In the inclusive classroom, there is a connection between classroom management strategies and collaboration.
The modern definition of an inclusive classroom necessitates incorporating cooperation among all stakeholders into classroom management strategies nowadays. When systematic models of providing school-wide support are applied on a universal basis, these classroom management strategies’ efficacy increases to between 80 and 85 percent, according to Kratochwill, DeRoss, and Blair (n.d.). In inclusive classrooms, where students have a variety of needs, collaboration is essential. Union offers a forum for teachers from different specialties to meet the various needs of students. Also, diverse teachers must share duties, tasks, goals, and management strategies in inclusive classrooms.To achieve a holistic learning environment in inclusive classrooms, it is therefore, crucial that general teachers, special education teachers and students work hand in hand.
Both students and tutors play a significant role in ensuring that classroom management strategies are effective. Influence from peers has been reported as a major cause of misbehaviors in the classroom (Ghazi et al., 2013). Similarly, teachers failure to punish misbehaving students and their lack of adequate authority to punish misbehaving students has been associated with increasing disruptive behavior in the classroom (Ghazi et al., 2013; Sun & Shek, 2012). Consequently, collaboration between students and teachers can be used as an avenue for development of better approaches to handle disruptive behavior in inclusive classes. For example, when general, special and the student body work together, they can agree on some of the steps to be taken when a student misbehaves. Also, they can agree on how the management handles ineffective teachers. Similarly, special education teachers can bring in their expertise on how to handle the mentally handicapped or physically handicapped children. Evidently, general teachers who have minimal experience with handling special needs children cannot effectively tackle the needs of such children. Ripley (n.d) advises that when selecting children to participate in the collaborative process, proportionality should be observed not to discriminate against particular groups of students.
Co-operative teaching is one of the more common forms of collaborative teaching introduced in the 80s which entails coordination of general educators and specials education teachers (Ripley, n.d). Ripley adds that coordinated planning is one of the key factors for effective co-teaching. The author adds that through cooperative teaching, all teachers are actively involved in planning, classroom management and childrens behavior. The effectiveness of such collaborative approaches as cooperative teaching has been studied by Walter-Thomas (cited in Ripley, n.d). Walter-Thomas and colleagues found that collaboration results to improvements due to such factors as more attention to students.
Ghazi, S. R., Shahzada, G., Tariq, M., & Khan, A. Q. (2013). Types and causes of students disruptive behavior in classroom at secondary level in Khyber Pakhtunkhwa, Pakistan. American Journal of Educational Research, 1(9), 350-354.
Kratochwill, T., DeRoos, R., & Blair, S. Classroom management. Retrieved from http://www.apa.org/education/k12/classroom-mgmt.aspx
Ripley, S. Collaboration between general and special education teachers. Retrieved from https://www.teachervision.com/teaching-strategies/collaboration-between-general-special-education-teachers#
Sun, R. C., & Shek, D. T. (2012). Classroom misbehavior in the eyes of students: A qualitative study. The Scientific World Journal, 2012, 1-8.