Classroom Management On Strategies

In the classroom setting, there have been methods developed to aid in better understanding among students. This is especially true for children with disabilities in the mainstream class. These strategies are supposed to ensure holistic discipline within the classroom setting while at the same time being sensitive to the different personalities and conditions of students within the classroom environment. While several methods have been deployed for this purpose, there are those that fail to improve learning. Here, I will evaluate the disadvantages of using three of these methods; the fidget spinner, behavior modification, and assertive discipline against their advantages.

One of these methods is the fidget spinner. A recent invention that was supposed to help improve learning in the classroom but rather than do that has been condemned for affecting the concentration of students. According to a recent report by the Washington post, fidget spinners have been banned from several schools for being distractive and causing a nuisance for the educators.

It is said that these spinners make noise in the classroom distracting another student from concentrating on the task at hand by the student spinning the gadget. In Straus’ report, there are complaints made by other students saying that doing tricks with the spinner in class is potentially dangerous if they hit another person, as well as distract others (2017).

On the contrary, there are those opposed to the notion that fidget spinners affect classroom outcomes. One of the main ideas that drove the innovation of spinners is that they help reduce anxiety and stress for users.

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In a recent study, it was found that test subjects who used fidget spinner had better levels of concentration and performance in their work. However, the study was conducted to evaluate only the immediate results, which cannot account for long-term effects such as those in the classroom. In the event, the fidget spinner is not a good option; a change in behavior might suffice. The second approach to classroom management that has more to its downside than the positive is the behavior modification approach. Behavior modification is an approach to classroom management where the teacher works to correct the development of negative behavior in students

When looking at this approach, it is notable that it is a shortsighted approach that fails to address the cause of the problem. For example, if a student has sudden behavior changes, behavior modification will work like this; the teacher will correct the student to ensure that he/she behaves as expected by either condemning the behavior or punishing the student. In this way, the approach fails to manage the cause of the problem but rather in a way suppresses the behavior for the time being. Behavior modification is, in fact, a dangerous approach for schools because it contributes to the never-ending cases of repeat offenders in schools because the system has not been conditioned to manage the cause of the problem under the excuse that it is time-consuming. However, for those who support this technique, they claim that it can instill discipline and change behavior, thus affecting performance. Additionally, it is claimed that this approach works faster because the behavior is the issue and not the individual.

If a change of behavior is not feasible, most people prefer to use assertive discipline because it is among the most studied approaches to classroom management. Assertive discipline is an approach to classroom management that gives the teacher control over the class by exerting discipline in a non-aggressive way. In this approach, the teacher has absolute power and students ought to abide by the rules (Canter, 2010). Due to its nature, one of its main disadvantages it that it strains both the student and the parent because the parent must adapt to the school’s approach in the discipline while, on the other hand, the student must toggle between the approach at home and that at school. This affects the consistency and develops into a worsened state of conflict. Additionally, the method does not allow for a cohesive and friendly relationship between the teacher and the students, thus impeding access to resources.

However, those on the supporting side argue that this approach gives the teacher the ability to prevent, control, and root out bad behavior before it affects the rest of the class. All the same, it is evident that this approach is more detrimental than constructive. In conclusion, while classroom management techniques are supposed to enhance learning and improve performance, there are those that fail to achieve this objective and end up ruining the classroom experience and affecting performance. For example, the fidget spinner, which has been championed as the best stress reliever is a big cause of destruction in the classroom setting. On the other hand, behavior change approaches fail to address long-term issues leaving room for