Educational Psychology Classroom Interventional Strategies

Question: Discuss about theEducational Psychologyfor Classroom Interventional Strategies. Answer: Introduction Education is perceived as an enlightening experience by virtue of which knowledge is exchanged and shared through effective pedagogical approaches. However, the teaching styles followed by the educationists often pose challenges in terms of managing the pupils in classes. In this context, the classroom interventions comprising of the varied perspectives concerning emotional and humanistic aspect, cognitive aspect and behaviorist perspective may be mentioned (Entwistle, 2013). Therefore in the following assignment, discussions will be conducted based on these three modalities of classroom interventional strategies. The specific scenario pertaining to classroom management as encountered in case of Miss Lee will be critically analyzed and recommendations will be made in accordance with the most suitable interventional approach. The purpose of education is to facilitate the holistic development in a child through provision of a supportive learning environment conducive to both the academic and socio-emotional growth of the student. According to the situation depicted misbehavior of two primary boys during class hours cause hindrance to teaching by Miss Lee. Frequent disruptions while directing instructions offer major barriers to teaching. Moreover, adoption of kind and gentle attitude towards the misbehaving pupils on the part of the teacher has also gone in vain. Under this circumstance, following of emotional and humanistic style of classroom intervention may be beneficial. This approach aims to drive positive behavioral modifications among the concerned individuals through assistance given in understanding oneself, recognizing the futility of the misconduct and the need to utilize prosocial alternative responses. Infusion of strength based practices by means of accurate detection and engagement of person al character strengths are found to promote well being (Linkins et al., 2015). Controlling of student behavior in addition to nurturing responsibility through effective strategies formulated through integration of guidance, discipline and teaching elements have been identified as crucial factors for managing classroom behavior (Sun, 2015). Improvisation and maintenance of a positive as well as mutually respectful interaction among the teacher and student is the key to success in this type of intervention. In conjunction with the traditional and time tested interventions with respect to classroom management, cognitive approaches of classroom intervention is also considered as a crucial component. Cognition is a much talked about term that refers to the mental process of acquiring adequate knowledge and information by means of experience, perception and thoughts. Learning and classroom practice seem to be hugely influenced by cognitive psychology. For teachers acquainted with this intervention, learning is regarded as a cumulative process and emphasizes on the prior knowledge base for procuring effective learning benefits. Both the instructional procedures and content are thus selected by the teachers in conformity with the cognitive ability of the pupil who is being taught. Cognitive psychology is thus intimately related with personal constructivism where representation of knowledge and structuring in the memory plays an active and significant role in the pursuit of learning. Bruners t heory of cognitive development and learning, metacognition, learning strategies and self-regulated learning are amongst some of the recent proceeding pertaining to cognitive psychology (McInerney, 2013). A study conducted on children possessing symptoms of attention deficit/hyperactivity disorder (ADHD) explored the efficacy of the classroom interventions to mitigate the issues relevant to off task and disruptive classroom behavior. The findings revealed that the classroom interventions are actually helpful and the types encompass from consequence based, antecedent based, self-regulation and combined. Behavioral and academic outcomes were also improved due to such interventions (Gaastra et al., 2016). Modulation of ones behavior has long been accepted as an efficient and long term interventional strategy to harbor positive outcomes. The students behavior can only be taken into proper control when the teacher engages in an empathetic yet supportive relationship and continuously make efforts to instill confidence in the student to do better in future days. Emotional and psychological influences and outcomes are emphasized while conducting the behavioral assessments and driving chances accordingly. Empirical research has highlighted the importance to develop innovative interventional approaches to effectively address the issues of challenging behaviors thereby providing resources to effectively manage the classrooms. Some of the important objectives of such intervention are to curtail the incidences concerning the discipline referral and suspensions of the students (Farmer, Reinke Brooks, 2014). Further other significant research has brought to the forefront the importance of instru ctional interventions in order to motivate classroom learning. Achievement of a particular goal and proper learning is ensured by means of motivation that in turn is dependent upon certain factors. Evidence based practice has provided insight into matters concerning the emotional and behavioral disorders in the students and have suggested on the promotion of the intensive interventional programs to foster productive classroom behaviors. Change of students attitudes and beliefs are found to be steered by virtue of effective implementation of psychologically informed instructional interventions. Teachings imparted to steer the new ways of responding, self-control to refrain from engaging in inappropriate actions are indispensable to alter the behavior positively through a grip on beliefs and practices (Lin-Siegler, Dweck Cohen, 2016). In view of the above discussions carried out with respect to the diverse classroom interventions, a dynamic and intervention continuum is advised to decrease the incidents of misbehaviors. The proper amalgamation of all the perspectives taken into holistic consideration might provide adequate resolution to the issues addressed. The applicability of the classroom interventions will depend on the circumstance under which the interventional strategies are utilized. Therefore in this context the promotion of an appropriate school climate has been suggested. Complete reformation and revamp of the school climate scenario has been recommended through proper evidence based school improvement strategy thereby accounting for improvements concerning the students, parents or guardians as well as school personnel. Effective collaboration and congenial working environment will foster safer, more supportive and involving working setting. The essential aspects related to the school climate consist o f significant components ranging from relationships, safety, teaching and learning, institutional environment and school improvement process (Thapa et al., 2013). The opinion and initiatives of the policymakers along with the voice of the stakeholders need to be addressed to account for a holistic development of the student. Therefore the misbehaviors of the students in classes may be cut down through attention being focused on the various classroom interventional approaches as applicable under different circumstances. References Entwistle, N. J. (2013).Styles of learning and teaching: An integrated outline of educational psychology for students, teachers and lecturers. Routledge. Farmer, T. W., Reinke, W. M., Brooks, D. S. (2014). Managing classrooms and challenging behavior: Theoretical considerations and critical issues. Gaastra, G. F., Groen, Y., Tucha, L., Tucha, O. (2016). The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of attention-deficit/hyperactivity disorder: A meta-analytic review.PloS one,11(2), e0148841. Linkins, M., Niemiec, R. M., Gillham, J., Mayerson, D. (2015). Through the lens of strength: A framework for educating the heart.The Journal of Positive Psychology,10(1), 64-68. Lin-Siegler, X., Dweck, C. S., Cohen, G. L. (2016). Instructional interventions that motivate classroom learning.Journal of Educational Psychology,108(3), 295. McInerney, D. M. (2013).Educational psychology: Constructing learning. Pearson Higher Education AU. Sun, R. C. (2015). Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong.Teaching and Teacher Education,46, 94-103. Thapa, A., Cohen, J., Guffey, S., Higgins-DAlessandro, A. (2013). A review of school climate research.Review of Educational Research,83(3), 357-385.