Free Essay Example: Young People Need Fulfillment of Basic Needs in Classroom

Introduction

Young people have different needs and are of varying natures; however, it can be noted that learning entails inculcating change in behavior. Young people are accustomed to the fulfillment of psychological well-being needs. As a result, young people have a great urge to have basic needs such as a sense of power, freedom, a sense of belonging, and having fun fulfilled (Egeberg et al., 2016). in the classroom, the various basic needs should be fulfilled. Like any other person, young people yearn to control themselves and the environment in which they live. When the needs are not fulfilled, young people become frustrated and will misbehave. Particularly, young people feel more frustrated if their power is taken away, and they feel they are not in control and lack freedom. However, if they are fulfilled, young people act appropriately. To avert the frustration, the focus on behavior rather than the person is the best approach (Egeberg et al., 2016). In this way, the young person feels cared for and gains a sense of love and belonging. Young people are very curious and will always seek to learn more about the environment in which they live. They need to gain a sense of belonging and will hence feel good when someone cares about them.

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Role of the Teacher

Teachers play a critical role in facilitating young people's needs and making sure they are met both inside and outside the classroom. In this regard, the teacher facilitates the learning process in the classroom. The teacher uses authentic learning activities to share and exchange information with students in a cooperative and respectful approach (Xhemajli, 2016). Besides, a teacher provides a suitable environment that allows the transmission of knowledge and attainment of the basic needs and fulfillment of young people's nature (Xhemajli, 2016). A student misbehaves, in an attempt to meet the needs that have not been met. Hence, a teacher acts to direct students' behavior, and in doing so, they meet their needs.

Behavior Management

The Reasons for Disruptive Behaviour

Students behave the way they do in an attempt to fulfill their basic needs. For instance, students will misbehave if they feel disrespected and are being controlled. Based on this, young people's behavior can be explained in terms of ABC analysis of behavior. According to Friedman (2001), students' behavior is best understood by looking at the events that occur before and after. While some behaviors are learned, others are triggered by certain events or conditions, and others result from the desire to obtain desired outcomes. Thus, some behaviors are learned whiles some occur without prior learning. From the ABC analysis, A stands for antecedent, B for Behavior, and C for Consequence. Antecedent explains that behavior is facilitated by an event that occurs before (Catania, 2017). Such an event makes the behavior more intense and likely to take place. The behavior can be triggered by the event occurring before or can occur automatically without triggering (Catania, 2017). Consequence explains that an event occurs in the aftermath of behavior hence affecting the future occurrences of the same behavior. Therefore, a student behaves in specific ways depending on the event that occurred previously. An example is a decrease in punishment, which may then lower the intensity of behavior.

The Complexity and Range of Student Behaviour

Behaviors among students are complex because human beings are complex human beings, and each person is different (Lewis et al., 2005). Hence what brings a sense of belonging in one person is not the same as the other. Some students respond positively to the teacher, while others respond negatively based on their liking to the teacher. Besides, the events triggering certain behaviors among different students are not similar since each is exposed to the varying environment. All these factors make the students' behavior complex and are their management.

The Outcome, Intention or Purpose of Discipline

Discipline is intended to yield adherence to a particular acceptable code of behavior (Lewis et al., 2005). A teacher hopes the students behave in specific ways that conform to the general good. However, due to their different orientation, students may exhibit contrary behavior. A teacher instills discipline to align the students' behavior to a certain orientation that conforms to the school values, mission, and culture as well as to enforce obedience (Churchill et al., 2016). As a result, the intention of discipline is not to punish but to correct.

The level of teacher control and/or coercion and a students' ability to manage their behavior

The teacher's best approach in the control of students' behavior is to mold, guide, and manipulate (McDonald, 2013). Although the teacher exerts a certain level of control, the students are responsible for managing their behavior. Hence, the teacher cannot manage the student’s behavior but control, by molding, guiding, manipulating, teaching, and modeling. In this regard, students receive controlled freedom in the management of their behavior.

