Behaviour Management
Behaviour management has been identified as one of the most challenging aspects new teachers are required to address. It is essential to have a plan before entering the classroom for the first time, and to reflect on this daily. An effective behaviour management plan will enable the teacher to provide a positive and stimulating environment that will facilitate learning for all students.
There are many theories of behaviour management that new and experienced teachers can reflect on when developing a behaviour management plan. The leadership theories of Rodgers, Glasser, and Dreikurs will provide the backbone of the author’s behaviour management plan, as they promote the importance of developing student autonomy and responsibility for their own learning and behaviour (Edwards & Watts, 2008). The teacher’s role is one of leadership and guidance; they should strive to be the facilitator of learning, and guide students to develop the skill of responsible thinking and decision making (Edwards & Watts, 2008, p. 28). Regular reflection of the behaviour management plan will ensure that it is meeting the needs of all students, and if not, the teacher should provide additional guidelines and direction to ensure that students understand what is expected. Students are an integral part in the implementation of rules and consequences.
Roger's positive behaviour leadership model indicates that the teacher should adopt a framework of low key corrective strategies (Edwards & Watts, 2008, p. 248). These strategies work well with preventative strategies such as 'withitness' (Marsh, 2008, p. 187), and can be adapted if behaviour continues to disrupt the class. It is essential for graduate teachers to develop skills in matching the seriousness of the misbehaviour to the consequence or response (Edwards & Watts, 2008, p. 248). Edwards and Watts note that this framework should be based on “core principles and skills that aim to build a respectful, cooperative discipline approach to enable a positive learning community” (p. 248). Some of the strategies the author considers that should be incorporated are: tactical ignoring, non-verbal messages, casual statements or questions, and redirection of students who are off task. These strategies will be used when low key responses are needed to remind students that they need to take responsibility for their own learning (Edwards & Watts, 2008, p. 250).
When students are disrupting the lesson or other students, more direct corrective measures may be necessary. These may include: reiterating the rules, questioning and feedback, deflecting situations, and giving simple and direct choices, which will allow the student to take ownership of their actions and think about what they should be doing (Edwards & Watts, 2008, p. 251). Glasser believes that teachers play an important role in assisting students to develop these skills by providing effective behaviour management techniques, both preventative and corrective, and giving students greater responsibility in moderating their own behaviour within the classroom using mutually acceptable and agreed upon guidelines (Edwards & Watts, 2008, p.28).
The author believes that in order for this to be successful, it is essential to establish a strong, positive classroom environment and relationship with the students (Eggen & Kauchak, 2010, p. 354). The author aims to provide effective management and behavioural guidelines, in collaboration with all class members so that students will know what is expected of them, and will be held accountable for their actions. They will be given the opportunity to grow into self-assured and autonomous individuals who value their own educational journey and develop a love of learning (Eggen & Kauchak, 2010, pp. 354-355).
Alignment with existing whole school behaviour policies is necessary to ensure that the author’s beliefs and individual behaviour management plan is compatible with, and complements this. It is essential to be reflective and flexible with the behaviour plan to ensure it is able to be adapted to fit in with the whole school behaviour plan already being implemented. Upon request, the teacher may need to be prepared to adopt a whole school behaviour management policy, and be prepared to establish sufficient background knowledge and training to effect any necessary change.
There are many theories of behaviour management that new and experienced teachers can reflect on when developing a behaviour management plan. The leadership theories of Rodgers, Glasser, and Dreikurs will provide the backbone of the author’s behaviour management plan, as they promote the importance of developing student autonomy and responsibility for their own learning and behaviour (Edwards & Watts, 2008). The teacher’s role is one of leadership and guidance; they should strive to be the facilitator of learning, and guide students to develop the skill of responsible thinking and decision making (Edwards & Watts, 2008, p. 28). Regular reflection of the behaviour management plan will ensure that it is meeting the needs of all students, and if not, the teacher should provide additional guidelines and direction to ensure that students understand what is expected. Students are an integral part in the implementation of rules and consequences.
Roger's positive behaviour leadership model indicates that the teacher should adopt a framework of low key corrective strategies (Edwards & Watts, 2008, p. 248). These strategies work well with preventative strategies such as 'withitness' (Marsh, 2008, p. 187), and can be adapted if behaviour continues to disrupt the class. It is essential for graduate teachers to develop skills in matching the seriousness of the misbehaviour to the consequence or response (Edwards & Watts, 2008, p. 248). Edwards and Watts note that this framework should be based on “core principles and skills that aim to build a respectful, cooperative discipline approach to enable a positive learning community” (p. 248). Some of the strategies the author considers that should be incorporated are: tactical ignoring, non-verbal messages, casual statements or questions, and redirection of students who are off task. These strategies will be used when low key responses are needed to remind students that they need to take responsibility for their own learning (Edwards & Watts, 2008, p. 250).
When students are disrupting the lesson or other students, more direct corrective measures may be necessary. These may include: reiterating the rules, questioning and feedback, deflecting situations, and giving simple and direct choices, which will allow the student to take ownership of their actions and think about what they should be doing (Edwards & Watts, 2008, p. 251). Glasser believes that teachers play an important role in assisting students to develop these skills by providing effective behaviour management techniques, both preventative and corrective, and giving students greater responsibility in moderating their own behaviour within the classroom using mutually acceptable and agreed upon guidelines (Edwards & Watts, 2008, p.28).
The author believes that in order for this to be successful, it is essential to establish a strong, positive classroom environment and relationship with the students (Eggen & Kauchak, 2010, p. 354). The author aims to provide effective management and behavioural guidelines, in collaboration with all class members so that students will know what is expected of them, and will be held accountable for their actions. They will be given the opportunity to grow into self-assured and autonomous individuals who value their own educational journey and develop a love of learning (Eggen & Kauchak, 2010, pp. 354-355).
Alignment with existing whole school behaviour policies is necessary to ensure that the author’s beliefs and individual behaviour management plan is compatible with, and complements this. It is essential to be reflective and flexible with the behaviour plan to ensure it is able to be adapted to fit in with the whole school behaviour plan already being implemented. Upon request, the teacher may need to be prepared to adopt a whole school behaviour management policy, and be prepared to establish sufficient background knowledge and training to effect any necessary change.