27 Feb 2020

STRATEGIES TO IMPROVE CLASSROOM BEHAVIOR AND ACADEMIC OUTCOMES

Taking measures to improve academic performance and outcome begins with improving student behavior in the classroom. Although it may seem difficult, teachers play a major role in creating an environment that promotes learning, enhances student behavior, and at every level of education creates better academic performance. Teachers can achieve amazing feats when implementing the appropriate strategies to improve classroom behaviour. Academic behavioral outcomes refer to changes student actions may have on the ability to maintain good classroom performance. As academic behavioral outcomes relate to negative situations and poor student actions, the environment in the classroom becomes less positive and teachers may struggle to deliver the best education to the whole class. Positive changes in students behaviours.

Offering rewards is a useful tool when it comes to motivational strategies that can help students maintain better behaviour. Teachers can impact student motivation and improve the situation. By implementing a system of rewards for classroom management teachers better control the behavior of students with problems. While a program of classroom management incentives might not work for every scenario, it is an important tool to help inspire students during class to focus on accomplishment and positive behavior. Setting high educational and achievement standards in the classroom is a simple strategy that helps students stay engaged in teaching material. Focusing on student achievement in the classroom will require a comprehensive strategy of setting high educational standards, challenging students to meet the needs, encouraging students to ask questions, and making adjustments to meet each student’s needs to improve student performance. At first behavioral problems within the classroom may seem distracting, but classroom management rewards combined with high expectations can make the material interesting to students. Expecting students to succeed, asking questions, and involving themselves in the curriculum can of course motivate each student.

In order to overcome challenges and distractions, behavioral challenges require support, encouragement and the belief that students can achieve high standards. Each student has a different learning style and not every student might get involved in traditional instruction. Providing hands-on learning options and assignments will give students something else and encourage movement that can help reduce boredom-related behavioral problems, attention-related disorders or similar situations.

Differentiating the assignments is a simple way of attracting student attention and focusing it on the classroom. Academic behavioral outcomes may change as students become motivated to participate and learn. Believing in the students and providing support throughout the school year can help them improve their levels of achievement. It can be related to the lack of support and belief in their abilities when students misbehave and act as a distraction in classroom. It is easier to maintain motivation when the students get honest responses and help to improve their weak areas. Improving student behavior in the classroom is a part of the job of a teacher. Teachers keep the class motivated and encourage better academic performance by taking measures to support students, offering different teaching strategies and focusing on rigorous educational standards. Students often misbehave when not engaged or unmotivated. You can redirect misbehavior of students by using positive reinforcements. Try to praise positive behaviour, teach courtesy, give rewards and encourage your students. Another way of improving student behavior is to restructure the teaching you do. Do this by rearranging the classroom, hands-on assignments, showing a daily schedule and giving breaks to the students. You definitely want to change disruptive behaviour; but when a student is doing something the right way, pay attention to those moments. Encouraging positive behavior gives a positive example to other students and diminishes attention paid to misbehaviour. Redistributing the praise will provide an opportunity for every student to do something good. Thank you to a student who raised their hand to talk. Praise the class as a whole, like “Thank you to everyone for turning in your assignment on time!”Providing rewards to increase the motivation and care. Try reward systems in classrooms, such as offering bonus points or using a prize bucket to encourage students to improve their achievements and actions. A student who is usually disruptive will begin to interrupt less if they are motivated to do their assignments well or follow the rules. Provide support and encouragement to boost self-esteem for your students. Believing in your students and showing concern helps you turn wrongdoing into positive actions. It will also help to boost their self-esteem, and they’ll begin to believe more in their own abilities. If there is something a student doesn’t understand, try to demonstrate it after class. If a student continues to interrupt the class discussion, ask them personally if they would like to talk about one-on – one at a later point in time. If a student has a real passion for one topic, offer them additional reading materials on the topic. Give breaks to the students so they can learn in convenient chunks of time. Students can act disruptive when their attention fads or when they are not involved. Giving brief breaks throughout your lesson will help you break up the work and keep your students alert. Breaks can be simple, such as stopping to do 10 jumping jacks or going through the hallway. Frequency and length of breakage are personal preference. Aim to take breaks on one subject after long sections, or when your students look like their focus is waning. Do not take breaks longer than a few minutes so that they do not interfere with your time of teaching. You can also find a relevant, short, and fun video to play as an intermission on the internet. Giving breaks will also offer reward and encouragement. You can say something like, “Okay class, we’ll take a five-minute reading break after we finish the essay’s first draft.” Do not hurt the feelings of the students when calling on select students. Most classes always have a couple of students who raise their hands first. You want to call all students as equally as possible, though. Try the behavioral strategy of “pick a stick” to help ensure that all students are called on, and feelings are not hurt. You can also assign a number to each student, and write down the number. Choose a stick, and pick the student who has been allocated the same number as the stick.
This report’s message is a simple one in many ways: all students deserve to understand and enjoy their teachers, and helping teachers offer rich instruction will require all teachers to build similarly rich learning environments.

Creating such environments entails creating meaningful formal professional development programs and other opportunities for teachers to learn, as well as implementing policies and practices in schools that nurture cultures of learning for teachers and students alike.

 

M Marchant.

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