Instructional Management

How you view student learning

My opinion and view on how students' learning occurs are that teachers should socially interact with them to understand them. Each student is different from the other, and this calls for the understanding of each of them to leave an impact. In the lens of De Jong (2005), I view learning from an "ecosystemic perspective" which emphasizes the complex interplay between interpersonal, intra, and personal factors, and the environment the student is exposed to during the learning process. Learning has to incorporate a continuum of factors such as the personal factors inherent in every student, the environment the student is exposed to while at home and school, and interpersonal factors. All these provide a practical overview of what factors made learning fruitful and not for each student. For learning to be effective, it has to be approached beyond students' behavior and into the motivations and influences regarding the environment. Once the teacher understands the various factors that affect students, they can then direct and control their behavior effectively.

The conditions necessary for learning to occur

The environment plays a critical role in determining how the student assimilates knowledge. Hence, a conducive environment is essential. As a result, four conditions are necessary for learning: contrast, separation, generalization, and fusion (Marton and Pang, 2009).

What instructional strategies best respond to your view of young people and how they learn

As highlighted, the best way for young people to learn and instill a certain sense of character is to manage their behavior under certain degrees of control, guidance, and instruction. Based on this, the best instructional strategy is student-directed learning. In student-directed learning, the students take up the responsibility in directing their behavior. Hence, there is no need for the teacher to use punishment or rewards to instill behavior. Students learn to self-direct themselves while teachers facilitate them.

Theory

Several theories have been coined to explain how classrooms can be managed for effective learning and behavior orientation. Some of the various classroom management theories include student-directed management theory, teacher-directed management theory, Choice theory, and collaborative management theory. The theory addresses the various approaches to classroom management in learning. Teachers can use the approaches to instill certain behaviors in the students and ensure discipline.

Out of the many classroom management theories, Kohn's student-directed learning theory, and the Choice Theory coined by William Glasser align with my beliefs. The two theories are related in that both do not entail using force, punishment, and rewards to ensure that students are aligned toward certain behaviors (Lunenberg & Korthagen, 2003). Both theories emphasize the need to create a caring environment where students work collaboratively in addressing the challenges and problems they experience. Further, the two theories encourage the use of freedom in allowing the student to make choices in solving the problems they experience in their school life.

The student-directed learning theory was developed to critique the various traditional education strategies that relied on external motivation factors and competition. According to Kohn, the use of extrinsic motivation depreciates over time hence rendering the aspects acquired inefficient (Lunenberg & Korthagen, 2003). Therefore, it is not a reliable method of learning among students since it does not last for long. Besides, Kohn stated that traditional education strategies, systems, and authorities assume that every person possesses a competitive nature (Gibson, 2011). Competitive systems only encourage more positive enforcement but do not encourage true learning. In retrospect, Kohn pointed out that an ideal classroom ought to emphasize cooperation and curiosity (Lunenberg & Korthagen, 2003). The students should have the curiosity to learn and be taught. The curiosity to be taught is synonymous with to use of minimal standards in standardized testing. According to Kohn, using a strict curriculum and homework is not essential since it is counterintuitive to students' needs and hence does not achieve the intended purpose (Gibson, 2011). In the management of a classroom, most teachers use extrinsic forms of motivation and less intrinsic motivation. Kohn pointed out that extrinsic motivation only lasts as long as the motivation is present.

Therefore, intrinsic motivation nurtures the inherent aspects of a student. An intrinsically motivated student learns the principle of making good choices not through adhering to directions but by making choices (Lunenberg & Korthagen, 2003). Besides, intrinsic motivation requires little effort, management, control, and input from external forces such as administrators and teachers. However, control from the teacher hinders the attainment of individual choices (Gibson, 2011). Under the student-directed management theory, the students are responsible for personal behavior and hence take full control. The theory posits that the students misbehave to meet and achieve their needs that are not met (Lunenberg & Korthagen, 2003). Rather than instilling control and managing the students, teachers prepare them with skills that make them self-independent in making decisions and choices they face in life.

As highlighted in the personal belief about classroom management, the student conducts and owns the classroom discussions (Lunenberg & Korthagen, 2003). Besides, teachers try to understand a student to know him well and offer the best assistance that aligns with the student’s personal beliefs (Gibson, 2011). Similarly, the student-directed learning theory gives views a good classroom environment as one in which teachers circulate among students trying to understand and offer rhyming assistance. It also requires that the students conduct classroom discussions rather than teachers.

This theory aligns with the personal belief about classroom management since it encourages giving students guided freedom and allowing them to make decisions on their own. Moreover, the student-directed learning theory confers the students with a sense of responsibility in controlling and managing their behavior. When given the opportunity, students embrace the behaviors of their choice.