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【Abstract】 The passage mainly talks about how to train the students?? self?management and reinforcement in the classroom in a school, where the students cannot control themselves and lack the motivation of learning.
【Key words】 self?management; reinforcement; note?taking
Numerous researches have shown that students who have mastered meta?cognitive strategies usually perform better than those who have not. In order to enable the students with learning difficulty(LD) to improve their English, the author conducted an experimental study by means of interventional research on students with LD. The study which lasted sixteen weeks adopted O??Malley and Chomot??s CALLA model and some other models to train the students?? meta?cognitive strategies.
When teaching, the author found the students couldn??t control themselves in class some students were too noisy, so the author first cultivated the students?? self?management and reinforcement, told them to sit quietly to listen to others carefully and to show respect for others and themselves; gave them marks according to their behavior in class. Some specific actions were taken according to the book Effective Classroom Management (Carlette, J.H.2004) but in fact, during those weeks, the author couldn??t completely cultivate them and make every student manage themselves. Reinforcement was not good enough to some of the students because they weren??t moved by the author??s words. Some of them didn??t care of praising or punishing, while some were praised by my words and changed a little.
In order to cultivate the students?? self?management, the author read the book Effective classroom management: models and strategies for today??s classroom. And author did as the book said. In the book Emmer Evertson and Anderson (1980) found that better classroom managers: Analyzed the classroom tasks. Monitored student behavior. Took the student??s perspective.
Evertson studied the behavior of effective junior high classrooms as well. Researching with Emmer (Evertson & Emmer, 1982), Evertson found that better managers: Explained rules and procedures. Monitored student behavior. Held students accountable. Communicated effectively. Organized instruction.
Jere Brophy, also, has researched the topic of classroom management for over?twenty?five years. His research indicates that the crucial classroom management skills involve planning, organizing and maintaining a learning environment in which students are engaged in productive activities. Brophy (1988) stressed that the main concern of teachers should be on the quality of instruction rather on the ability to exert control over students. Therefore, according to Brophy, to be effective managers, teachers must have prepositional knowledge, procedural knowledge and conditional knowledge. According to Jones& Jones(2001), there are three basic consequences of behavior: Behavior followed immediately by a reward (reinforcement) will occur more frequently.
Behavior followed closely by a punishing consequence will occur less often.
Behavior will be extinguished (stopped) when it is no longer reinforced.
Reinforcement is a powerful tool used to teach new behavior and change current behaviors and is the foundation of Skinner??s operant conditioning (Zirpoli & Melloy, 1997). Reinforcement leads to an increase in behavior; Extinction is the cessation of a particular behavior resulting from a lack of reinforcement (Whitman & Whitman, 1971). Reinforcement and extinction consist of phenomena but should not be confused with punishment, whereas extinction consists of withholding a rein forcer after a behavior is displayed; punishment involves the application of negative consequences for inappropriate behavior. Thus, when confronted with inappropriate behavior a teacher has three choices:
Rewarding appropriate behavior in order to increase the chances the desired behavior will occur again.
Ignoring the inappropriate behavior in hopes of extinction.
Punishing the child for inappropriate behavior.
According to the theory the author read, the author transformed herself into a teacher who viewed the classroom through the child??s eyes. At the beginning, the author was angry about the students?? talkative action and some students?? ignoring learning. Gradually the author understood the students and was no longer angry. The author made a plan to cultivate the students?? self management step by step and used reinforcement to praise or ignore or punish some students. The author explained rules and procedures and made some instructions in order to make them manage themselves
During this period, the author still continued to help them memorize new words and phrases. Because of their small vocabulary, the author had to enlarge their vocabulary. To cultivate their note?taking habits, the author had to repeat many times. The detailed ways are as follows:
※Read and explain words and phrases in the text.
※Ask the students to underline main phrases in the text.
※Sum up them on the blackboard.
※Write the phrase on a piece of paper to let them translate.
※Let them look for the phrases from the text.
※If one student couldn??t do it correctly, let another student do it.
※Then let the first student say it again until he or she could say it correctly. ※At the beginning of each class, we had a dictation about we learned in the last class.
※Every day let the students sum up at least 10 phrases and wrote them.
※Praise the students who acted well.
※Call the students who poorly behaved.
※Ignore some students?? behavior, sometimes.
※Ask them the reason why they behaved badly after class.
※Change the author??s face according to the students?? behavior.
※Stare at the students who acted badly until they stopped talking.
All in all, during this period, the author mainly cultivated the students?? self?management and reinforced their behavior in class, specifically, in memorizing new phrases note?taking. Till then, most of the students had made progress, while fewer hadn??t. It was a long way to go teaching in class full of LD tudents. The author pridected it could be better if the research had been done in primary school.
Reference:
[1]Brophy, J. E. (1988). Educating teachers about managing classrooms and students. Teacher and Teacher Education, 4, 1-18.
[2]Carlette, J. H. (2004). Effective classroom management: models and strategies for today??s classroom. Pearson Education, Inc., Upper Saddle River, New Jersey.
[3]Emmer, E., Evertson. C., & Anderson, L. (1980). Effective management at the beginning of the school year. Elementary School Journal, 80,219-231.
[4]Evertson, C., & Emmer, E. (1982). Effective management at the beginning of the school year in junior high classes. Journal of Educational Psychology, 74, 485-498.
[5]Jones, V. F., & Jones, L. S. (2001). Comprehensive classroom management (6th ed). Boston: Allyn & Bacon.
[6]Whitman, M., & Whitman, J. (1971). Behavior modification in the classroom. Psychology in the Schools, 8, 176-186.
[7]Zirpoli, T. J, & Melloy,K.J. (1997). Behavior management: Applications for teachers and parents (2nd ed). Upper Saddle River, NJ: Merrill/ Prentice Hall.
