In general, classroom management and behavior remain the major concerns of all education professionals. At the same time, for efficient classroom management, it is essential to understand the development of children and adolescents and the factors that impact the occurrence of particular behavioral patterns (Shepherd & Linn, 2014). The theories of behaviorists and developmentalists are specifically essential for the explanation of the basic principles of children’s development and behavior, and their understanding helps manage inappropriate behavior or substantially improve it in the future. These theories include “classical conditioning, operant conditioning, social cognitive theory, ecological systems theory, sociocultural theory, and moral development theory” (Shepherd & Linn, 2014, p. 3). They explain how response or behavior is stimulated and what factors determine the formation of children’s behavioral patterns through different stages of their development.
In my current classroom practice, I use several theories, including the theory of operant conditioning, social cognitive theory, sociocultural theory, and moral development theory. This means that I aim to create a comfortable atmosphere in the classroom to create the association between learning activities and students’ pleasurable experiences that determine positive behavior. In addition, if a group of children is motivated by the environment, others will learn from them. At the same time, I understand that cultural, social, and personal values and beliefs impact children’s behavior, and they should be considered for efficient classroom management.
In general, the use of theories for the creation of a classroom behavior plan provides a multidimensional approach to behavior and the ways of its correction if necessary. They state that behavior is not connected merely with observations – it is formed by multiple social, cultural, religious, and personal norms and expectations (Shepherd & Linn, 2014). That is why a competent educator should understand that behavior is inevitably reinforced; however, due to different impacts, students cannot be treated equally. Thus, as a teacher, in my plan, I will consider the sources of students’ motivation to know what kind of reinforcement to use for their academic progress.
Shepherd, T. L., & Linn, D. (2014). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. SAGE Publications.