Personal Platform
Fundamental Needs, Rights, and Responsibilities of Teachers and Students
Learning occurs when the rights, needs, and responsibilities of both teachers and students are respected in the classroom setting. The teacher’s primary needs are opportunities for learning and growth, a respectful working environment, and collaboration with colleagues to enhance learning. Their rights include but are not limited to fair compensation, freedom of expression, and protection against discrimination (Bronson, 2000). Teachers also have a responsibility to continually update their teaching methods to meet the evolving needs of their students.
Learners also have specific needs and rights that must be fulfilled for knowledge transfer to be achieved. Students need access to quality educational resources, a safe learning environment, and respect for their diverse backgrounds. They have a right to freedom from discrimination and bullying, the right to be protected from harmful punishments, and the right to express themselves (Roberts et al., 2011). Learners also have a responsibility to attend classes regularly, participate in learning activities, adhere to all school rules, and respect their teachers and peers.
Children Learning
This study holds the belief that learning in children is multifaceted and depends on numerous factors. It involves a combination of social, emotional, and cognitive processes that are needed to construct the knowledge. As they engage with peers, teachers, and their natural environment, they can construct knowledge (Bronson, 2000). Teachers must, therefore, understand the student’s experience and develop learning opportunities that encourage exploration, hands-on experimentation, and inquiry.
Perception of School’s Key Functions
Schools provide a structured environment that enhances knowledge transfer and equips students with the necessary skills. There are other perceived functionalities of the school, such as fostering emotional and social growth for the learners and facilitating the transmission of cultural values (Roberts et al., 2011). For example, learners in every country are taught the ethos and values that are held sacred in their respective lands. Finally, schools are also centers that offer civic education, thus ensuring that students grow to be responsible adults.
Causes of Inappropriate Behaviors
Numerous factors, including unmet needs and expectations, contribute to inappropriate behavior among students. For example, when they undergo unreasonable punishment, they may develop inappropriate behavior as a defense mechanism. Social influence and peer pressure in the school environment may lead learners to adopt inappropriate behavior (Roberts et al., 2011). Furthermore, frustration, academic challenges, and the family environment may impact students’ well-being. Finally, students may desire attention, and autonomy may lead to inappropriate behavior.
Teacher’s Role in Guiding Children’s Behavior
Teachers play a significant role in ensuring that students exhibit the correct behavior and meet their educational needs. The foremost role is to set clear expectations and rules that serve as a guide to the students. Secondly, they offer individualized support to students in modeling appropriate behavior techniques (Roberts et al., 2011). The guidance and counseling department incorporates aspects of well-being to ensure that students receive both emotional and social support.
Theoretical Base
Humanist Approach for Behavioral Management in the Classroom
The humanist approach is an effective model for behavioral management in the classroom. Its major objective is to set a conducive environment where learners feel that they are appreciated, and teachers also feel that they are appreciated. The approach is rooted in the humanism philosophy, which underscores the individual student’s intrinsic worth and potential. Consequently, teachers who leverage this approach focus on self-actualization and personal growth.
According to the findings by Brewster and Fager (2000), student motivation forms the basis for learning. Social interactions and relationships form the basis for understanding students and ensure that they are aware of their strengths and weaknesses, thereby enhancing individualized learning (Centre for Education Statistics and Evaluation [CESE], 2020). The primary focus of the humanist approach is respect for individuality and fostering a positive teacher-learner relationship.
The humanist approach fosters the development of strong relationships between teachers and learners, thereby creating an effective learning environment for both parties. Collaboration is facilitated through the use of the model, and when learners work together with teachers, learner-centered learning is more likely to be achieved, thereby enhancing knowledge transfer. Forming relationships involves numerous steps that help the teacher understand the student’s needs and rights, and therefore create a conducive environment to facilitate learning (Roberts et al., 2011). The relationships created in line with the selected approach facilitate peer tutoring, scaffolding, respect for diverse perspectives, reflection, dialogue, and the zone of proximal development, where students are placed in scenarios that require them to stretch their reasoning and learn.
