Classroom Based Scenarios Critique

The key scenario in the situation is that when Ms Sara lectures or provides them with instructional assignments, the third-grade students are noisy in most instances. As the term progresses, the student’s notoriety grows and the instructor is sometimes discouraged from teaching. When Ms Sara is making a presentation, the students are often often less attentive and she often attempts to write their names as a means of restoring a sense of quietness among them. During class time, the students are often not settled and appear to be talkative in small groups inside the classroom, some roaming in the classroom while others make a water fountain. This situation has affected the ability of the teacher to control the class and she occasionally feels overwhelmed by the characteristics of the students. The issues arising from the case is that students have developed familiarity with the teacher and they do not think the teacher can control them effectively. The teacher also has a challenge in controlling the students since her previous techniques of restoring quietness among them have not been successful. As a result, it is recommended that the teacher should take action of changing the behaviors of the students and prevent their tendency to be less concerned with the directions they are provided.
Theory or Model for Teaching/Managing learners
The theory that can be used to correct the behavior of the third grade students in this case is Assertive Discipline Model of students’ behavior management. This is a process where the teacher develops authoritative approach to management of students and rebuking any form of misconduct that can result into their tendency to be less attentive or compliant with the directions (Obey-Jordan, 2007). Assertive Discipline Model was developed by Lee and Marlene Center and maintains that the teacher should develop rules and techniques that determine the limits of behavior of students. Students need to be taught these codes of behavior and required to apply them during learning sessions. The teacher should also involve parents and administrators in promoting a particular positive behavior. This approach of behavior management also requires that the teacher should promote assertive discipline which results into little disruption of their behavior. It is also composed of a clear classroom discipline plan which must be followed by students and the resulting consequences if they do not follow the rules (Sowell, 2013). These consequences should include cautions or punishments when the students break the rules continuously. This theory is based on the assumption that; misbehavior is likely to be experienced among the students, there is the need to force compliance with the rules, teachers need to be provided with a suitable and enabling environment for teaching without being interrupted by the same students who are taught, and punishment is more likely to make students less likely to make mistakes and develop positive behaviors such as being settled when the teacher is teaching or being quiet in order to understand what the teacher is teaching.
How Evidence-Based Research Supports the Model
A number of evidence-based studies show that there is a relationship between Assertive Discipline Model and an improvement in children’s behaviors. A study by Obey-Jordan (2007) examined the impact of assertive classroom discipline on the students’ social skills among fourth grade students composed of 16 students in an urban school. The study design was a quasi-experimental which involves pre-test and posttest procedures of collection of information about students’ behaviors by the teacher. It was found that 69% of the students in the posttest had an improved social behavior. There was an improvement in attentiveness of the students in the pretest compared with the posttest, and students showed an improvement in other characteristics such as courtesy, active listening, and little participation in group activities where they are likely to cause disruption of learning activities. Another study by Lewis (2001), examined the perspectives of students on the impact of assertive approaches of classroom management on discipline levels among them. The study aimed at finding the role of classroom discipline on responsible characteristics of students for the purpose of protecting the safety rights within classrooms. The results of the study showed that teachers used coercive force as a reaction to the increased indiscipline among students, causing students to realize that their conduct is not accepted so that they can follow the rules of conduct during lessons. A study by Rahimi & Hosseini (2012) examined the impact of classroom discipline measures that incorporate assertiveness of the teacher on students’ discipline among English As Foreign (EFL) teachers from the perspectives of students. The study design was a survey of 497 students. The study found that teachers tended to use recognition or rewarding strategies of promoting discipline among students but occasionally used aggressive strategies under particular circumstances. It was also found that in public schools where aggressive techniques were used, there was an improvement in discipline among the students.
Critique of the Model in Addressing the Challenge
According to my critique of the research-based Assertive Discipline Model, I believe that it is the best method of promoting discipline among the students in the third grade due to a number of advantages associated with it. Assertive Discipline Model will act as a command which will promote tendency of the students to comply with the demands of the teacher and also follow school routines and principles during learning. This model of discipline is the most appropriate for the situation in this case because it provides the teachers with the opportunity to make use of her class tome effectively and in a productive manner during teaching. Based on the disobedient nature of the students and their lack of regard for the teacher’s presence in classroom, the most appropriate approach for improving their behavior is the use of authoritative approach of classroom management. It also ensures the teacher implements preventive discipline since students have the ability to understand the consequences of not conducting themselves according to the required rules of conduct in class. It is also the basic educational right of the teacher to establish the right learning environment during teaching and Assertive Discipline Model is one of the most appropriate ways in which teachers can achieve this objective. It is the right of the teacher to recommend the most appropriate behavior or conduct in classroom and this can only be achieved if an authoritative behavioral adaptation model is implemented.
