Managing Challenging Behaviors Within Classroom Management

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Student discipline is one of the most important aspects of the classroom. I believe that structure and classroom management are two components that contribute to this greatly. Teachers in the beginning of the year must implement rules and routines that all Students are expected to follow. It would also be beneficial if the students took part in creating these rules. Within the first weeks of school, the teacher and students should be practicing these procedures so that students can get comfortable with the routine and know what is expected of them. If the students are aware of the rules of the classroom then there will be no surprises when the consequence is given for breaking them.

Over the years at work I have noticed that disruptive behavior of students is a big challenge and a frequent problem that teachers have to address in their classrooms. For those who are involved in education know that teachers on a daily basis have a high amount of demands like improve test results, successfully teach to students with diverse needs, and raise ability to serve all students, often with minimum resources and support. Consequences of several national Gallup polls evidently document that both the general public and teachers be in agreement that a major dilemma for public schools is lack of students discipline in classrooms (Elam, Rose, & Gallup, 1996; Rose & Gallup, 2003, 2004). It is very

I find an effective tool for managing behaviour is to set firm ground rules at the beginning of the course. These include clear boundaries, and expectations. If this can be done in consultation with the students it can be extremely effective, as it gives them the responsibility of managing each other’s behavior. It is useful to note however, that set sanctions must also be clearly defined and followed as a consequence for breaking the rules for this technique to be effective. The use of reward is a good method of encouraging positive behavior, the use of praise, certificates and house points for example.

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

Looking at behaviour management within the classroom has shown that there are many academic theories. These include Geoff Petty, Susan Wallace and Dave Vizzard to name a few. By using these theorists books and additional internet sources it will give me the opportunity to review my own practice, ways to adapt my practice and ways to set ground rules for behaviour.

This essay will explore and evaluate the purpose of behaviour management policies within educational settings. It will analyse developmental differences and environmental influences, which may affect both the cause and management of children’s behaviour in real life settings, linking to theories of leadership and behaviour management. Finally, this essay will conclude by reflecting upon the most effective methods and theories of behaviour management, in relation to children and adults within educational environments.

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.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

Behavior management is not subordinate to the content being taught, it is the foundation of every lesson. Each class session and every lesson presents new behavioral challenges and opportunities to educate students on how to be better students and eventually employees. Also, the concept of behavior management affects more than just individual actions of students; it is about creating an environment and culture that is actually conducive to learning. Management is additionally, a personal commitment for the teacher to the improvement of all students as human beings and not just

Challenging behaviour has always been and still is an issue for schools. It is known if behaviour is not dealt with adequately in the classroom, a vast amount of teaching and learning time is lost on a daily basis. Carpenter and McKee-Higgins (1996) argue that even though a classroom free of disruptive behaviour does not ensure academic gains, order is generally a prerequisite for the smooth running of the classroom. This is an issue that does not only concern those new to the profession, but also those whom are experienced. As a class teacher, it is my responsibility to manage and improve children’s behaviour effectively. The process of explicitly unpicking my thoughts and feelings about an experience linked to this, has helped me to analyse and develop my thinking and to utilise the knowledge that I gained for my future teaching practice. Although this differs to my group symposium, having explored this journal entry in the group discussions has offered me different possibilities and interpretations of this experience; some that I may not have otherwise considered.

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.