Focus on the Inner Thoughts, Feelings, Emotions, and Psychological Needs of Learners
The learning approach is guided by the philosophy that learners are not directly taught, but rather, effective learning is achieved by creating a conducive environment. Carl Rogers, one of the proponents of the humanist approach, offered three prongs: facilitating effective learning, being listened to and understood, being seen in unconditional regard, and practicing openness and self-disclosure (Bronson, 2000). According to the approach, it is only when the teacher understands the learner’s weaknesses and strengths that they are able to design an adequate zone of proximal development. If they have yet to create a substantive relationship, they may not be in a position to understand their feelings and emotional needs (Centre for Education Statistics and Evaluation [CESE], 2020). The bond between the teachers and the learner is directly proportional to the learning outcome.
The theoretical base offers distinct categories of relationship building that assist in the learning process. The categories include but are not limited to the initiative, knowledge of others, empathy, patience, conflict management, and logistics, all of which assist in streamlining the learning process (Office of the Minister & Welford, 2008). Teachers have to take the initiative to make the first move in developing the relationships that form the prerequisite of the learning process. Relationships may be built by smiling at the learners, offering a warm handshake, and being involved but not being intrusive.
Once the relationship has been built, the learners will be free to offer feedback as the learning progresses. Findings by Brewster & Fager (2000) prove that feedback plays a critical role in promoting students’ outcomes as they will have better learning. Students who give feedback are 80% more likely to have better learning outcomes compared to those who are not giving feedback (Bronson, 2000). Further, the teacher’s ability to listen and react to the student’s concerns is likely to create a conducive learning environment.
The approach not only applies to the teacher-student relationship but also to peers. In the social realm, Haim Ginnot, a proponent of the humanist approach, argues that knowing learners at their best and their worst is instrumental in helping them achieve their goals (Florez, 2011). When the teacher makes an effort to know the students by name, they will identify their behavioral patterns, interests, sensitive nature, academic needs, and the environment they best adapt to the changes.
As a result of the knowledge of behavioral patterns and what the students expect, teachers will be able to use the available information to inform practice and fulfill the needs of the students. For example, if the closeness between the teacher and the students reveals that the students have an academic weakness, the facilitator may collaborate with other stakeholders to help the learner (Roberts et al., 2011). A teacher must create meaningful relationships with the learners to be in a position to understand the learner’s challenges and, therefore, be able to offer customized solutions.
Relationships and Effective Communication
Effective communication is fundamental for the transfer of knowledge to be effective. For example, in the case study where the learners were playing with an imaginary ball, the way teachers handled the situation proved that relationship and positive communication are not only crucial to enhancing positive behavior but also to creating a conducive learning environment. The teacher who had a positive relationship with the learners took the imaginary ball and placed it in the pocket, and communicated effectively, hence promoting positive behavior (Florez, 2011). According to the theory, students are treated as delicate individuals who must be prepared in advance before they can concentrate and understand any academic content instilled into them.
Professionalism is one of the main expectations stakeholders in the education sector have for teachers. As the teachers create positive relationships with the learners, the constructivist theory of learning underpins professionalism as the principal attribute that makes learning take place. Patience is an essential element in building relationships and helps the teacher remain calm, regardless of the situation. Modeling a high standard of behavior can only be possible if the teacher is patient with the students with whom they have developed better relationships (Durrant, 1995). It is the role of the teacher to understand the student’s behavior and use personal tricks to ensure that they comply with the laid-down rules.
The theory lays the cornerstone for promoting positive behavior, which is fundamental for enhancing learning. If the children are disciplined and follow the school rules, they will spend most of their time in classes, and effective learning will be achieved. Conflicts and grudges can affect learning, as learners need to be in the right state of mind. Social constructivism, therefore, helps teachers set clear expectations by explaining to students what is expected of them in terms of collaboration, respectful communication, and peer interaction (Roberts et al., 2011). As students view their teachers as a source of support, they will follow the teacher’s instructions through teacher modeling.
