Teacher Blog Critique: Parenting Styles And Teaching Style

1362 Words 6 Pages
Assignment 1 – Teacher Blog Critique
A controversial subject debated among teachers is acknowledging and encouraging good behaviour with rewards. Bunyi (2011) addresses this idea in her blog, in which she chooses not to promote extrinsic rewards within her classroom, and relates her viewpoint to the similarities between parenting styles and teaching styles. Bunyi writes that if you do not manage your own child’s behaviour using bribes or stickers, then you should apply the same notion in the classroom. This method is contradicting to the classic behaviourist approach, in which emphasis is placed on the use of extrinsic reinforcements to stimulate student’s task engagement. Duchesne and McMaugh (2016) support Bunyi’s viewpoint stating that extrinsic
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Alber (2012) discusses this idea affirming that, “bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students” (para. 15). Alber and I both hold the same viewpoint on this matter. It is always better to over plan than under plan. If the structure of the lesson is visibly outlined and the teacher’s instruction is understandable, consequently, children should be willing to attend to the lesson. The achievement of a child’s learning is dependent on their level of interest and the relevance and meaningfulness of the lesson, so when students are disengaged it can lead to behavioural outbursts (Duchesne and McMaugh, 2016). Furthermore, boredom and frustration can also arise if tasks are too simple or difficult to achieve, hence, planning achievable lessons will build on a child’s confidence and self-regulation. All of these are key considerations can lead to many desirable outcomes and improve overall classroom management. Obviously, the teacher can only successfully drive this implementation. As the facilitator of the …show more content…
She further states, “if I want them to behave in a responsible manner, even at seven years old, I have to give them responsibility. They have to be trusted. By giving up control, I actually gain more of an organised and structured classroom environment. Students know what is expected, and they rise to the occasion” (2014, para. 7). Forming classroom expectations with the students is a great way for the class to fathom what is and is not accepted of them and others and not just the teacher. The advantage of establishing and communicating expectations from the beginning is sometimes off-task behaviour patterns do not have the time to emerge and students are more receptive to following classroom rules (Fisher, Hoover, Mcleod, 2003). This method of managing classroom behaviour relates to the non-interventionist philosophy. This approach is guided by the belief that a teacher’s primary goal is to develop self-discipline in students through the establishment of rules, rights and responsibilities (Duchesne and McMaugh, 2016). Though similar to the interventionist approach, Roger’s work focuses more on the weight of the student’s role and accountability in managing behaviour and allows for a greater degree of autonomy (Duchesne and McMaugh,

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