Behaviour Management in the Classroom

is a 5th­grade teacher, who in their second semester together, has run into a disruption problem

Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques a logical flow to this section is established.

During teacher training sessions and from reading and researching the subject it is clear that it is not easy to manage a classroom full of students. In fact, many factors need to be taken into account when planning strategies to be used. By being pro-active, looking, and analyzing our own practice, it should give us a better

These interactions can both prevent and cause behavioural issues within the classroom, as they are the basis upon which the lessons and relationship are built. All of these interactions are planned to a degree by the class teacher in their short term planning, allowing for a certain degree of behaviour management to be planned. Haydn (2007) suggested that the key to behavioural management is in good preparation, however it is impossible to plan for every aspect of behaviour as not every issue can be predicted. It is suggested that children often behave undesirably when they do not know what to do and the correct communication can reduce this; planning for the right levels of teacher/child talk at different points in the lesson is vital. During the introduction to a subject or lessons, when instructions are given it is important that the class teacher has the full attention of the class, and so the transmission method of teaching would be appropriate, as an unclear understanding of instructions can cause children to misbehave (Dean 2001). However throughout the remainder of the lesson, in order to keep children engaged in their learning, and reduce negative behaviour, the type of talk within the classroom should be varied. The use of group or paired work has been argued to be a factor in reducing negative behaviour as it allows children to witness alternative ways of behaving through working with

All children need to feel safe and respected, so they can learn and develop socially and emotionally however, behavioural disruptions can negatively affect the learning environment causing interruptions in the classroom. To manage behavioural disruptions effectively, it is important to consider the individual’s needs in relation to their situation and which behavioural strategy can best support the student. The main goal of behaviour intervention is to guide students to learn and manage their own behaviour (Meyer & Evans, 2012).

On casual days, I have found that being able to manage challenging behaviour is fundamental in the operating of the classroom. AITSL states that teacher need to “Demonstrate knowledge of practical approaches to manage challenging behaviour.” (AITSL) It is crucial to a smooth day to ensure that there are sound strategies in place to ensure the behavior of students is managed.

In the classroom, it is important to make sure to communicate instructions clearly when comes to behaviorally challenging students. As the teacher you must understand what your students are trying to tell you. Many times they communicate through having behavior problems. For example, in the classroom sometime it only takes a minute to listen to what your students have to say. Normal I step outside the door to listen to my students. The information that I learned that as a teacher we must be open-minded to students with behavior problems. My belief is to be prepared with an intervention plan in place for students with behavior problems. I

Secondary school teachers have repeatedly ranked disruptive behaviour as one of the most serious hurdle in effective teaching learning process in the classroom. It has also been reported that the students in public schools feel insecure due to lack of effective disciplinary measures and probable for aggression and unpleasant situation.

Coming into this lecture, I had little knowledge about responding to behaviour problems and the strategies that work. The definition of Behaviour management is the indicator of success is the reduction or cessation of a behaviour. Learning about the strategies and how to respond to difficult behaviour. The strategies used by Bill Rogers are Behavioural direction, Tactical ignoring of secondary behaviours, deferred consequence, directed choice, rule reminder, take up time, assertive comment/direction/command, partial agreement, non-verbal cues-getting group attention and pausing. These strategies are there to help promote learning and manage behaviour, and focused on reducing unwanted behaviours in order to improve learning and behaviour in group settings of a classroom. This will help me when dealing with children and people as it gives me ideas on how to get a sense of order as a future teacher but also when interacting with others they could be potential clients.

As an educator, we come across many behaviors in the classroom.We do not know necessarily where they stem from but we have the tools and/or resources to discover the causes of these challenging behaviors. During my fieldwork and through my assessments I was able to identify disruptive behavior from my target student. This essay will analyze the perspective of researchers on the;

Behavioural management was defined by theorist BF Skinner as; ‘the practice of providing consequences for both positive and negative behaviour.’ Effective teachers tend to believe that all students at some time will misbehave, it is natural for children. The result is they have a more extensive range of skills to control this behaviour. Low Key Responses are techniques and strategies designed to prevent the occurrence of discipline problems in the first place. The techniques are used for class control and all intended to create and maintain a classroom atmosphere conductive to learning. By keeping students busily and happily engaged, behaviour problems are reduced to a minimum.

As preventative strategies’ strength has reached maximum level and students still misbehave although they know what punishment they will get when break the school and class disciplines, interventions will operate. Interventions are required to reconstruct a positive classroom learning environment and minimise disruptive behaviours when classroom management failed (Lyons et al, 2014). Teachers will attempt to correct inappropriate behaviours by using some intervention strategies when preventative strategies are not working.

While classroom management theory is constantly evolving. There are many types of behaviour management and discipline strategies for the classroom. Some of the theories are directly applicable and some theories can use with our own personal mix. Understanding these theories can help educators define their own classroom management methods and make decisions about how to best approach interactions with students (Hussung, 2016).

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.

Classroom management is necessary to maintain the positive behaviours and attitudes. A well managed classroom can provide an amazing learning experience for all the involved students as their behaviour can always affect this process. Classroom discipline plays a large part in today 's educational system. Many teachers feel powerless when dealing with discipline problems in their classrooms. Canter (1997) discussed, in the past, only a look from a teacher to the students was enough to manage and control the classroom. Then, because of the social and political eruptions of the late '60s and early '70s, the respect to any authority was dramatically declined. Therefore, it is important to find a behaviour management approach that is suitable to the students of this generation.