Positive reinforcement is a motivation that is given to the learners whenever they depict positive behavior. When students are offered positive reinforcement in response to positive behaviors, they are more likely to exhibit better behavior in the future (Office of the Minister & Welford, 2008). According to the theory, when there is a positive relationship, teachers will understand the students’ likes and provide positive reinforcement that the children find most appealing, thereby motivating them to behave better.
Humanist Approach to Embracing Diversity in Classrooms
Typical classrooms are comprised of students with diverse needs and backgrounds. The teachers must create not only a respectful but also an inclusive environment to ensure that all the learners can learn regardless of their unique personalities. Positive relationships are the only way to ensure that the environments are created because the teachers will understand the likes and interests of the students (Bronson, 2000).
One of the causes of unacceptable behavior in the classrooms is when the expectations are not clear. However, when positive relationships are established, teachers help make the learners understand all the rules and what is expected, thereby creating a conducive environment for learning. Relationships also help teachers understand the diverse needs of learners, enabling them to incorporate these needs into their teaching.
Recommended Practices
Knowledge transfer and practical learning are facilitated when the classroom environment is conducive, meeting the needs of both learners and teachers. Both teachers and learners must collaborate to ensure that both the learners and the educators meet all the learning expectations. Since the humanist approach focuses on the intrinsic potential and emotional well-being of learners, teachers must foster positive relationships with students. I will therefore leverage the humanist’s approach to develop meaningful relationships with students, ensuring that their unique needs are understood and addressed. I therefore recommend three categories of strategies that will help make the classroom conducive, prevent disruptive behavior, and improve interaction with other stakeholders.
Establishment of an Effective Class
Setting clear expectations serves as a motivation factor and helps create a sense of ownership. At the start of every class, I will engage learners in setting goals, establishing expectations, and outlining what is needed to achieve them. For example, if the learners expect to pass their exams, they are expected to attend classes and engage in the learning process as proposed by Durrant (1995). When both students and teachers participate in creating expectations, positive behavior is more likely to be achieved, as it is a prerequisite for success.
An engaging curriculum and positive relationships are crucial for fostering meaningful engagement between a teacher and a student, thereby facilitating effective learning. In line with the humanist approach, students can create knowledge when they interact effectively with their environment and with others. I will therefore implement a curriculum that is engaging, using practical lessons where learners can relate the classwork to real-world experiences. Furthermore, the positive relationship enables learners to engage with teachers, facilitating effective learning (Bronson, 2000). I will also ensure that the curriculum is revised periodically to incorporate emerging trends and issues in the dynamic contemporary education sector.
Classroom layout is a crucial factor in the learning process because it can either facilitate or hinder disruptions in the classroom. One of the most effective strategies I will use to improve learning is to arrange the physical classroom in a way that minimizes distractions. For example, when the lesson supports peer learning, students will be made to face each other for fruitful discussion forums. Furthermore, I will also establish clear communication strategies, such as asking questions one at a time to avoid distractions, in line with the findings by Brewster & Fager (2000). I will also establish classroom procedures and routines to ensure that learners are aware of the consequences of their actions.
Strategies to Prevent Disruptive Behavior from Occurring
In the classroom, where learners from diverse backgrounds interact, some elements may propagate disruptive behavior, which may jeopardize the learning process. Positive reinforcement is one of the most effective tools that I will use to promote positive behavior and discourage misbehavior among the learners. For example, after I establish positive relationships and understand what the learners love most, I will use their favorite materials as reinforcements to motivate them to embrace positive behavior. Consequently, the learners will display positive behavior and avoid disruptive ones to get the award (Durrant, 1995). Unlike traditional methods of punishment, positive reinforcement will also foster positive relationships, making learning more effective.
I will leverage differentiation because it is a unique strategy in the learning environment where learners are given different instructions to meet their levels of understanding. When more support is provided to struggling students, they are likely to appreciate the additional effort, and disruptive behavior will decrease. Treating diverse learners equally may lead to some being secluded due to their diverse needs, which can be a prerequisite for disruptive behaviors (Bronson, 2000). I will, however, ensure that I use the strategy after having a thorough understanding of the unique needs of the learners and address them in the lesson procedures. The differentiation strategy is also supported by the humanist’s approach, where a positive relationship enables the teacher to understand the unique needs of each student and work with them to overcome any causes of disruptive behaviors.
