The 21st century teachers have experiences the challenges of the students from the virtual learning to the face to face learning environment. After the COVID-19 lockdown, many students and adults need to recharge social interactions in a classroom setting, which is not easy after being affected by so many triggers along the way. Elementary students in particular have little or no experience being in the classroom setting, which makes it more challenging for teachers. But, DO NOT panic! Behavioral intervention training for teachers can support proactive outcomes for student success. According to Vostal, and Machko (2019), students demonstrated significant problem behaviors that impede their learning and that of others. Classroom management is vital for students’ monitoring progress for academic success. School administration, teacher, parent, and student through a problem-solving team should discuss what intervention could address students to dance from challenging behaviors to addressing social emotional learning within the school setting. So, how challenges can dance solutions?
The learning challenge aids a teacher understanding the problem about the students’ behavior for support. The first intervention would be the teachers’ classroom management intervention for the challenged students. Studies indicated teacher’s understanding of the source and rationale for challenging students’ behaviors could impact their willingness to change classroom practices and adopt recommended interventions (Andreous&Rapti, 2010; Bibou-Nakou, Kiosseoglou, & Stogiannidou, 2000; Carter, Williford & LoCasale-Crouch, 2014), (Nemer et al. 2019). The need for teachers’ intervention from challenging students in an inclusive classroom could create a safe and motivational space for students’ academic growth. Therefore, while constructing classroom management expectations, could create positive outcomes to start with.
Recommendations for this management expectations:
- Tone of voice: It is important for the teachers to address the student in a calm and firm voice stating what is expected in the classroom.
- Set boundaries: Let the students know that you are the adult in charge and that the main goal is to make sure everyone is safety.
- Be specific: Be always specific with the instructions. That will reflect that you are in charge. An example can be: raise your hand when you need to tell me something.
Now, Let’s move!
Students enjoy is movement. As an innovative approach, we should start thinking about movement and creativity communicating with the students positive inputs. A proactive approach is providing positive feedbacks and praise when doing the work. An example can be “Good Work”, “Keep it going”, “You got this”, and other positive expressions make students engage. Positive verbal and nonverbal cues shows good support for students. As we move, it is important to create a connection between their actions and their ongoing living experience. With all this positive ideas, you will change your classroom setting for positive approach. I invite you to use them as model… If you would like to know more about it, please reach out to me.
Take care and enjoy the class!
American Management Association. (2019). Five steps to conflict resolution.https://www.amanet.org/articles/the-five-steps-to-conflict-resolution/
Burmeister, E. (2013). Putting risk into practice at school: ‘design thinking’ focuses onpossibilities not limit. Leadership, 42(5) p.23.
Chuang, C.C., Reinke, W.M., Herman, K.C. (2020). Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors. https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=2&sid=8da9a958-b07b-433d-9870-b62154892d1c%40sessionmgr103
Florida department of education. (2019). School choice. http://www.fldoe.org/schools/school-choice/
Kourkotas, E., Eleftherakis, T.G., Vitalaki, E. Hart, A. (2015) Family-school-professional partnership: an action research program to enhance the social, emotional, and academic resilience of children at risk.https://files.eric.ed.gov/fulltext/EJ1075146.pdf
Krage, V.A. (2018). Parent, teacher and principal perspectives of parent engagement in a title 1 elementary schoolhttps://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7168&context=dissertations
Nemer, S.L., Sutherland, K.S., Chow, J.C., Kunemund, R.L. (2019). A systematic literature review identifying dimensions of teacher attribution for challenging behavior. https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=138833906&S=L&D=a9h&EbscoContent=dGJyMNHX8kSeqLU4yOvsOLCmsEieqLBSr624SrWWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx43zx
Schonert-Reichl, K.A., Kitil, M. J., Hanson-Peterson, J. (2017). To reach the students, teach the teachers: a national scan of teacher preparation and social emotional learning. A report prepared for casel. https://eric.ed.gov/?id=ED582029
Toledo, C.A. (2015). Dog-bite reflections-Socratic questioning revisited. International Journal of Teaching and Learning in Higher Education, 27 (2), 275-279.
Vostal, B.R., Mracko, A.A. (2019). Describe it: A strategy for teacher candidates implementing behavior intervention. https://doi-org.ezp.waldenulibrary.org/10.1080/00098655.2019.1579696
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