Reflective Teaching

 

Applying mandated models of discipline in schools makes it difficult for teachers to handle the increasing problems of troublesome student behavior in class. An example of this model is the behaviorist method which makes it hard for teachers to control their student’s behavior. Such models of discipline take away the opportunity for teachers to think reflectively about how to manage a class (Ashton & Urquhart 1988). It also reduces the chances of teachers engaging in reflective practice. Reflective teaching is based on the rational consideration of the suitable action that should be taken. This is based on an individual’s belief about the purposes of education and the prospective and actual outcome of the action. Two concepts of teaching include technical conception which follows the behaviorist approach mandate and the professional conception which follows reflective practice. The technical concept of teaching does not recognize the professional demands of teaching which include making deliberate decisions on whether or when to use specific skills. It calls for teachers to handle all the behaviors with the same methods.

Technical conceptions of teaching make teachers spend half of their time dealing with troublesome behavior. This is because the teacher has no right to go beyond the mandated methods of discipline which tends to lag the whole classroom behind because she cannot control her class and students effectively. These concepts also fail to consider that students have different needs and some require special needs (Luciano). The objective of reflective practice is understanding that situations of practice are not problems that need to be solved but situations that are problematic and are characterized by insecurity, disorder, and indefinity. Such situations cannot be solved by mandated methods that have been put down despite the specified situation. Contrary to technical concepts that are confined to a particular method of solving different behaviors and situations, a reflective institution has to put more attention to the conflicting values and purposes.

Developing a learning classroom environment is a political and moral process. When the district mandates the behavioral systems, it reduces it to a technical problem and complicates the ethical consequences of imposing a controlling association on the teacher and the student. The failure of teachers to realize the fundamental association between classroom management and the subject matter is explained by studies that show that during the teachers’ first stages of professional development they focus on survival (Ashton & Urquhart 1988). They then move to students and then to the subject matter. Authorizing a behavioral approach about classroom management extends the separation of the subject matter concerns and the management concerns. All the psychological models of academic motivation fail to consider the subject matter content. Either based on behavioral or cognitive foundation, motivation theories fail to consider the role in which the specific factors of the subject matter may have in making the student more interested, enthusiastic, and committed to learning. Psychological theories that create the foundation of teacher education do not recognize that students are interested in the subject matter to create fewer behavior problems compared to a student who is bored and frustrated. Districts should empower their teachers to generate interesting curriculum experiences and those that fit their students to reduce classroom control problems.

According to (Luciano), a classroom should have an effective classroom manager for students to exhibit good behavior and also be motivated to learn without being disruptive. The teacher who is the classroom manager should have an assertive voice which makes the students have confidence in her and take her seriously. The teacher should have high expectations of the behavior of the student, expecting them to behave appropriately. They should have an effective discipline plan that is balanced for each student. Teachers should teach the students the necessary behaviors required to succeed in-class activities. They should be able to motivate students to follow directions and most importantly they should build relationships with the students. For the benefit of the student, an effective classroom manager should be able to ask for support from parents and administrators. I am a Spanish teacher in high school and through my experience, being an effective classroom manager includes embracing these characteristics for you to be impactful. When teachers are allowed to act freely and showcase these characteristics, it benefits the student and their behavior which is something that I have experienced.

The procedure of the behavioristic approaches makes teachers ignore the unique and diverse perceptions symbolized in the different personalities of the students.  To value student individuality, a reflective approach helps to discover new insights into the students learning with the assistance of the teacher (Ashton & Urquhart 1988). This approach will help teachers to make new sense of a situation where a student has a unique character. This cannot be possible when a teacher is forced to treat a student with programmed outcomes despite differences in the purposes that underlie those behaviors. A reflective approach will help the teacher to respond and treat each case as unique. It acts as a sensitization for teachers to help students to discover and reward the differences among the students. Rewarding the student acts as a motivation to the student which improves their confidence. Reflective teaching requires that the teacher works closely with the student in their subjects to be able to find their purpose in the world.

This approach will enable the teachers to give the students undivided attention and this will help them recognize their unique and different personalities (Luciano). Showing concern and empathy to the students will help them feel comfortable around the teacher and this will help in building the trust teacher-student relationship. Students learn how to become self-managed themselves and perform duties by themselves and with less monitoring from the teacher. When students learn that they are valued as individuals and that someone believes in them, they embrace self-management.

Behavioristic approaches encourage teachers to link the behavior of students to internal causes rather than to the teacher’s instructions, curriculum materials, or according to the institution (Ashton & Urquhart 1988). School systems tend to blame students for classroom disruptions and not question whether their practices are right. Issues about collapsing buildings, torn textbooks, frightened teachers, and principals are not dwelled upon. School systems practicing the behavioral approach control the student’s behavior. The focus of change for this approach is narrowly restricted to the student. On the other hand, the reflective approach liberates the student’s intelligence. There is a need for the issues that are facing the student to be listened to, to know exactly what needs to be done. The reflective approach is open to including parents, administrators, the school, and the society to help determine what the focus for change is (Luciano). In terms of motivation for students to be successful in school, parents offer the most support. The administration collaborates with the teacher to ensure that the students are on their right behavior.

 

 

 

 

 

References

Ashton, P., & Urquhart, C. (1988). Detrimental Effects of Mandated Models of Discipline on the

Practice of Reflective Teaching.

 Luciano N.E. Lee Canter's Assertive Discipline