Conflict among the students is one of the causes of disruptive behavior. As learners interact with each other, conflicts tend to arise, but if they are not resolved amicably, they escalate into disruptive behaviors, which can negatively impact the lessons. The strategy I will use to curb this source of disruptive behavior is to teach learners conflict resolution, enabling them to resolve conflicts (Brewster & Fager, 2000). Furthermore, I will foster socio-emotional learning, such as self-control, self-regulation, and self-awareness, which helps learners coexist peacefully and overcome conflicts and disruptive behavior. I will dedicate one lesson to teaching life skills and conflict resolution, which is likely to help overcome disruptive behavior and create a conducive environment for learning.
Response to Disruptive Behaviors
Whole Class and Individual Management Strategies
Although strategies have been implemented to prevent disruptive behaviors in the classroom setting, loopholes may still exist that allow them to occur. There should be a backup strategy to ensure that any disruptive behavior is addressed effectively. Numerous disruptive behaviors are prevalent in the contemporary world and must be addressed effectively to ensure that learning is not affected (Durrant, 1995).
To that end, I will develop an individualized behavioral plan to address all behavioral issues in the contemporary classroom. While there may be rules affecting the whole class, every student may be subjected to a different punishment based on the intensity of the mistake committed (Office of the Minister & Welford, 2008). I will also ensure consistency when responding to the entire class, because administering different punishments for similar mistakes may demoralize students and lead them to engage in disruptive behaviors, thereby jeopardizing their learning.
Strategies for Working Effectively with Parents and Caregivers
Parents and caregivers play a crucial role in addressing disciplinary issues among students. I will develop regular communication through emails, calls, and invitations to behavioral conferences when the learners are taught the importance of discipline in the school setting. During the conferences, I will share both negative and positive developments concerning the children’s discipline.
Furthermore, I will involve parents in the day-to-day administration of disciplinary seminars at the school. When the parents, guardians, and caregivers are involved, it will be possible for all the learners to embrace discipline and avoid all forms of disruptive behavior (Brewster & Fager, 2000). Consequently, a conducive learning environment will be created, and knowledge transfer will be achieved in the long run.
Role of External Professionals and Community
Schools do not exist in isolation and need cooperation from the community and professionals to instill discipline and positive behavior. For example, when the school administration invites successful professionals to talk to students about the importance of adopting positive behaviors, it is likely to help them embrace positive behaviors and avoid negative ones (Florez, 2011). Based on the relationships that teachers establish with learners, unique behavioral needs will be identified, and relevant professionals, such as counselors, will be invited to assist the learners. Based on the humanists approach and the available literature, I will normalize inviting professionals to assist in modeling the behavior of the learners.
Conclusion
A positive and effective learning environment must be created to facilitate knowledge transfer in the classroom. The co-constructivist theory is an essential model for ensuring that learning is achieved in secondary schools. The theory is underpinned by the philosophy that learning occurs when there is a positive interaction between learners and their natural environment. Developing positive relationships helps teachers develop a personalized approach towards behavior and enables them to be resilient for effective learning.
References
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Northwest Regional Educational Laboratory.
Bronson, M. B. (2000). Recognizing and Supporting the Development of Self-Regulation in Young Children. Young Children.
Centre for Education Statistics and Evaluation [CESE]. (2020). What works best: 2020 update.
Durrant, M. (1995). Creative strategies for school problems: Solutions for psychologists and teachers. WW. Norton
Florez, I. R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66(4), 46-51.
Office of the Minister, & Welford, R., Better behavior better learning: Essential skills for classroom management (2008). Brisbane, Queensland; John Wiley & Sons Australia Ltd.
Roberts, E. D., Tadlock, J., & Zumbrunn, S. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium.