Behavior management in classrooms is essential to maintaining a productive learning environment. Teachers, in their everyday practice, have to face disruptive behaviors and deal with unruly children on almost a daily basis. To eliminate these issues, it is essential to use methods and formulate strategies to control abnormal behavior in classrooms. While improving a single behavior or imposing behavior on the whole, teachers have to use models to enforce the required behavior management model on children. Behavior management needs the love and logic strategy as well as the S.T.A.R (“Stop, Think, Act, Review”) management system to regulate ethical behavior in the classroom.
The first behavior management strategy I have used is Love and Logic. This method uses the power of love and friendship with the students to motivate them to accept the teacher’s rules and encourage them to act according to his regulations. The positive aspect of this strategy is the development of friendships with the students. The students are not enforced with regulations that do not disrupt the learning and are extra, e.g., the teacher threatens the students to punish them if they talk while he is teaching, it will increase hatred, and students will refuse to accept the control. The teacher should use logic, like telling them that talking creates disturbance, and if they maintain silence, they will be appreciated. The students are more likely to accept it.
The second strategy is STAR management, in which students are reminded that they will face the consequences if their behavior is not correct. It uses the scheduled procedure to make students learn one thing at a time, such as the monthly theme of making good choices. This strategy can be applied to the Love and Logic strategy, and combined, they will improve self-confidence and the ability of students to achieve goals, introduce punctuality and participation in the classroom and encourage behavior in students.
Works Cited
Korpershoek, Hanke, et al. “A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes.” Review of Educational Research 86.3 (2016): 643-680.
Pas, Elise T., et al. “Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition.” Journal of School Psychology 53.2 (2015): 137-148.
Stough, Laura M., et al. “Persistent classroom management training needs of experienced teachers.” Journal of the Scholarship of Teaching and Learning 15.5 (2015): 36-48.
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