An investigation into positive behavior management strategies in the classroom

Paul B.

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An investigation into positive behavior management strategies in the classroom

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Abstract

Behavior management strategies have been always seen by both theorists and practitioners as an essential part of educational process since they aim to establish pupils' self-discipline and promoting their achievement and positive behavior. This suggests that teacher efficiency, academic attainment, and pupils' behavior are directly linked to the models of successful classroom management. The aim of this paper is to create a body of knowledge for small scale research in the field of behavior management strategies used by FE teachers with 14-16 year old vocational students at Merry Gate College. The students are inclined to show a high frequency of disruptive behavior. As in many areas of educational research the field of behavior management is full of controversy, which is directly connected to the debate about effectiveness of various strategies. The research revealed that these debates are not limited to simple accounts of existing tactics, but also include psychological analysis of learners' behavior in the classroom extending to their general development and to the very description of educational aims in this area.

Introduction.
The idea of using self-assessment technique as a behavior management strategy.
1. First appearance of behavioral self-assessment.
2. Self-assessment programmes.
3. Little evidence that self-monitoring and self-assessment strategies have been widely investigated.
4. Research for social management or social engineering.
The method of 'action research'.
Research design.
Self-assessment indicative line.
The data generated in the final phase of the research.
The present research.
Conclusion.
Bibliography.

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[...] It is hoped that this study has provided a basis for further investigation in the area of behavior self- assessment that would suggest a more in-depth look into the methods of dealing with students' disruptive behavior as well as into the ways of encouraging students to take responsibility for their behavior . BIBLIOGRAPHY Black, P. and Wiliam, D. (1998) Inside the black box: Raising standard through classroom assessment. London: King's College School. Bogden, R.and Biklen, S. (1992) Qualitative Research for Education. [...]

[...] The research has found that self-assessment strategies increase on-task behavior , decrease inappropriate classroom behavior s and improve academic performance in creative writing (ibid). The follow-on study has attempted to carry out a detailed analysis of previous research in this field with the purpose of creating a sound basis for conducting a small-scale practitioner research regarding the effectiveness of self-assessment approach on students' behavior . Concerning methodology, the study has taken a general approach of an “action research”, as the ultimate aim of the study was to suggest effective practical recommendations for educational practitioners. [...]

[...] Firstly, the research will present a review of the literature regarding behavior management strategies used in British educational system, and draw sets of implications from literature on vocational students within the further education environment. Secondly, this paper will provide detailed accounts of the interim findings of the project focussing on the two main enquiries of the research: Can a self-assessment intervention approach be used for assisting 14-16 year old students, showing disruptive behavior , to reach their optimal learning level and to be more successful academically and socially? [...]

[...] As Herbert (1990:49) puts it in a simple way: smaller the sample the larger the error!” Conclusion In view of the above, the research does not claim to have made any scientifically proven conclusions, however it argues to have provided a number of potentially significant results: Throughout the project the students cooperated well in charting their progress and seemed to be very positive and excited about the idea of taking control of their behavior . The self-assessment strategy instigated many spontaneous thoughtful discussions in class where students openly discussed possible reasons and antecedents of their positive and negative behavior . [...]

[...] Though the number of cases of disruptive behavior varies, the graphs show that four out of five students displayed disruptive behavior only four times in at least one of the weeks with the highest score for disruptive behavior being 7 in one week (Student A1). The initial indicative line shows that each of the students is capable of keeping their behavior within certain limits, however the data also show that behavior was inconsistent for all of the observed students. It is noticeable that the students' behavior dropped dramatically during the second week with the exception of student L. [...]

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