Managing and Responding to Behaviours in a Learning Environment

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).

2.2 The teacher would need to promote appropriate behaviour and respect for others in the ground rules. Although this is not always adhered to by learners the teacher would make clear to the individual that inappropriate behaviour would not be tolerated and ask them to remain quiet or leave the session depending on the severity of the behaviour. Distractions from learners has the potential to distract others, therefore wasting time and potentially leading to the early commencement of the session.

‘What we can’t do however is ignore disruptive behaviour. If we do, it won’t go away!’

When this behaviour occurs a staff member tries to encourage Jack to continue with his school work, if the behaviour persists staff are forced to remove him from the situation in order for the rest of the group to continue with the session without any further distractions. During the challenging behaviour staff try and use techniques such as calming down the situation by explaining the activity in a different way, distraction techniques such as changing the subject or possibly ignoring Jack as sometimes this method works as he gets bored and continues with his work. If the behaviour can’t be prevented Jack will be asked to go to another room and a staff member will go with him and talk to him using a counselling technique and effective communication, asking him questions such as what the problem is, if he is feeling ok and how he feel the problem may be resolved. If Jack persists to refuse to take part staff members will give him the option of other class work he could do and if this doesn’t put a stop to the behaviour or if he displays aggressive behaviours Jack will then be

Behaviour for learning refers to the pressure on schools to constantly attempt to raise attainments (Department for Children, Schools and Families 2009). This has come about because of schools trying to raise standards for their students that can be identified in the teaching standards which promotes the raising of standard for students. Adams (2009) says 97 percent of new qualified teachers believe managing student behaviour is one of the most important issues for them in the teaching field. Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). Behaviour for learning therefore becomes one of the most important issue for newly qualified teachers and trainee teachers. This reflective writing will look at how the trainee teacher will building relationships in the classrooms as a means of promoting behaviour for learning.

If the Teaching Assistants negative behaviour manifests itself as shouting and taking out their temper and frustration on the children, the children

* behaviour in class or other environments where the child or young person comes into contact with their peers;

I imagine this to be a first grade classroom. The student, George, can get out of control, hits other students and staff, and is also prone to throwing his books and papers on the floor. George creates a disturbance in class that directly interferes with the teacher's ability to instruct class and other students' ability to learn. This disruptive behavior interferes with teacher's ability to teach effectively. It requires large amounts of teacher's time and attention and may require lessons to be stopped.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

At follow up the disruptive behavior had increased up to 34.8%. It is understood, then, that the use of response cards (active response) is effective in decreasing disruptive behavior. The Armendariz and Umbreight (1999) intervention is lacking, however, in that it does not address the issues of long lasting behavior change or the generalizability of such a small sample. This intervention needs to be replicated, but with a larger sample size, for longer amounts of time, and with varying intensities of disruptive

There is a plan to increase the probability that the decrease of disruptive outburst will be exhibited across multiple settings. The multiple settings include, while at home with grandparents, parents, guardians, or any other activities where Taylor begins to have a disruptive outburst. The implementation of more one on one time with Taylor to decrease the amount of group work will decrease disruptive outburst. Taylor's behavior when attention is away from her or during group work is inappropriate behavior such as, disruptive outbursts. To stop Taylor’s disruptive outburst, the teacher will incorporate more one on one time with Taylor. This can include, less group work, having Taylor learn the ability to ask questions. The disruptive outbursts

When students engage in disruptive behavior in the classroom, they may be seeking to escape the class or avoid the assignment or activity that was given. Class Pass Intervention, is when the student is able to use a limited number of passess to take a brief work break to engage in preferred activities without disrupting instruction. The student is also given an incentive to retain passes unused to redeem later for rewards. This article relates to what we have discussed in class by easing student frustration. This intervention gives the student a choice and time to refocus if they are having trouble.

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.

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.