Scenario 2
Description of the Case
The scenario presents a case in which students are less cooperative and less attentive to what the teacher; Ms. Lameela wants them to do with the paper cups. While they do not know that the paper cups are mean for teaching a lesson on sound, they are less cooperative with the teacher to direct them on what to do. Some of them start making holes in the paper cups, others plop them on the desks, while others try to use them as hats on their heads. This makes the teacher worried an not knowing what to do since the students are uncontrollable. The emerging issue in this case there is the need to make the student cooperative with the teacher in a less authoritative manner so that they understand how the teacher intends to teach them using the paper cups.
Theory or Model for Teaching/Managing learners
The most recommended model for management of learners in the case study is Responsible Thinking Process (RTP). This is a theory of classroom management which states that educators have a duty to teach students to develop a sense of responsibility in the manner in which they conduct themselves in class so that they can be cooperative and attentive to what is being taught and show respect for the lives of everybody around them. It is a non-manipulative and does not involve punishment to the students when correcting their behaviors. In the case study, Ms Lameela can promote a positive behavior and attentiveness among students by informing that to be respectful and follow the directions she intends to be followed during the science lesson in which the paper cups needed to be used to study sound vibrations (Lewis, 2001). For instance, the teacher can inform the students to use the paper cups responsibly by stating that if they destroy them they are less likely to achieve the science learning outcomes in the topic of ‘sound’. This approach can promote a state of accountability among the students because they will be motivated to think responsibly in the manner in which they use the paper cups. The key aspect of RTP is its emphasis on the methods through which students can achieve their goals without causing disruption to other students or the teacher in the attempt to instruct them in a particular topic. This theory focuses on the use of a directive approach in promoting respect among the students and their ability to focus on the instructions provided by their teacher.
How Evidence-Based Research Support the theory
A number of evidence-based studies show that there is a relationship between the implementation of responsible Thinking Theory and an improvement in the level of discipline and concentration of students to the teacher’s instructions. A study by Rynberg (2016) examined the impact of responsible thinking on improvement of the school culture of increased respect, social characteristics, and their cooperation with the teacher among K-12 students. The study was qualitative in nature and acted as a benchmark for implementing educational change strategies that could be used to implement RTP. The study conducted an interview among 12 educators who were representatives of two different groups of participants. It was found that successful implementation of RTP results into the empowerment of students to make decisions for them in a responsible manner so that they act in accordance with the goals they need to achieve. It also provides students with an understanding of the implications of not complying with the rules such as the possibility of not achieving a particular learning outcome without applying authoritative method of student management. It was also found that RTP promotes reflective thinking among students because they are provided with the opportunity for proactive assessment of their actions and the negative impacts of their behavior on their achievement of a particular learning goal. Another study by Huan (2000) examined the perceptions of learners towards different models of promoting discipline among students by examining whether these models are perceived to be effective in promoting discipline among students in Singapore. The models that were compared are: RTP, Corporal Punishment, and peer mediation. There was a higher number of students who preferred RTP compared with other forms of promoting discipline among the students. This study resulted into the conclusion that the students would prefer the use of RTP in promoting discipline compared with other methods that were used in their institutions.
Critique of the Model in Addressing the Challenge
According to my perspective in relation to Responsible Thinking Process in promoting discipline among students, it is one of the most suitable methods of managing young children during lessons because it incorporates giving directions and the implications of not complying with the teacher’s instructions. It is a suitable method in promoting compliance in a less authoritative manner which means that the students are less likely to feel threatened by the teacher. Young children who are commanded during classroom sessions are less likely to develop positive attitude towards the teacher, which can impact their willingness to follow instructions. This challenge can be avoided when RTP is implemented since it does not involve the use of force to promote a particular type of conduct among the students.
Huan, V. S. L. (2000). The perceptions of adolescents towards different discipline programmes in Singapore schools.
Lewis, R. (2001). Classroom discipline and student responsibility:: The students’ view. Teaching and teacher education, 17(3), 307-319.
Obey-Jordan, K. (2007). The Impact of Assertive Classroom Discipline on Social Skills.
Rahimi, M., & Hosseini, K. F. (2012). EFL teachers’ classroom discipline strategies: The students’ perspective. Procedia-Social and Behavioral Sciences, 31, 309-314.
Rynberg, A. D. (2016). Using RPT (Responsible Thinking Process) as a lever for improving school culture: A case study of an alternative secondary school’s implementation of RTP(Doctoral dissertation, Western Michigan University).
Sowell, H. K. (2013). Classroom management strategies: The impact on student achievement. Liberty University.

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