Psychology plays a major role in the management of class. Educators needs learn different ways of managing and taking control in class. Classrooms management is subject to which affect all the teachers in many institutions of learning. Many systems have been developed to provide a well-managed classroom; some are more effective than others which lead to a classroom that is self-managed. The research is based on the classroom control management. The paper will focus on opportunities for students to learn and the effects of students motivations in the class management. Motivations are essential elements in promoting the behaviors of the students to ensure student success. Educators have used a different material to control the talking in class. Some have been working while others have not been working. Educators should void waiting time round for students to develop bad behaviors that would need a lot to be done in future to cut down the behavior in the class. This study will look into how the educators can use rewards in the class to have full control. Its the mandates of the teachers to ensure that the class is to ensure that there is smooth learning to produce a desirable outcome. Most of the student in class likes talking mostly because they do not want to study. Good learning environment encourages students to actively participate in the class activities, collaborating with others and reflect on the on their experiences, relating their learning process. Educators use punishment as the solution to undesirable behaviors in the classroom.
Many teachers who have found punishment not working often work with rewards. Rewards are behavior modifications. In a classroom, students re given prices for certain behaviors while in appropriate behaviors are ignored. In my research, dots are used as a reward to encourage class participations in class. Those students who received prizes improved their conduct in class. Teachers need to accommodate the changes in the behaviors of the students. Both intrinsic and extrinsic methods of rewarding should be encouraged by the teachers. Students who always get rearwards for raising hands in class, maintaining eye contact and facing the teachers have a chance to learn and perform on their own. The current system of education has not been operating in with the rewards, and hence the introduction of rewards in class works a lot. While using rewards, the teachers must make clear that it is not that the students are a week to be motivated but the reward is to show them they ate capably. The research showed that the rewards help the students who think they cannot, to perform on their own.
Rewards and punishments are used by educators to alter the behavior of the students in schools. Rewards reinforce a particular behavior when presented to students. Students in the classroom require behaving in particular manner to avoid turning calls into a mess. When teachers are teaching, they always involve students directly or indirectly. Its important for the teachers to apply inclusive methods of teaching where the students participate in the learning system. If the class is not well controlled, the students might turn the lesson into a mess. Teachers need to control the student to ensure that the time available has been well utilized. The student must concentrate in the class maintain eye contact with teachers most students are called away by thoughts while in class calling for the need for then to participate in the teaching-learning process. School psychology has advocated for the involvement of preservation and maintaining of behavior by the students in the class. The research is all about coming up with a program which problem-solving oriented. When teachers adopt the program, they can control the even future occurrence of the behavior.
In most classroom and institutions settings, educators have developed implementing system designs to overcome the challenges that the students and their teachers have been experiencing. The systems comprise of rules and regulations that govern the behavior of the students while in school. Most institutions have developed rules that must be followed and the reputation of not following the set rules. If the students fail to follow the set regulation, they must be punished. Advocates of school punishments argue that punishments provide an immediate effect on particular behavior in classroom learning. The educators establish regulations depending on the history of the school. Schools that have repetitive kind of behavior attracts the educators to come up with the rule will deal with students who overturn that regulation. The history of any institutions matters a lot in determining on how to come up with rules and regulations in particular institutions. When new teachers are taken to particular institutions, they find it very hard to cope with the students behaviors. The introduced punishments in the school's systems limit the tendency of particular behavior being repeated. Punishments have many limitations as a method of correcting the students. Punishment is controlled by fear. If the punishment is not well coordinated, it bears the communication between the student and the teachers. Due to the factors that punishment teach, most of the student avoid the reputation of the behavior to avoid being punishment.
Positive disciplines by the teachers to the students involve guidance and teaching. While teachers are in classes, they should apply discipline correcting mechanisms that have positive effects on the students. Positives disciplines require understanding, patient, and understanding. All this will ensure that there exists a healthy student-teacher relationship. With the good relationship with teachers, the students are to accomplish their goals with the help of the teachers. Teachers should discipline their students in an appropriate way. In a classroom, the students need to behave and respect their teachers. Teachers should avoid physical punishment to students that Couse pain in the attempt to stop a particular behaviors.