【Key words】 self?management; reinforcement; note?taking
Numerous researches have shown that students who have mastered meta?cognitive strategies usually perform better than those who have not. In order to enable the students with learning difficulty(LD) to improve their English, the author conducted an experimental study by means of interventional research on students with LD. The study which lasted sixteen weeks adopted O??Malley and Chomot??s CALLA model and some other models to train the students?? meta?cognitive strategies.
When teaching, the author found the students couldn??t control themselves in class some students were too noisy, so the author first cultivated the students?? self?management and reinforcement, told them to sit quietly to listen to others carefully and to show respect for others and themselves; gave them marks according to their behavior in class. Some specific actions were taken according to the book Effective Classroom Management (Carlette, J.H.2004) but in fact, during those weeks, the author couldn??t completely cultivate them and make every student manage themselves. Reinforcement was not good enough to some of the students because they weren??t moved by the author??s words. Some of them didn??t care of praising or punishing, while some were praised by my words and changed a little.
In order to cultivate the students?? self?management, the author read the book Effective classroom management: models and strategies for today??s classroom. And author did as the book said. In the book Emmer Evertson and Anderson (1980) found that better classroom managers: Analyzed the classroom tasks. Monitored student behavior. Took the student??s perspective.
Evertson studied the behavior of effective junior high classrooms as well. Researching with Emmer (Evertson & Emmer, 1982), Evertson found that better managers: Explained rules and procedures. Monitored student behavior. Held students accountable. Communicated effectively. Organized instruction.
Jere Brophy, also, has researched the topic of classroom management for over?twenty?five years. His research indicates that the crucial classroom management skills involve planning, organizing and maintaining a learning environment in which students are engaged in productive activities. Brophy (1988) stressed that the main concern of teachers should be on the quality of instruction rather on the ability to exert control over students. Therefore, according to Brophy, to be effective managers, teachers must have prepositional knowledge, procedural knowledge and conditional knowledge. According to Jones& Jones(2001), there are three basic consequences of behavior: Behavior followed immediately by a reward (reinforcement) will occur more frequently.
Behavior followed closely by a punishing consequence will occur less often.
Behavior will be extinguished (stopped) when it is no longer reinforced.
Reinforcement is a powerful tool used to teach new behavior and change current behaviors and is the foundation of Skinner??s operant conditioning (Zirpoli & Melloy, 1997). Reinforcement leads to an increase in behavior; Extinction is the cessation of a particular behavior resulting from a lack of reinforcement (Whitman & Whitman, 1971). Reinforcement and extinction consist of phenomena but should not be confused with punishment, whereas extinction consists of withholding a rein forcer after a behavior is displayed; punishment involves the application of negative consequences for inappropriate behavior. Thus, when confronted with inappropriate behavior a teacher has three choices:
Rewarding appropriate behavior in order to increase the chances the desired behavior will occur again.
Ignoring the inappropriate behavior in hopes of extinction.
Punishing the child for inappropriate behavior.
According to the theory the author read, the author transformed herself into a teacher who viewed the classroom through the child??s eyes. At the beginning, the author was angry about the students?? talkative action and some students?? ignoring learning. Gradually the author understood the students and was no longer angry. The author made a plan to cultivate the students?? self management step by step and used reinforcement to praise or ignore or punish some students. The author explained rules and procedures and made some instructions in order to make them manage themselves
During this period, the author still continued to help them memorize new words and phrases. Because of their small vocabulary, the author had to enlarge their vocabulary. To cultivate their note?taking habits, the author had to repeat many times. The detailed ways are as follows:
※Read and explain words and phrases in the text.
※Ask the students to underline main phrases in the text.
※Sum up them on the blackboard.
※Write the phrase on a piece of paper to let them translate.
※Let them look for the phrases from the text.
※If one student couldn??t do it correctly, let another student do it.
※Then let the first student say it again until he or she could say it correctly. ※At the beginning of each class, we had a dictation about we learned in the last class.
※Every day let the students sum up at least 10 phrases and wrote them.
※Praise the students who acted well.
※Call the students who poorly behaved.
※Ignore some students?? behavior, sometimes.
※Ask them the reason why they behaved badly after class.
※Change the author??s face according to the students?? behavior.
※Stare at the students who acted badly until they stopped talking.
All in all, during this period, the author mainly cultivated the students?? self?management and reinforced their behavior in class, specifically, in memorizing new phrases note?taking. Till then, most of the students had made progress, while fewer hadn??t. It was a long way to go teaching in class full of LD tudents. The author pridected it could be better if the research had been done in primary school.
Reference:
[1]Brophy, J. E. (1988). Educating teachers about managing classrooms and students. Teacher and Teacher Education, 4, 1-18.
[2]Carlette, J. H. (2004). Effective classroom management: models and strategies for today??s classroom. Pearson Education, Inc., Upper Saddle River, New Jersey.
[3]Emmer, E., Evertson. C., & Anderson, L. (1980). Effective management at the beginning of the school year. Elementary School Journal, 80,219-231.
[4]Evertson, C., & Emmer, E. (1982). Effective management at the beginning of the school year in junior high classes. Journal of Educational Psychology, 74, 485-498.
[5]Jones, V. F., & Jones, L. S. (2001). Comprehensive classroom management (6th ed). Boston: Allyn & Bacon.
[6]Whitman, M., & Whitman, J. (1971). Behavior modification in the classroom. Psychology in the Schools, 8, 176-186.
[7]Zirpoli, T. J, & Melloy,K.J. (1997). Behavior management: Applications for teachers and parents (2nd ed). Upper Saddle River, NJ: Merrill/ Prentice Hall.