in the classroom to promote positive behavior?” and “How can I use positive reinforcement as my main form of consequence rather than the traditional punishment?” References Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2012). EdPsych. New York: McGraw-Hill Higher Education.
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By the time students reach fifth grade, they should be used to having set routines and procedures in the classroom, but it is still just as important to set rules and procedures at the beginning of the year. Having clear and concise routines and procedures is extremely imperative to having a successful learning environment. Children thrive and crave routine. According to our text, the learning environment takes place starting on the first day of school (Bohlin, Durwin, & Reese-Weber, 2012). This means that to have a positive learning environment, we need to establish our classroom setting from the beginning.
In my CT’s classroom, students know the morning routine when they walk in the door. They come to their desks, unstack their chair, and get started on the number of the day. They also know to get their math homework out so that it can be checked for completeness. Because this routine was practiced since the beginning of the year, it is engrained in the students and they know what is expected from them every day. Students are also aware of different classroom procedures. For example, if a student has to use the restroom, they go to the back of the room and get a restroom pass and put it on their desk. Only one student can use the restroom at a time and it cannot be during a whole group lesson. It has to wait until individual work starts. When turning in homework or in class assignments, there is a designated location for students to turn in their work. As a future educator, I ask myself “What classroom procedures can I put in place to ensure the needs of all my students are met?” and “How can I determine what classroom routines and procedures are going to be effective in having a positive learning environment?” References Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2012). EdPsych. New York: McGraw-Hill Higher Education. |