Teacher Talk

With coming closer to trying to solve the difficult question of how to best implement a positive environment for all students, including those with behavior problems, an article arose that provided a new solution for this problem: Goal Setting.  Who doesn’t like to reach a goal that may have felt impossible at the beginning? The feeling of achievement, especially with difficult steps to get to the end goal, creates a feeling of happiness, empowerment, and enrichment. No matter the age of the person, achieving a goal that was set feels good.  This is why I believe that goal setting in the classroom can develop an environment that is uplifting and positive. These goals can be both individual and whole class.

When I was in elementary school, I remember when goal setting was implemented in my classroom.  Our entire class would have to have a full week with hard work and positive behavior to deserve different rewards.  The rewards would change every week and if we won them for the week we would receive the prize on Friday. Some examples of these rewards would be to have class outside (if it was nice), a pizza party with the teacher for lunch, and gardening (our teacher had a garden at the school).  These prizes were like christmas morning to us so we would hold everyone accountable for working their hardest with also maintaining positive behavior throughout the week. Even though this is on a larger scale, similar behavior would be presented as if these goals were individual.

When observing Joel, with being very advanced, it seems that most of his behavioral problems are coming from being bored with the material.  He also has trouble with children in his small group that are not at his level of intellect. If advanced goals were made for Joel to reach, I think that he would be less worried about what lower level students were doing and would be more focused on what he can do to reach the goals that are set.  Goal setting would help to decrease the behavioral problems that I have witnessed because each of these problems have occurred during a time when Joel was finished with his activity.

In the article “Putting Behavioral Goal-Setting Research Into Practice” by Allison Leigh Bruhn, PhD1 , Josephine Fernando, MA1 , Sara McDaniel, PhD2 , and Leonard Troughton, MA, meeting with the student to discuss problems and goals is a necessary factor in this process.  I believe that it is very important to be upfront with your students and have a conversation with them to see how they feel and to provide your own input. The best goals possible to reach will come out of doing this because the student will feel as if they have more of an accountability to reach them.  It is also very important to provide reinforcement and feedback to your students so that they know how they are doing and what they need to work on: “ In addition, the teacher may provide other feedback such as correction, instruction, encouragement, or praise, depending on how the student is progressing. A student not making adequate progress may need specific instruction on what he or she can do better” (71).  Reflection from the student and teacher is key so that the student can grow and learn from each day.

With being in college, I still set goals for myself to reach in school and in my daily life.  I believe that this is a very effective skill to develop at a young age to carry into the rest of your life because it establishes accountability, positive behavior, and motivation.  This skill adds to the ongoing list that can help to create a positive environment in your classroom.

References

Bruhn, A. L. A. ed., Fernando, J., McDaniel, S., & Troughton, L. (2017). Putting Behavioral Goal-Setting Research Into Practice. Beyond Behavior, 26(2), 66–73. https://doi.org/10.1177/1074295617711208

Candler, L. (n.d.). Retrieved April 30, 2019, from https://www.lauracandler.com/tips-for-classroom-goal-setting/

CLASSROOM MANAGEMENT

Creating a positive environment where children feel comfortable in your classroom.

By Macey Wetzel

April 5, 2019

While still trying to tackle the question of how to create the best environment for positive behavior in the classroom, another question arises that is easier to answer:  What seems to be the one thing that children cannot run out of?  ENERGY!  It seems as if there is no “off button” when it comes to children’s liveliness, which in my opinion, is not a bad thing.  As teachers, it is our job to keep students engaged and moving as much as possible so that they are able to keep their enthusiasm thriving and their creativity flowing.

While continuing to observe Joel it seems like he is so bottled up with energy that he just wants to burst out of his skin and this is what is causing most of his behavior problems in the classroom.  Imagine that you are waiting in line to go Black Friday shopping and you have so much energy built up inside of you and you are just ready to attack.  What would you act like if someone told you to stop and put your hands on your head and with walking feet you have to go to each store?  I think that I would completely lose it!  This is exactly how preschoolers feel when they see the next fun activity and are so excited and they have to bottle up this excitement by walking and acting like “their age” …when they’re four-years-old…Children should feel free to embrace this liveliness inside them in the classroom.

