Many attempts have been made to assess the prevalence of problem behavior in the school population. According to Katherine F. Tift 1968, a teacher must also develop a number of strategic that help the child become involved in behavior that is more predictive and less disturbing.
Basically we can prevent of the problem behavior in the classroom in two ways.
1. Proactive Interventions: (Reinforcement, Self-Monitoring, Social Skills Training, Group Contingencies etc).
2. Reactive Interventions: (punishment, extinction, time-out, overcorrection, restraint etc).
William G. Hollister 1959 found that following strategies for problem behavior in the class room.
Use of consultation in classroom guidance:
This refers to the use of guidance workers, psychologists, social workers, and the like as consultants for teachers. Today, there is increased awareness that the teacher is best person to deal with most of the problems that occur in the classroom.
Employment of Group methods:
To extend their skills in dealing with behavior problems, teachers are encouraged to take in-service courses dealing with psychological factors of group behavior and using devices such as sociometry, group discussion and role playing.
Emphasis teacher-parent co-operation:
There are increasing tendency for parents to become involved in school to become involved in school life, sometimes though parent-teacher associations, but also as paid paraprofessionals or as volunteer teaching aides, as chaperones on field trips, and the like many parents also expect that teachers will discuss children’s behavior in psychological terms.
Psychological factor in teaching education:
Certain personality types require with visual props and stimulus in order to absorb information, and some require verbal exchanges with the teacher or other students in order to internalize the subject matter. Others may be at ease in a more passive listening role and require working quietly on their own. Similarly, it is important to give equal attention to the introverts and the extroverts in the class.
Human relation in curriculum:
According to Schaps and Battistich 1991, Social skills curriculum can improve self management and self control skills, thereby improving school adjustment and performance. Basically if add into a curriculum, how to behave a student with her classmate, teacher, peer, parents etc then it will be helpful to prevent the problem behavior in the classroom.
Rewards:
Use tangible rewards to reinforce appropriate behavior. These rewards can include stickers or privileges. Students should be involved in the selection of the reward. If students are invested in the reward, they are more likely to work for it.
How to work & Play:
Establishing behavioral contracts and management plans, one needs to first identify specific academics or behavioral goals for the student with special needs, along with behavior that needs to change and strategies for responding to inappropriate behavior. Work with the student cooperatively to identify appropriate goals, such as completing homework assignments on time and obeying safety rules on the playground.
Emotional security and statistics:
Middle school is a time during which children are undergoing constantly fluctuating emotions, which they feel with great intensity. Teachers can contribute greatly to the student’s social and emotional health during this critical time.
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