For the student to meet their goals in education, education system need have the way of appreciating the students whose behaviors are up to standard. Students who are found in the antisocial behaviors are punished while those who are not are encouraged by appreciation. Appreciations encourage those social behaviors to repeat now and then making it easy to accomplish the goals set by the institution. Teachers, who use reinforcement after the particular behavior, encourage the behaviors to be repeated in future. Reinforcements include teacher praise the students for doing something in class. The approval ensures the teacher will repeat the same in time future. Reinforcement encourages actual competition in class. If one student receives some good after behaving un-class, the students in the same class will ensure that they do better than the student who was appreciated. Teachers can change the behavior of the students in class by paying attention to the students any time they have a query. When educators make it a habit to listen to the student after a good performance, the students will automatically change their behavior as they feel appreciated. In most cases, the educators do no remember to appreciate the students who work in a social way. Teachers may not directly observe instances of the student helping students helping behavior. A teacher pays a lot the attention students who engage themselves into who are found in the antisocial behavior and punishing them makes it not to appreciate the students who are performing well. Some educators feel that the students who are found behaving in a norm way should be ignored. All these have led to the social student not to appreciate by the teachers.
Numerous ways have been developed to identify best educational practices in class to ensure there is order in class while the teachers are teaching. Teachers who practice reinforcements in the classroom, they are likely to have ease time while teaching the student. The educators and the students need to come up with the rules of class. Rules and regulation in the classroom will ensure that the students are aware of what is expected of them by the teachers. Every time the appreciates the student meeting the expectation, for example answering a question by raising a hand, maintaining eye contact and listening carefully will encourage the student to repeat again and again. Whenever the students are rewarded in the class by their teacher, they will compete to ensure that they gain the reward again. The type reward that is promotion encourage the students since they want to have as many dots as possible to have box appreciation. In the research showed that the students who were given reward showed positive changes anytime in the class.
Participants and setting
A total of 50 students, (30 males and 20females) attending senior high located southern part of the town, participated in this study all students were Americans. A lady teacher who was highly experienced in teaching having taught for about fifteen years together with four university students taking psychology adopted the convenient sampling method during the research. The procedures were implemented by the teacher together with the students from the university. The subjects randomly selected the students who were to fill in the questionnaires. The selected students were taken for training on how to fill int questionnaires and how to analyze the effect of rewards to students in the class. The four university students conducted the training in 30 minutes. The teachers introduced the statement of the problem to the university students. The teacher said the students participation in class has improved since she introduced the reward system in the class. Some of the positive behaviors that had to improve were raising a hand in the class, facing the teacher and maintaining eye contact with the teachers. The teachers told the other four university students that she has been using stickers and the one who makes to ten gets a reward box. The students were the observers of the class events and were considered advanced enough to report their behaviors appropriately. The class hosted 50 students. Each student had his desk. The desks were arranged well in 5 column and ten rows facing the blackboard and the teachers desk.
Stickers or dots which were to put on the student's reinforcement, a printed questionnaire that was to filled by the students from the university. The questionnaire was in the form of class list where all the students name was there. The questionnaire was to provide data that was no use in drawing the graphs and charts. The stickers were as many as possible to ensure that all the students we able to the stocker any time there was a positive respond. Treasure boxes were to be given to students who attain ten stickers. The treasure boxes needed to be not as many as the dot to enable any students who got ten dots. The four psychology students from the university had pens to fill in the questionnaire.
Experiment design and procedure
An A-B-A-Withdrawal design was used to evaluate the effects of the rewards in the classroom participation by the students. After consultation, the teachers to together with the psychology students decided to decline the implementation with a brief withdrawal of the treatment. An empirical case study, which involved a baseline, A-phase, and intervention, or B was used to determine the intersection. The teachers with her team used a typical procedure to measure the effects of the rewards to the students. The procedure took nine days to come up with the results. The psychology students used the pens and the class list (Malik & Butt, 2016). The teacher could enter the class together with the university students t...
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