Behaviour Management
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From the Literature -
Behaviour management is reported as one of the largest causes for concern amongst commencing teachers (Ewing, Lowrie & Higgs, 2010, p. 126). Behaviour Management is a professional skill that cannot easily be taught. What works for one teacher, may not work for another, and what works with one cohort, may be unsuccessful with a different group. For these reasons, behaviour management can be a process of trial and error, despite the plethora of well researched frameworks.
Secondary teachers can struggle with behaviour management, as limited contact time makes it difficult for meaningful relationships to be established (Knipe, 2007, p. 15). In some instances, teachers may see their students for less than two hours a week. Literature suggests pre-service teachers employ reactive strategies, in response to poor behaviour, rather than preventative strategies, where potential disruption is headed off before it can actually occur (Woodcock & Reupert, 2013, p. 85). Outstanding behaviour management skills enable beginning teachers to focus more on the quality of their lessons and further reach the desired learning goals with greater success. Classrooms are now incompatible with previous silent and textbook methods. 21st Century learners require a balance of autonomy, physical movement and social interaction (Snowman et al. 2009, p. 462), which highlights the strong link between Behaviour Management and Planning.
The characteristics of the cohort being taught must be taking into consideration. For example, the millenials expect to receive information and feedback very quickly, and become restless with tedium. Therefore to combat the negative behaviours that may result from boredom and lack of challenge, teachers need to continually rethink their pedagogy to ensure adequate learning gains continue to be made, via stimulating, authentic means.
Snowman et al. (2009, p. 462) cites a study where students themselves determined three key developmental tasks -
- Participate in decisions
- Relate to others
- Understand and perform competently in learning tasks
These three factors require close supervision and well established positive classroom attitudes and beliefs, as they centre around connections with their peers and the teacher. However if embedded into pedagogy, learners are more likely to engage, therefore minimising behaviour management issues.
Literature confirms teachers must practise consistent, unbiased behaviour management. The Chin and Tulley (1997) study of students found a clear preference for strong teacher guidance rather than permissiveness, and that at-risk students will achieve greater success with a strong curriculum focussed teacher, over one who acts as a counsellor (cited in Ewing, Lowrie & Higgs, 2010, p. 129). These findings highlight the importance of teachers maintaining a curriculum focussed approach to the classroom, with well established rules and expectations, over a teacher who wants to be the students friend and confidant.
Evidence of my High Quality Practise -
Behaviour Management is complex. I worked extremely hard to ensure I established very clear standards for behaviour in my classroom. This involved following through with all consequences whether they be after school detentions and referrals to the Planning Room, which are the policies of my Learning Site, and my own inter-classroom practise. I have been open to trialling different and specific methods for different learners. Furthermore, I do not allow disruptive behaviour to affect me on a personal level, instead I maintain a high quality and professional manner within the classroom when dealing with issues. My expertise has been ascertained, through the verbal feedback I have received from Mentor Teachers, as highlighted below -
- "Very confident and effective behaviour management. You use a range of micro skills not usually mastered until years of experience have been gained" ( A. Willis, Mentor Teacher, 2013).
- "Your behaviour management is excellent. You're willing to experiment, and follow through with fair consequences for misbehaviour. Very well established expectations and routines" (M. Chappell, Mentor Teacher, 2013).
To elaborate further, I have trialled several different seating plans for junior classes, in addition to micro skills such as tactical ignoring, proximity, cueing and pause in talk. I regularly phone parents to address behaviour issues and also contrastingly, to inform of the hard work and excellent progress students are making.