Effects of Student Diversity...

Every classroom within a school has a different set of students, with varying diversity. The challenge for educators is to find a balance within their classrooms that works effectively and efficiently with their personal management style along with the diverse needs within his or her class. There are many models of classroom management available for teachers to study, adapt, and utilize for their own needs. While there are many approaches out there, teachers can narrow down their method of classroom management based on their philosophy of education and align them with the pressing needs of students.

For instance, a strategy that it utilized quite frequently in early elementary classrooms and even in a preschool setting include the basics of B. F. Skinner's Discipline through Shaping Desired Behavior. Students are encouraged, with rewards and positive reinforcement, to comply with class and school rules. The result of their behavior is a reward. The consequence for not following through with the desired result is the lack of the reward. For this age group, the reward is desired and the motivation in this "prize" will challenge students to change their behavior. The concept of behavior modification is seen through successive approximation, when behaviors change and they model more frequently what a teacher wants to see in the classroom. (Charles, P. 57). The behaviors that teachers might choose to change with this theory are endless, which is why this model works successfully with younger children. Consider a student that has had difficulty keeping their hands to themselves, if they realize that they will not receive a reward due to their behavior, they will start to modify this behavior and think about the situation before their hands are used in a way that would keep them from receiving a reward. Children are smart and can quickly turn around a behavior of this nature with guidance.

In Lee Canter's Behavioral Management Cycle, I visualize this management strategy working well within elementary schools. I believe the combined offerings of explicit verbal instructions, a clear set of expectations, along with verbalized praise challenges students to abide by the rules within the classroom environment and their teacher. I have had several students with sensory processing disorders and they constantly need to be reminded of the goings-on within a classroom. I believe the Canter model definitely can address students that have difficulty with overstimulation and need regular guidance. I also can envision this working well for students with hyperactivity disorders, who might struggle during transitions throughout the course of a day. The directions are provided, modeled, and the teacher can follow through with a strategic plan of action: praising students that do well, reminding students that are not following through, and lastly, implementing discipline as consequence for students that continue to use poor judgment. I believe from a student's perspective, when using this model of classroom management, students are provided with plenty of opportunities to make good choices, and they can easily start to see where their choices need to change to align with the classroom expectations.

The Wong's approach to discipline through Pragmatic Classroom Management can be seen as very rigid. However, this type of plan would be useful for students that like to test boundaries, or for students that need clear direction. While this model of classroom management can be successfully utilized with any grade-level, I can see great advantages within a kindergarten to second grade classroom, where students still need a lot of direction to complete assignments, stay on task, and follow through with directions. The expectations that are provided within the Wong's strategy will be especially helpful for students of this age-group since they will clearly be taught to understand what is expected throughout the course of the day, for every activity they participate in. This model will help challenge students to follow through. Because the everyday expectations are labeled for students, they should have no problem following through. For example, a student is easily distracted throughout the day. They can be somewhat clumsy, and careless with their work and especially during dismissal. Due to the strategies in place within the classroom during this time, students are directed to prepare their things in preparation to leave. Even though this student is clumsy and careless, they know exactly what to do to prepare their desk, the belongings that need to go home. The systematic directions for situations of this nature can keep someone on task and help them focus. This approach will prepare students in the rest of their education, as well as within their professional careers.

In William Glasser's discipline theory, Discipline Guided by Choice Theory, the emphasis is on meeting the student's basic needs. His plan includes quality teaching, curriculum, and helping students solve problems, including specific behavior problems. I see Glasser's discipline plan working effectively with special needs students, who need more emotional stability within a classroom to succeed. Due to their basic needs being more specific and essential to their success within a classroom, Glasser's model seems to fit nicely with students that have these needs. A student that has fears, esteem problems, or becomes angry easily will feel more comfortable in a classroom setting with a teacher that emphasizes teamwork and positive communication. Due to classes with special needs students being smaller, I believe Glasser's concepts would thrive in this type of environment.

Lastly, with Kagan, Kyle, and Scott's model of discipline, called Win-Win Discipline, their focus is on Three Pillars, same side, collaborative solutions, and learned responsibility (Charles, P. 164). They focus specifically on having students feel comfortable within their classroom environment and that any situation that addresses discipline ends with a win-win scenario for every person involved. I especially like that fairness is established in this management plan, still addressing the expected behavior of students, along with consequences for actions. I believe this style of management could be used for any age group, however, I believe it would function well with older students, middle to high school aged. I believe this would teach them practical life-application skills and help them negotiate well with employers and employees. For instance, a high school student is constantly sharing negative comments during an open lecture where students are engaging in question and answer. The teacher could address this student with the expectations of the class, along with a plan of action that provides a win-win for each party. Perhaps the student then is required to teach the rest of the lecture, along with the teacher's notes. This would provide the student with the audience they were originally seeking, in addition to the teacher getting to sit back and watch as the student realizes the importance as the role of the teacher. This example would provide the student with experience needed to change his behavior and to see how he really wants to be treated while he is lecturing his peers.

Generally when people are introduced to consequences for their actions, they quickly stop and change their behavior. No matter what model of classroom management is utilized, they all specifically address how to prepare students for success with strategies developed in their classroom management plans. They also address how to handle consequences for student's actions. These tools are helpful for educators to prepare their own classroom management plan with emphasis on changed behavior.

(This article is downloaded from http://voices.yahoo.com/the-effects-student-diversity-has-classroom-management-7306138.html)

References 

Canter, Lee. (2006) Classroom Management for Academic Success. Bloomington, IN.

Charles, C. M. (2008) Building Classroom Discipline. Boston, MA. Pearson Education