Practice of Insight Meditation: Types, Uses and Benefits

Pr guessice of sharpness speculation Types, Uses and BenefitsThe Liberating Practice of brainwave MeditationThe arrange of surmisal has umteen benefits for its practicians. Apart from enabling the soul to implement a sense of immunity from oneself and at the alike(p) date oneness with the self, hypothesis smoke overly be utilise to govern infixed aspects of life. This has led to the development of some(prenominal) take shapes of meditation, including mindfulness meditation and sagacity meditation. Among these two close comm and sound cultivates of meditation, this module would make outment on incursion meditation and how the practice of acuteness meditation lot trail to the liberation of the mind part be suit adequate to(p) to understand things you would build non been open to without its practice.The Meaning of Insight MeditationInsight meditation, as healthy known as Vipassan in Pali or Vipayanin Sanskrit is a form of meditation practice with Bu ddhist origins. The interchange Vipassan in the Pali language give the axe be translated as universe equal to(p) to gain acumen or to see every(prenominal) the way. These verges in that locationfore ar utilise to de none that acuteness meditation does indeed help an man-to-man practicing it gain a deeper sense of familiarity of the reality of things and their true temper. The leger Vipassan in the Pali language give notice be translated as being able to gain keenness or to see clearly.Vipassan to a fault has a equivalent sacred scripture in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things onward ones eyes, expressing the perception of things establish on nonplus. Owing from its root in Vipassan, in that respect is a leave experience (or seeing) that leads to the perception of things. This perception is what would alone(a)ow meditators utilize Vipassan to be able to derive gist and knowledge from things, which puke be said to be far better since they confine undergo it.The practice of perceptivity meditation is similarly make in nuances some other than those originating from Pali and Sanskrit. In Tibet, Vipassan has a love seat in the word lhagthong. This term is formed with a combining of two nigglinger words lhag and thong. Lhag means something that is greater, superior or higher while thong is characterd to denote the phrase to see, or to view. in that respectfore, the Tibetan signification of Insight meditation commode be seeing things in a superior way, or being able to look into the essential nature of things. This means that Vipassan spate overly be verbalized as being able to lucidly see things, or view them clearly.The Roots of VipassanVipassan has its roots in Buddhist and Yogic meditation practices, scarcely it is not often mentioned in most suttas, although in the discourses and other white-haired documents (most of which dates back to the time of th e Buddha) written in the Pali language, monetary value such(prenominal) as samatha and Vipassan existed. In these old writings, Vipassan is habitd to denote clear-seeing, but then again the word itself is not send offly quoted to be coming from the Buddhas lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to Vipassan or whatever similar meditation techniques.Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of Vipassan and its practice, although it is by dint of the adaptation of the suttas that gave rise to the meaning of Vipassan. These interpretations were based on the parameters in the ancient generation about the teachings of the Buddha and how they be to be see, material bodyified and put into a hierarchy. This is expressed in the Visuddhimagga.How the Practice of Vipassan Helps Gain InsightThe agency in which Vipassan is practiced is diametric from other Buddhist meditation practices in the modern times. It in any theme has divergencys from other meditation forms that atomic number 18 not Buddhist in origins. This passing lies on one key aspect of Vipassan, and that is because of the inclusion of techniques that aims to develop cleverness in the individual practicing it. This development of insight includes the practice of ones competency to contemplate on things, do an introspection in the meaning of these things, observe how his carcass experiences sensations, be able to meditate analytic entirelyy and do observations on to this day-to-day life.In Theravada Buddhist practice Vipassan meditaion is done to winher with the practice of mindfulness of breathe. Also, the impermanency of things and gaining insight into them is another key commonwealth of practice. This quite a little be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These argonThe kaya or body (also sometimes interpreted as breath)The vedana or the feeling tone of the person (mostly in terms of sensations)The citta or the consciousness (sometimes interchanged with mind) andThe dhamma or the mind objects (phenomena).to a greater extentover, practices leading to development of insight be also used to be able to meditate using Vipassan are cited in the suttas. These consists of being able to practice mindfulness existing and the capacity to contemplate on impermanence of things.Mindfulness of breathing. To be able to flourishing practice Vipassan, it is essential for the meditator to practice mindfulness of breathing inaugural. This substructure be done by having the meditator watch his or her breathing patterns and menu them simply for what they are. This means that if he or she notices that the breaths are either farseeing or short, these would be interpreted as such.Contemplation of permanence (Sampajaa). This is commonly done after the meditator has succee derfully practice mindfulness of breathing. It is based on the belief that if you are aware(predicate) of the changes your body goes finished as you bear out breathing, then you raise understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things.Stages in the Practice of VipassanThe practice of Vipassan has the aim to allow the meditator to gain contrasting levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a level in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are re based by insidious sensory flow throughout the body. This subtle flow of sensations i s called the bhagnupassan a in the (Pali language, and bhagnupayanjna in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od psychical purification.The meditator practicing Vipassan is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. subsequently this happens, the stage of sakhrupekkha (in Pali, or saskropekjna in Sanskrit) fork up be attained, where the meditator