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Reward systems for students are ineffective essay

Classroom management The strategy of management adopted to positively manage a classroom is recognized as a precondition for effectiveness in teaching Shimahara 1998a.

However, certain factors such as classroom management, discipline and student behaviour have often been implicated as part of the problems in the management of classrooms. This assertion according to Everston and Weinston 2006 has been found to be true especially for new teachers who have given managing classroom as their highest priority.

While it is expected that teachers would be concerned about their relationship with their students and issues of discipline, other concerns such as workload cannot be ruled out as it could lead to job dissatisfaction Lewis, Romi, Qui and Katz 2005.

In recent times, schools have experienced these behavioural challenges from their students within the learning environment and with a lack of strategic intervention, effectively managing a classroom for good quality learning will pose a huge problem.

The research study will take into account the national curriculum for Key stage 4 mathematics programmes of study and the key expectations of student. It will also look at the paucity of studies on classroom management approaches to KS 4 Mathematics with a view to ascertaining a more robust approach to managing classroom.

Classroom management refers to the strategies, skills and techniques that teachers use to keep students organized, orderly, focused, attentive, quiet on the task and also academically productive during a class.

  • Even showing up at work every day is contingent upon reimbursement;
  • The recommendations from the materials advise teachers on appropriate behaviour.

In other words, these strategies, when adopted and applied professionally help teachers to create and maintain an effective learning environment that could facilitate both academic and social emotional learning.

However, a more elaborate definition is put forward by Garrett, 2008: On the other hand, classroom management could be described as the process of governing a classroom through which procedures, rules and policies are set in place.

Classroom management is often viewed as a continuous process that requires adequate patience and effective planning and as stated by Larrivee 2005: To make the classroom setting or learning environment more effective, teachers are expected to use classroom management approaches to reduce or eliminate classroom For teachers to have effective teaching, unforeseen challenges from the students must be controlled.

Controls of students in this case are the set rule by the school such as policies, assessment methods and active curriculum.

Classroom management has been described as an attribute to discipline negative behaviour within the classroom. Various studies have been carried out by the researchers on classroom management, yet When classroom management approaches are effectively executed, teachers minimise the behaviours that could hinder learning for both individual students and groups of students while maximising the behaviours that facilitate or enhance learning.

Classroom management studies highlighted additional methods which could be of benefit to students in urban schools and as previous research studies on classroom management have suggested, urban secondary schools are faced with an increase in disruptive student behaviours, which suggests that effective classroom management is needed urgently with regards to high poverty areas Matus, 2001.

It is also well known that classroom management problems are of greater challenge for urban schools in high poverty areas. This assertion is underpinned by the observation of Weiner 2010: Further research investigation was carried out by Weiner 2010to identify the reason why classroom management in urban schools have learning issues and that the school environment undercuts the social norm required for high academic functioning in urban classrooms.

From the perspective of the teachers, the reason for the problem was as a result of large numbers of students in the classroom, the impact on economic and social problems of students on pursuing their school work and lastly, the negative and lack of ability from parents to bring up their children due to large numbers of families.

Walker and Shea 1998 suggested that it is important to have a wide range of techniques when dealing with student behaviour as no single intervention is effective with all children, or in all situations.

However, a lack of adequate classroom teaching experience has been implicated as part of the management problem Nolan 1991. The core of the argument is that most classroom management problems, particularly those that are behaviour oriented problems normally begin in the classroom. These problems are often viewed as problems that all teachers encounter in their everyday classroom experience, yet research has been found to be inadequate in this area of classroom management.

A disorderly classroom indicates ineffective classroom management. For teachers to succeed in their planned objectives, teachers need to plan how to maintain effective classroom environment in KS 4 Mathematics.

Teachers need to develop strategies that will ensure order and progress in their lessons Jones, 1989: In other words, teachers need to plan and decide how to deal with behaviour that is inappropriate in KS 4 Mathematics. Kerr and Nelson 1993: The decision on what to do depends on how strategic the teacher is in the implementation of the decision to make teaching and learning successful. It is important that variety of strategies that the teacher adopts constitute a plan towards the achievement reward systems for students are ineffective essay educational objectives.

The implication of the statement is that teachers use certain strategies that must be based on informed decisions to ensure progress and involvement of students in the teaching and learning process. In support of this notion, Arends 1994: Discipline is one of the most effective approaches which teachers use to manage classroom through the uses of rules and regulation.

