CASE STUDY

Case Study on Lee Canter's Behavior Management Cycle



Case Study on Lee Canter's Behavior Management Cycle

Introduction

Class rules are important. The classroom teacher must have rules, and the consequence of breaking them must be clear. The rules must be understood by students who also know the consequences that will happen if the rules are broken. Some teachers are reluctant to establish rules for the classroom. Part of this unwillingness may spring from a need to be popular with the students, (Canter, 2006). The formulation and implementation of classroom rules from the beginning of the year has been found to be one of the most relevant components of effective discipline (Canter, 1992). Teachers want students to grow and accept responsibility. Not all students are mature enough to set standards of behavior for themselves. This is not to say that students should not be involved in determining rules. But, teachers should not let students force them into a rule or standard of behavior that they cannot live with (Canter, 1995).

The core to a positive educational environment is the teacher's ability to effectively manage the classroom. A great tool that helps the teacher manage is a discipline plan to address disruptive students. Lee Canter's Behavior Management Cycle is a model that helps the teacher not only effectively addresses disruptions but also allows the student to learn and change the behavior. The systematic approach helps motivate students to quickly follow directions (Canter, 2006). The application of this management cycle in the case of Terry (does not reflect a real person), who continues to sleep in class, will help Terry overcome his disruptive behavior.

Step One

The first step to the behavior management cycle is to effectively communicate explicit directions to the student (Canter, 2006). The difference between effective and no effective communication are whether or not the directions were vague or explicit. Terry is a ninth grade student who manages to come to class on time but once the teacher begins the lesson for the day she notices that Terry has his head on the desk with his eyes shut. The classroom rules and expectations are posted in the classroom. No sleeping in class is one of those expectations. Telling Terry to stop sleeping in class is too vague and does not tell Terry what you expect of him. According to Canter (2006), the directions must include the teacher's expectations for student verbal behavior, physical movement, and participation. A more explicit direction for Terry would be for the teacher to say, "Terry, I am going to continue with the lesson for today, and I expect your head to stay off the desk, your eyes to remain open, and I will call on you to answer a question when I am finished." This statement addresses a verbal cue because Canter's Behavior Management Cycle used his name. Further I gave him explicit physical directions and by telling I am going to ask him a question, I am asking him to participate.

Step Two

The next step that Canter describes in his ...