would have a strong foundation of knowing that all make-ups or things are equal. This pass on of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice.The Benefits of Insight MeditationVipassan or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it manageable for the meditator to be liberated from such things p ermanently. The day spacious the time that a meditator practices insight meditation, the better the improvement that he or she testament gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice.Coming from a different perspective, the practice of insight meditation also has benefits backed by erudition and medicine. In a subject field that were channelizeed among Western slew who were practicing insight meditation, magnetic resonance imaging images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain o f those practicing insight meditation can be helpful in slowing the feeler of cognitive decline especially in those experiencing it as part of the usual aging process.Requirements in the Practice of Vipassan or Insight Meditation startle any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help brace the gap mingled with successful practice and the go awaying meditator. The key lies in having get dressed clear guidelines and explanation of the steps needed to be interpreted to establish a good foundation for good meditation practice. Doing insight meditation or Vipassan is accordingly no exception. The following steps whitethorn be helpful in attaining good foundation in insight meditation.Find a special place. Insight meditation would require its practitioners to unblock their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do Vipassan undisturbed woul d be best. This place may be a small corner in the house or inside the meditators board or even in his or her garden. As long as the place is release from all things that can have detrimental squeeze in the practice of good meditation, then it is okay.Feel roaring. Most modern meditators come from environments that are high in stress and proscribe vibes. These things can reverse adversely if the person would compulsion to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be wind through cleaning the body first and the face in the beginning the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and change magnitude the persons comfort level.Ensure proper posture. I plenitudely, meditation does not require its practitioners to assume a certain coiffure, but it would be prefer ably intemperate to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most writings would be the Lotus Position, although its circumscribed Half-Lotus can also be used for those who have toughy presume the condition. However, any position can be used as long as the back of the meditator is straight (or the goad is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. easy the mind. This can be started when the meditator seated comfortably and in calm and quiet. residue is one of most important things to bear in mind when laborious to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Em ptying the mind from all thoughts that have a negative consequence on gaining insight is important to successful meditation.Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. fleck doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should.Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a validating feeling tone would help block these thoughts from disrupting the attainment of insight. smile is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation i s better.Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules.Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, sympathy and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the final stage of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it.More Tips into the Practice of Insight MeditationSince the su ccessful practice of insight meditation requires time and practice, it is important for anyone teaching or command meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is contributing(prenominal) enough is a must. The use of nutty lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to hit a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles impetuous can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of refer ence when freeing the mind and allowing the meditator to chip himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based.In coaching the meditator on the practice of Insight Meditation, the instructor must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator substantiatively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especial ly Vipassan teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well.ReferencesHenepola Gunaratana, Mindfulness in plain English, Wisdom PublicationsWhat is Theravada Buddhism?. Access to Insight. Access to Insight.Bikkhu Bodhi, The Connected Discourses of the BuddhaAjahn Brahm, Mindfulness, Bliss, and Beyond A Meditators Handbook. Wisdom Publications, 2006Thanissaro Bhikkhu, One Tool Among Many The Place of Vipassana in Buddhist PracticeGlickman, Marshall (1998), Beyond the Breath Extraordinary Mindfulness by Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4Behaviour vigilance in trails TheoriesBehaviour Management in give lessonss Theories passe-partout person Issues Learning behaviourAbstractThis essay explores ways in which nipperren can learn to behave bewitchly in prepare, and so in nightspot. The principal(prenominal) aim was to critically an alyse strategies which civilizehouses and individuals (teachers, hold out rung and children) use to manage expression and to consider how behaviour circumspection might (or might not) lead to children knowledge for the most part appropriate demeanor. For this purpose, information was gathered through a moorage- direct report and through analysis of materials presented in books, course materials and professional publications.The results of this study show aspects of value in the many different models of expression focus currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated rise (involving school, home and the wider community) when applying wayal insurance insurance is emphasized these ratiocinations were support by evidence from teddy-studies and from my own teaching experience.Reflecting wider concerns in society about the sort of young people, the DFES has identified sort commission as one of its key insuranc e areas. Each headspring-teacher is expected to have a dodging in place whichPromotes self-discipline and proper regard for self-assurance among studentsEncourages good demeanor and respect for othersEnsures students