It enables the teachers to have a method of teaching and enforcing acceptable patterns and behaviour reward systems for students are ineffective essay a controlled orderly state in difficult or stressful environment like a classroom but the consequences are clearly visible to all students.

Once the students become aware of the consequences for breaking classroom rules, then the students are more likely to behave well and pay attention during the lesson in KS 4 Mathematics classroom.

If students were not clearly told from the first day of class, the students may likely claim that they were not aware of any rules. For effective teacher to start classroom management rule from the beginning of the class, every student will become aware of the rules and good conduct during KS 4 Mathematics lesson are expected from each and everyone. Thirdly, having a classroom management approach rule in place like a reward system would impact on the behaviour of the students.

Reward systems for students are ineffective essay

That is, teacher needs to introduce a reward system for well behaved students. Teacher reward students that are well behaved and this reward system is one of the effective ways of controlling classroom disruption and encouraging students to maintain quietness and orderliness in KS 4 Mathematics. Fourthly, classroom management rule means teachers should strictly maintain classroom procedure with consistency. This means that teachers need to be consistent in using classroom rules. Fifthly, classroom management rule is teacher should take bullying as a zero tolerance, meaning that the teacher should not accept any form of victimisation.

The moment the rules have been established, students are expected to strictly adhere with the rules and the consequences for breaking the rules. Where a student breaks or bends the rules for the first time, it is good for the teacher to give that student a reminder.

  1. Thus, a student who does not develop a positive interest in mathematics at this stage may withdraw mentally and make less effort, which will lead to learning problems and lower achievement. This indicates that classroom management cannot be ignored when effective learning or teaching methods are being discussed.
  2. Deci noticed, though, that these subjects then spent less time on the puzzles on the third day, when the rewards had been rescinded, compared with the time they spent on them on the first day and the time the never-rewarded group spent on them that third day.
  3. Reward schemes for employees and management reward system is uncompetitive high staff turnover can lead to higher costs of recruitment and training of new.
  4. Then they specifically chose the kids who spent the most time drawing—those who clearly enjoyed drawing the most—to participate in their experiment on how rewards influence intrinsic interest. Special needs include physical disabilities, mental disabilities, and medical conditions, learning deficits, behavioural disorders and conduct disorders.

Once the student is given a reminder, that student will not want to break or bend the classroom rules again. Teachers are to follow the reminders with warnings. The final consequence is to send notice to parents or guardians. It should be noted that no student would like his or her teacher to send a notice to his or her parent or guardian about his or her misconduct or misbehaviour in school. In this regard, parents or guardians are seen as an excellent tool to utilise in classroom management.

Although this study intends to critically analyse classroom management with an emphasis on classroom management approaches, consequences and challenges, it also intends to review student behaviour in a classroom environment in relation to mathematics. Managing challenges in a classroom environment is a major problem faced by many teachers and one of the important factors in managing behaviour issue, is to understand why challenging behaviours are so common amongst the students. As a result of classroom challenges among the students, the research will also attempt to gain some understanding and insights experienced within the classroom which the classroom teachers encounter in managing classroom approaches to KS 4 Mathematics.

There are five strategies or techniques for effective classroom management; 1.

Giving Kids Rewards for Good Behavior Will Not Ruin Them

To keep the lesson in a constant flow. That is, teachers should ensure that classes last for a reasonable period of time, and split each lesson into three varying activities, and also use trial and error to discover which methods work best for each reward systems for students are ineffective essay his or her classes, remember to note them down. By doing this, teacher tries to get the students out of their seats doing hands on practical work not only benefits those students with lots of spent up energy, it also provides unique and different learning experiences.

Certain type of inappropriate behaviour like restlessness and fidgeting could be stopped by avoiding dictating notes to the class for a long period of time and sometimes long talks too.

As discussed above, getting students up and out of their seats in a different environment with some hands on activities can settle an energetic class. Counsel students outside classroom as much as possible for good conduct. This can be done when a teacher spots the student in the lunch hall or outside the school like shops or anywhere apart from school environment and ask how they are.

First congratulate them on any achievement or awards the students may have received or you use appraise culture. Once the students notice that the teacher is trying to get to know them, the student will understand that the teacher really care about them and respect them, then the students will start to respect the teacher back.

For teachers to work better with disruptive students who may be talking, poking each other or doing anything else unsettling during a class session the teacher should go and stand by the disruptive students but the teacher should continue to teach as if nothing is going on.

