The ecological approach to classroom management

The ecological cost to classroom troubleAn ecological cash advance to classroom and doings management accounts for the distinct one-on-oneity of each doctrine setting. such(prenominal)(prenominal) environments constitute a fusion of the many unique experiences, get hold ofs and expectations of their individual occupants. Hence, an ecological perspective embraces, attends to and nourishes this heterogeneity through the construction and fear of proactive, inclusive and positive information environments. In the subaltern school setting, this necessarily-based approach is two valuable and practical. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003)Bronfenbrenner (1979, p.16) posits that behavior evolves as an interplay amidst person and environment. In the secondhand classroom socio-cultural factors that have helped to determine each individual ar as well(p) at play. These include race, family dynamics, gender, socioeconomic status, determine and attitudes (Arthur-Kell y et al., 2003). As pupils mature, their histories of interacting with signifi movet others must(prenominal) also be considered. For example, children with easygoing dispositions gener eachy evoke positive reactions from amicable counterparts whereas those with less favourable dispositions attract negative, impatient or punitive responses. These bi-directional descents whitethorn have contri stilled to lasting developmental effects (Berk, 2009). In educational settings tyrannical interactions, deficient belief strategies and unfavourable schooling environments may also happen to ingrained behavioral deficits (Conroy, Sutherland, Haydon, Stormont Harmon, 2009).Using an ecological approach, the classroom may be viewed as an ecology consisting of connected and intertwined personalities, activities, procedures and occurrences, all of which may impact upon behaviour (Arthur-Kelly et al., 2003). In comprehensively examining stu retreatt behaviour, it is essential that all eco logical contributions argon identified andconsidered. With this approach, the relationship between the adolescent and influential environment factors is considered approximately critical rather than any suspected or diagnosed issues that the scholarly person may present with (Johnson Fullwood, 2006). This facilitates proactive manipulation or adjustment of the environmental scene in which the behaviour occurs. Additionally, it ensures that actions argon not merely reactive but seek to address causative imbalances (Arthur-Kelly et al., 2003).An ecological approach concerns itself with the construction and maintenance of positive learning environments comprised of potent preventative measures, targeted interventions where necessary and the fostering of student self-discipline. The provision of well delivered, engaging classroom activities that ar beholdd as worthwhile and meaningful by students, and attention to building positive, cooperative relationships argon also imperativ e. An inclusive environment where students feel safe to contribute is created. In this way, classroom management becomes a collaborative process. The teachers task involves a daily round of providing structure, warmth and guidance, encouraging participation and belongingness, then monitoring and adjusting as necessary. (Osher, Bear, Sprague Doyle, 2010)In alternate classrooms, teachers face multiple challenges. By holding an ecological approach, the learning environment is enhanced, allowing students to share the burden by learning to participate constructively at bottom a nurturing, dynamic system (Osher et al., 2010). Much research exists that extols the ecological approach as both practical and successful (Osher et al., 2010). More everywhere, it is positively correlated with companionable and personal developmental gains and enhanced academic outcomes (McLeod, Fisher Hoover, 2003 Osher et al., 2010).4ReferencesArthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (200 3). schoolroom managementCreating positive learning environments. (2nd ed.). South Melbourne, VIC Cengage Learning Australia.Berk, L. E. (2009) Child development. (8th ed.). Boston, MA Pearson.Bronfenbrenner, U. (1979). The ecology of human development Experiments by nature anddesign. Cambridge, MA Harvard University Press.Conroy, M., Sutherland, K., Haydon, T., Stormont, M., Harmon, J. (2009). Preventing and alter young childrens chronic problem behaviors An ecological classroom-based approach, Psychology in the Schools, 46, 1, 3-17.Johnson, H. L., Fullwood, H. L. (2006). Disturbing behaviors in the secondaryclassroom How do general educators perceive problem behaviors? Journal ofInstructional Psychology, 33, 1, 20-39.McLeod, J., Fisher, J., Hoover, G. (2003). The key elements of classroom managementManaging term and space, student behaviour and instructional strategies. Alexandria,VA Association for Supervision and Curriculum Development.Osher, D., Bear, G. G., Sprague, J. R. Doyle, W. (2010). How can we im dig up schooldiscipline? educational Researcher, 39, 1, 48-58.5PART 2- trade union movement 4 In what ways could converse methods based on rough-cut respect alter the classroom ecosystem? How could these affect disruptive children as well as those who already record positive behaviour?In the secondary school setting, efficient discourse skills are a vital fortune of positive learning environments. They change teachers to alter the classroom ecology in such as way as to develop mutually regardful reciprocal cross interactions with students that serve to augment classroom experiences and outcomes. Well-developed chat methods may be handlingd to enhance interpersonal exchanges, promote effective problem-solving and expedite contravene resolution. These are the vital building blocks that serve to build trust and understanding. Moreover, they hang greatly in facilitating warm reciprocal student/teacher relationships and plenteous learning en vironments which in turn, foster positive behaviour and learning outcomes. The make out of effective communication processes in secondary classrooms has the potential to benefit students who express disruptive behaviours as well as those who do not (Arthur-Kelly, Lyons, Butterfield Gordon, 2003).many secondary school students perceive this time period to be oddly challenging. Developmentally, such students are experiencing considerable upheaval as they begin to transact the maze to emotional, social, physical and cognitive maturity. The secondary school years are further complicated as adolescents begin to consolidate their sense of identity, reach out for greater autonomy and freedom and expand their social networks. These momentous changes may cause many students to flounder and struggle both behaviourally and academically. Fortunately, through the use of effective interpersonal communication proficiencys teachers are able to build respectful, reciprocal relationships that bolster secondary students throughout this tumultuous journey. (Martin, 2010)6Effective communication skills have long been regarded as the backbone of classroom management that results in the creation and maintenance of positive learning environments (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). As such, communication and more specifically, teacher interpersonal skills may be viewed as the single closely influential tool in altering classroom ecology to facilitate positive behavioural and academic outcomes (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). Much research also supports the mental picture that effective teacher interpersonal behaviour is positively correlated with greater student cognitive and behavioural outcomes (den Brok, Levy, Brekelmans Wubbels, 2006 Fraser Walberg, 2005 Urdan, Schoenfelder, 2006). More particularly, student motivation, learning and percentage point of compliance are predominantly shaped by their perception of their relati onship with their teacher (den Brok, Levy, Brekelmans Wubbels, 2006).During the tumultuous secondary school years students care a great deal about establishing positive relationships with their teachers and the level of support this provides. Hence, students who exhibit challenging behaviours and their counterparts who do not, both respond with far greater enthusiasm, marked engagement and augmented effort, behaviourally and academically, when they perceive that their teachers care about them (Urdan, Schoenfelder, 2006). By utilize effective communication skills, teachers are equipped with the tools to impart this powerful doctrine in their students, thus leading to respectful reciprocal relationships, positively change classroom ecology, increased compliance and associated behavioural and academic growth.7ReferencesArthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). schoolroom managementCreating positive learning environments. (2nd ed.). South Melbourne, VIC Ce ngage Learning Australia.den Brok, P., Fisher, D., Wubbels, T., Brekelmans, M., Rickards, T. (2006). substitute(prenominal)teachers interpersonal behaviour in Singapore, Brunei and Australia Across-national comparison. Asia Pacific Journal of Education, 26, 1, 79-95.den Brok, P., Levy, J., Brekelmans, M., Wubbels, T. (2006). The effect of teacherinterpersonal behaviour on students subject-specific motivation. The Journal of classroom Interaction, 40, 2, 2-33.Fraser, B. J., Walberg, H. J. (2005). Research on teacher-student relationships and learningenvironments Context, retrospect and prospect. transnational Journal of Educational Research, 43, 103-109.Martin, A. (2010). Building classroom success Eliminating academic fear and failure.London Continuum International Publishing Group.Urdan, T., Schoenfelder, E. (2006). schoolroom effects on student motivation refinementstructures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.8PART 3- project 7 Read the four scenarios on pages 174-176 in Arthur-Kelly et al., 2006 and apply culture-centred system identify in each of the four scenariosa. How the child achieving his or her goal of misbehaviour helps the child to belong?b. How might the teacher restructure the learning environment to avoid future recurrences of these problems?Scenario 1 Liana is a pain (Attention)Liana requests day-and-night attention that commands teacher concern and assistance in order to gather her need for social belonging (Edwards, 2008). Liana mistakenly believes that she only matters when the teacher is actively paying her attention (NSW Department of Education, 1987).Scenario 2 maria pouts (Power)Maria demonstrates a power focussed approach. By refusing to cooperate, Maria announces to her teacher and peers that she can prove her societal worth by doing whatever she likes. Asserting her authority enables Maria to achieve her goal of feeling powerful and important within the group. (Bals on, 1992)Scenario 3 Ivan is violent (Revenge)Ivan seeks revenge. He feels misunderstood, unfairly treated and hurt. These feelings have accumulated over time as a result of negative interactions with others and negative student appraisals (Balson, 1992). To cope with such strong emotions and to achieve his goal of feeling uniqueness and group belonging, Ivan resorts to forcing others to share his pain (Ming-tak Wai-shing, 2008).Scenario 4 Rodney is lazy (Inadequacy)Rodney has become extremely discouraged and entrenched in a firm belief of his give birth inadequacy and inability. This belief acts like a shield which protects Rodney from further9humiliation. By demonstrating such pervasive disability, Rodney hopes that nothing will ever be expected of him. This affords him special status within the group as he is increasingly able to manipulate others into leaving him alone (Balson, 1992).To prevent perpetuating the abovementioned behaviours in a secondary school setting the teache r needs to construct the classroom environment to promote positive behaviour. This may be achieved by conveying a genuine sense of caring, respect and inclusivity to all students. Additionally, adolescents need to feel empowered by being recognised for positive behaviours and receiving opportunities to impress. Teachers needs to impart the belief that the classroom is a welcoming place where students are valued, encouraged and treated fairly. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003)Four factors are involved, the first being the mental home of democratically negotiated class rules with merged logical consequences. The second factor is the inclusive formulation of an effective conflict resolution mechanism, perhaps taking the shape of class discussion or negotiation meetings. Thirdly, the teacher should provide uniform positive feedback and encouragement to all students, thus nurturing their need for belonging. Lastly, the teacher should employ specialised approaches to ad dress the needs of discouraged students. (Arthur-Kelly et al., 2003)This may involve using strategies such as regularly rewarding attention-seekers when they showing appropriate behaviour (Tauber, 2007). Power seekers might be enlisted to assist, exercise judgement or to give lessons others with subsequent teacher encouragement (Nelsen, 2000). For revenge-focussed students, the teacher could focus on strengthen classroom relationships, perhaps by regularly manoeuvring situations that allow the student to shine in front of peers so that their negative appraisals begin to diminish (Ming-tak Wai-shing,102008). Genuine support and encouragement may be expressed for students who display inadequacy. Additionally, carefully tailored learning situations may be used to enable frequent experiences of success and acknowledgement. Particular attention should be paid to expressing trustingness in ability at every opportunity (Ming-tak Wai-shing, 2008).11ReferencesArthur-Kelly, M., Lyons, G. , Butterfield, N., Gordon, C. (2003). Classroom managementCreating positive learning environments. (2nd ed.). South Melbourne, VIC Cengage Learning Australia.Balson, M. (1992). Understanding classroom behaviour. (3rd ed.). Hawthorn, VIC ACER.Edwards, C. H. (2008). Classroom discipline and management. (5th ed.). Hoboken, NJ JohnWiley Sons.Ming-tak, H., Wai-shing, L. (2008). Classroom management Creating a positive learningenvironment. Aberdeen, Hong Kong Hong Kong University Press.Tauber, R. T. (2007). Classroom management Sound theory and effective practice. (4th ed.).Westport, CT Praeger Publishers.Nelsen, J. (2000). Positive discipline For teachers. Retrieved 25 November, 2010, fromhttp//www.positivediscipline.com/questions_teacher/quest005.htmlNSW Department of Education. (1987). Understanding the roles and directional thecharacters goals of misbehaviour and how to respond. Retrieved 25 November, 2010, fromhttp//alex.edfac.usyd.edu.au/localresource/schooldocs/respond.html12PA RT 4- TASK 9 handle the view put in Chapter 9 that you should develop and apply a case of classroom management that is aligned with both your personal school of thought of learning and teaching, and your personal approach to classroom management.It is crucial that pre-service teachers establish a ride of classroom management that is in agreement with their personal learning/teaching philosophy and individual approach to classroom management. In constructing such an integrated structure, it is necessary to consider the contribution of personal values and beliefs as well as the various theories associated with instruction, pedagogy, development, behaviour, curriculum and assessment and the complex environmental attributes that constitute classrooms. A congruent and amalgamated philosophy, classroom management model and personal approach are prerequisites for facilitating success in dynamic secondary classroom ecologies. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) The process of developing such structures may be viewed as equally important as it enables the pre-service teacher to focus on and judge a personal rationale (Goodyear Allchin, nd.). For pre-service secondary school teachers, this integrated approach is akin to a blueprint, designed as a demand that all future classroom interactions may be evaluated against (Bosch, 2006).The process of creating an aligned teaching/learning philosophy, classroom management approach and model may be viewed as an essential planning phase (Arthur-Kelly et al., 2003). During this process, the pre-service teacher clarifies their assumptions, knowledge and beliefs regarding effective teaching/learning, the wideness of classroom management, the theories that drive ones personal approach and the importance of ecological factors. Employing such scrutiny allows the pre-service teacher to reveal any discrepancies between their beliefs and intended actions and to develop a unique, consistent personal style. Any inconsis tencies may be rectified, thus averting potential impediment to teaching practice (Osterman Kottkamp, 1993).13Pre-service secondary teachers are wise to conduct a thorough self-examination of their values, beliefs and their theoretical underpinnings prior to settling on a model of classroom management and corresponding learning/teaching philosophy. This synchronised technique engenders a surefooted base that maximises the potential for successful classroom interactions and achievements. subsequent to employing this unifying approach, intentions, goals and methodology may be clearly communicated to all stakeholders (Raymond, 1997). Moreover, this modelling allows the success of outcomes to be accurately measured and serves as a guide for reflective practice (Titus Gremler, 2010). This is especially important in secondary classrooms where a persistent, consistent and systematic approach is essential for the respectful and unambiguous communication that is a requirement in building positive learning environments (Arthur-Kelly et al., 2003).It is the pre-service teachers beliefs and values systems that drive their teaching practices and behaviour. An aligned model and approach to classroom management and personal philosophy of learning and teaching leads to consistent patterns of classroom communication and instruction and a well coordinated teaching style. Indeed, Heimlich and Norland (2002, p. 17) describe teaching style as a predilection toward teaching behaviour and the congruousness between an educators teaching behaviour and teaching beliefs. Furthermore, the decisions that pre-service teachers make and the actions that ensue are reflections of their conscious beliefs regarding what constitutes effective teaching/learning. A teaching style damage by incongruity, lacks pedagogical reflection and direction, hence minimising the likelihood of effective and coordinated teaching practices (Titus Gremler, 2010).14