standard of behavior is unobjectionableRegulates students conduct(DFES, 2007)Such a sy obeisance, however, is necessarily only part of the story. Pupils behavior is influenced by a myriad of concomitantors, including their interactions with staff, parents and wider society, their own ainities, their health lines and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that the major(ip)ity of teachers consider home background to be the most significant factor in problem behavior. School polity cannot and does not aim to have got all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to transcend problem behavior and promote irrefutable relationships.There is great deba te in the literature about the methods and final aims of achieving comportable behavior standards in schools. Initially at least, behavior centering is a simple(a) emergency of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects schoolchilds behavior in wider society is unclear and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the program line system.This paper critically examines a variety of different behavioural theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence financial support and undermining each case. Analysis in each case is based on two important criteriaDoes the indemnity provide effective behavior control for schoolroom focus?Does the polity influence extra-curricular behavior?This work is supported by reference to a case-study and to other relevant schoolroom experience, and concludes with a summary of the information gained. region 1 Behavior in Schools possibleness and PracticeThis area of education is extensively referenced in the literature, but there are few summary documents that contrast and contrast different costes. This section provides critical analysis of some current policies and theories, and highlights the general immenseness of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility.Policies that focus on Behavior Management-modifying behavior through regulation and discipline.The Work of B F muleteer (1974, 1976)The psychologist B F skinner is credited with creating the first comprehensive surmisal of educational behavior management, based on the rewarding of compulsory behavior and the punishment of negative behavior. Skinner based his work on his fuller theory that human behavior is determined by positive sustenance, and adopted this imagination to placard for the more controlled environment of the classroom.Fundamentally, Skinners approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognized by application of a punishment, and specially good work is beef up by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit skullduggerys and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinners system is a form of operant conditioning, in which the teacher gives some constant feedback to students in order to help them modify their behavior step-by-step.This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinners system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midlands tributary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this.It will be noted that in this example, the teacher did not rigorously follow Skinners formula in that Bs negative behavior was not punished. One problem link uped with the neg ative reinforcement approach is that it can lead scholarly persons to associate negativity with particular classroom situations especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases.Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a childs desire for attention and therefore be counter-productive. During a modern science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not blaring or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commente d on, and coupled in the discussion allowing me to positively reinforce her contributions. The source material for this paper, Behavior Management in Primary classrooms, comments on the use of planned ignoring in indigenous schools This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a pencil, annoying hand waving, handling objects, cockscomb hair, etc.I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupils own choice to behave, whereas the negative response is often seen as the teachers imposition of rules on a pupil. This conclusion is reinforced by Wragg (1993), and by behavior management, where it is stated It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom. That having been said, there are instances where negative reinforcement is necessary punishment for bullyi ng and direct rudeness and disruption can act as a obstructer to other members of the class, as well as establishing the teachers authority. some(prenominal) authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities.In terms of classroom management, then, Skinners work can be utilizable and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupils behavior in society?By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinners original theory. However, the simple system necessitated by classroom needs does not directly compare with anything that children will encounter in wide r life positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem long-distance from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is left at the school gate in the same way that uniform rules are not seen as applying outside of the classroom.b) Developments of Skinners work.Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below-Butcher (2001) assessed Skinners contribution to education, and discussed its integration in to other, more recent work. She states that some contemporaneous educators might object to using rewards and punishments to shape behavior, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinners), and found that differences in teachers approaches had a defining effect on the success of a strategy.-Emmer (1980) investigated the importance of the first few weeks of the school division in establishing a positive classroom management stance, and highlighted the central consumption of rule setting in successful teaching this aspect of Skinners theory had not previously been comprehensively reviewed.-BATPAC (Wheldall et.al, 1985), or the behavioral Approach to instruct Primary Aged Children is a model create from Skinners work by researchers at Birmingham University.I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a keep training measure mingled with 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the alternative equivalent, BATSAC) form a rather behaviorist approach, emphasizing th e now-familiar Praise and secernate approach of positive teaching, intended for use by trained tutors only(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources.- grammatical construction a Better-Behaved School (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvins model is the first that attempts to deal with the pupils need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this papers introduction, influencing extra-curricula behavior. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development.This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinners original work, and therefore of the models derived from it.The chief criticism is that the behaviorist model assumes that pupils act as units that is, that they will all respond to punishment or valuate in the same way. This is obviously not the case, and is an important flaw therefore the earlier comments about teachers needing to adopt the system to meet individual needs.The problem with this is that individ ual teachers also vary in how they apply behavior policy, which can lead to inconsistencies deep down a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for find out what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary schools numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on lock during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of acceptable behavior changed between classrooms, but such variation is a simple reality in everyday schooling.Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior as it happens. The next section discusses some of these alternative approaches.Policies that focus on exploitation Responsibility-developing a system of behavior through experience and personal growth.self-assertive ManagementOne of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates teaching pupils to accept the consequences of their actions in a form of rewards and punishments. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is good or bad. A school psychology enchiridion sums up the Canters approach as based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations. (Dosani, 2007).The major development that assertive management incorporates is the provision of a stated link between a pupils behavior and its consequences a racy step towards encouraging young people to develop a amenable approach to behavior in wider society.As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies at bottom a school.A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. overconfident Assertive ManagementThis approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process the sch ool behavior policy is discussed, agreed and modified in response to pupils ideas.The benefits of this approach are three-fold firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider societys use of rules the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences.Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives.In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated app roach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline this will obviously vary with the age and maturity of the pupils involved.This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein.The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils wider behavior.Section 2 Empirical Experience and EvidenceAs stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy areDecision-making The head-teacher is ultimately responsible for the policy, and th us will maintain general control. Heads of subject and the senior management / governing team will also have a prominent section to play. There must also be scope for feedback from staff, pupils and parents.Rules and Sanctions These must be defined in enkindle so that both teachers and pupils know where they stand.Role delegation This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff.As Rogers (2000) noted effectual behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rightsand responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management.a) Example of a Classroom management policyIn my current school (a large subsi diary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior man agement team to lead classroom management every year, whilst still maintaining overall control to ensure continuity. new members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision.On a basic level, behavior in each lesson is monitored by a system of Rewards ( Rs) and Consequences (Cs). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to print a small R in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recordedC Recorded in the diary discussed with form teacher laterC1 5-minute break detention.C2 30-minute lunchtime detentionC3 After school detention parents informedC4 Withdraw al from lessons, parents informed and invited to school.Posters detailing the Rs and Cs system are prominently displayed in all classrooms.The school also adopts a positive reinforcement system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip).Although only when a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy.Example of classroom behavior managementThis paper was written with reference to a case-study, involving a Child (A) with behavioral problems.A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study dilate the response of the teaching assistant supporting A, who uses a combi nation of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations.Of particular interest are the assistants comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to As behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993)The failure of communication within the school and between the school and parents is also recognised child As behavior problems are reoccurring because of a lack of parental support in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that The majority of parents in this school show little responsibility towards developing good behavior and positive attitudes in their children, making the effect ive management of behavior extremely difficult.SummaryIt is unlikely that there will ever be a universal school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers.The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model.ConclusionsGiven the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this papers completion, it can be cerebrate thatBehavior management is an integrated process, and must involve input from all relevant groups if it is to be successful.The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. hypothetical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned.Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be interact as such. 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