The article The Use of Music and Movement Activities in Lessening Children’s Problem Behaviors provides how music in the classroom can allow for children to experience positive sensations which then filter into their learning activities.  One quote in the article that stood out was “Through music, children take an inner experience and move it into a shared creative experience” (40).  With offering music during transitions, children can use their whole body to dance and move right into the next activity.  They are able to take what is inside of them and use it in their own way through body movement while also burning energy.  Body movement allows for so much more than just an energy release: “Exercise enhances cognition which leads to the improvement of memory, attention, multitasking, learning and decision-making (Blaydes & Mitchell, 2010).” (43).  By including such a small insertion in the classroom, movement allows for so many optimistic outcomes in your students’ behaviors.

In my future classroom, I will include movement through means like music throughout the day no matter what age level I will teach.  It is so important that children are using this energy in the classroom to get their brain flowing and to keep their energy levels high.  As a future teacher I will maintain a positive atmosphere in my classroom by creating a space where everyone feels comfortable with expressing themselves.  Movement has the opportunity to create this environment in which problem behaviors will decrease and positivity will increase.  Music and movement allows for happiness and increased cognition which helps for students to be more engaged in activities while maintaining a positive framework.

References

Alontaga, J. V. jasper. alontaga@dlsu. edu. p., Gomez, S. I., Mariano, L. P., & Pajarillo, J. P. (2017). The Use of Music and Movement Activities in Lessening Children’s Problem Behaviors. Asia-Pacific Journal of Research in Early Childhood Education, 11(3), 39–55. https://doi.org/10.17206/apjrece.2017.11.3.39

Blaydes, J., & Mitchell, D. (2010-2019). Learn how exercise benefits the brain. Retrieved April 5, 2019, from https://us.humankinetics.com/blogs/excerpt/learn-how-exercise-benefits-the-brain

The question of how to build an environment to create positive behavior with play in a preschool classroom is a tricky one to answer. Through previous observations in a preschool classroom, this question arose through a boy who was four-years-old interacting in play.  Throughout the day this child was having trouble allowing other children take the lead in play and classroom activates.  This child had a very strong personality with a wide imagination and creativity.  He loved taking the lead in pretend play like acting as a firefighter or a master chef in the kitchen.  This child was extremely bright for his age and had mastery skills in physical, cognitive, social, emotional, language, and adaptive development, but had trouble with allowing other students to be the center of attention.

Developing an environment that creates positive play not only helps to manage your classroom, but to help develop your student’s social skills and cognitive skills.  The importance of determining an answer for this question is significant because I witnessed how this child’s play caused altercations and negative behavior within the classroom.  The child was upset because he did not get his way, the other children playing were uncomfortable, and the teachers had trouble coming up with a solution of how to fix the environment.  To solve this problem, I chose to turn to research to understand more about what needs to be done in order to prevent this behavior.

I found an article by Christine L. Hancock and Deborah R. Carter called “Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment”.  This scholarly article provided teacher tools to use in the classroom to promote positive behavior and to prevent any disruptions or negative play.  Tools such defining rules and expectations from the start and constantly reviewing them, always acknowledging positive behavior and praising children for doing things that they are supposed to, and building positive relationships with your students are all key to developing a welcoming environment in which your students will feel at ease.  This article also discusses how personal reflection is key.  As a teacher, you are a model for your students, therefore you have to act the way that you want your students to act.  Also, some activities may cause disruption because they may be too easy, which causes boredom, or too difficult, which causes frustration.  Figuring out the Vygotsky’s Zone of Proximal Development that your students fall under is important for them to grow and develop.  Transitions between changes in centers or subjects can also provide less havoc in the classroom while allowing kids to have fun.  Music during transitions helps to make the classroom fun and positive and minimizes negative behavior.  Each of these classroom tools allow for a set schedule and set expectations that your children can follow so that there are no surprises.

When reading through this article and taking in my observations into consideration, I believe that these tools can truly work to create a better environment in the classroom.  Providing a set schedule, rules and expectations made clear in the beginning of the year, and acknowledging positive behavior allows for your students to know what is expected of them.  I think that this is key for young children especially because if there are no surprises, they know how to act and what they need to do to have a good day while learning and growing.  Having music or dancing during transitions also allows for a positive and fun environment without running or fighting.  Body movement and music has children feel more at ease and creates an environment that is less tense.  All of these factors can help to affiliate what is expected in the classroom while remaining positive, relaxed, and fun.

Reference

Hancock, C. L. 1. christinehancock@ku. ed., & Carter, D. R. 2. debcarter@boisestate. ed. (2016). Building Environments That Encourage Positive Behavior. YC: Young Children, 71(1), 66–73. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114680492&authtype=sso&custid=s3915890&site=ehost-live