New teachers — and experienced ones too — can find ideas here on how to stop disruptive behavior before it begins.
In the 1950s, psychologists Jacob Kounin and Paul Gump discovered a curious side effect of discipline: If a student was being disruptive and the teacher responded with strict disciplinary measures, the student might stop — but other students would start exhibiting the same misbehavior. Kounin and Gump called this the “ripple effect,” and it demonstrated that efforts to control a classroom can backfire.
“The teacher who is interested in controlling ripple effects can generally do so best by giving clear instructions to the child rather than by exerting pressure on him,” Kounin and Gump wrote.
Decades later, classroom management is still a thorny issue for teachers. Nearly half of new teachers report that they feel “not at all prepared” or “only somewhat prepared” to handle disruptive students, in part because the average teacher training program devotes just eight hours to the topic, according to a 2014 report from the National Council on Teacher Quality. This lack of training comes with a cost, as teachers report losing 144 minutes of instructional time on average to behavioral disruptions every week, which comes out to roughly three weeks over the course of a year.
Recent research confirms what Kounin and Gump discovered decades ago. A 2016 study found that while negative attention—reprimands like “Stop chitchatting!”—may temporarily stop misbehavior, students eventually became more likely to engage in disruptive behavior. Students in the study felt disengaged, had difficulty concentrating, and weren’t able to effectively regulate their thoughts and emotions — a vicious cycle that “actually amplifies students’ inappropriate behavior,” the study authors explain.
Find the full article here: 8 Proactive Classroom Management Tips for New Teachers | Edutopia