This will send direct signal to those disruptive students to stop what they are doing and get back to work. If none of the above strategies seems to be working such as attempted to keep them busy by trying something different, the next best option is to send them out of the classroom. If the disruptive students still defiant, the teacher should send them to see the school Head as the problems is out of his hands.

Once the disruptive student has left the classroom, order is would be restored. It should be noted that this is generally the last alternative for teachers to deal with misbehaved students. The result is that, if a student is attempting to harm one another, it will be better to jump straight to this final proceeding.

  • Other researchers, though, have looked at the issue in a more parent-relevant way;
  • It is important for students to understand that there are alternative strategies and approaches to solving mathematical problems;
  • The educational policy and philosophy, curriculum guidelines, learning activities, and the uniqueness of the school should not be expunged but must be taken into consideration and viewed as a guiding force behind how the classroom should be managed;
  • Keep reading to see what Lepper really thinks about rewards;
  • For instance, learners must know that coming to class late would have serious repercussions;
  • Students get adequate training to assist in mediating issues in the school environment and provide students with proactive systems of managing classrooms and behaviours.

More so, a teacher must be able to adequately manage students in the classroom. The most considerable aspect of what a teacher must think of is that of consistency which is very essential. Students will take added advantage on any teachers that are not consistent in introducing disciplines for unacceptable behaviours. Following the guidelines of classroom management, teachers must have self-confident that they are doing their best.

These are tools given to assist students that exhibit inappropriate behaviours so that they can change their behaviours into appropriate manners; this is one of the greatest challenges that educators face Gillispie, 2005. One of the classroom management that can best be used is put forward by Thomas Phelan 1995. Thomas Phelan first developed 1-2-3 Magic strategy in 1995, with the aim of assisting parents to manage the behaviours of their children at home.

In this three stages of formula 1-2-3- magic methods, when a student misbehave or broke up the rule, the teacher holds up a finger and says this is one, if the student goes on arguing for like five seconds, the teacher holds up two of the fingers and says this is two and if the student goes on quarrelling, then the teacher holds up three of the fingers and says this is three.

Thomas Phelan 1995 said, if the student is not behaving as he should, he will bear the consequence, like being sent for time out. Other strategies that was developed by Rick Smith 2003was to assist educators in concentrating on constructive standards by which the scheme of classroom management centre on deterrence and discipline on intercession. Rick Smith argued that constancy is the major factor in classroom management.

Smith 2003 said that, if the teachers set-out correct expectations from the beginning, teachers can engage in a warm classroom atmosphere. The last strategy for classroom management according to Schmidt 1992which has gained recognition and popularity, is Peer Mediation. This strategy and programme are popular in courts, public sector and have been of assistance to the schools, to resolves disputes like accidents or divorces.

Students get adequate training to assist in mediating issues in reward systems for students are ineffective essay school environment and provide students with proactive systems of managing classrooms and behaviours. Lack of Classroom Management Approaches Teaching as a profession requires some educational qualifications and passion for teaching. However, there are some management challenges which teachers face from time to time.

Reward systems for students are ineffective essay

Some of these classroom management challenges can be seen as; Workload: Teaching is a profession that requires advanced education and a love for learning.

Teacher requirements vary by state. This workload is designed for assignment, planning lessons, grading assignments, conferencing with students and parents and also meeting obligations by the schools and as result of the workload, stress occur and classroom challenges take place. Lack of fund may be one of the challenges to classroom management, when schools are unable to provide adequate school materials for the students, it could result to some challenges in learning.

When a small amount of budget allocation to school might result to an inability to provide learning tools like multimedia Smart boards, projectors, computers or other devices, it may lead to classroom challenges and management issues.

Also, lack of funds or insufficient budget allocation to schools could lead an inadequate library, lack of appropriate books for the students, limited class size and the number of teachers may affect classroom management.

  • Student behaviour has been specifically implicated as one of the key classroom management issue for many teachers, especially new teachers who lack experience dealing with problem students;
  • Individual differences in ability, background and attitude must be taken into consideration;
  • In considering classroom management strategies as methods of establishing a positive classroom environment, planning and consideration are required for organising a classroom that will sustain constructive student behaviour.

Student behaviour has been specifically implicated as one of the key classroom management issue for many teachers, especially new teachers who lack experience dealing with problem students. Some students have been known to display disruptive and even violent behaviour that makes it impossible for the teacher to manage the classroom.

Teachers must develop classroom rules and consequences and adapt to new students and changing behaviours.