Demonstrate knowledge of practical approaches to manage challenging behaviour.
AITSL STANDARD 4.3 Evidence
(Australian Institute for Teaching and School Leadership [AITSL], 2014)
Situation
Both scenarios are practical demonstrations of
how I approach and manage challenging behaviour in the classroom. The
essay comparing Skinner's behaviour management theory with Gordon's
Teacher Effectiveness Training [TET] model demonstrates why I chose
to manage challenging behaviour from the basis of a positive
relationship with students. The first scenario demonstrates how this
looks in a supportive behaviour management approach and the second
scenario displays how positive relationships can be used in
preventative approaches to avoid challenging behaviour.
Children are on a journey of self-discovery.
Behaviour is a product of how children cognitively formulate and
confront environmental stimuli for need fulfilment (Edwards &
Watts, 2004). Therefore, creating conditions in the classroom that
fulfils children's basic physical, social, emotional and cognitive
needs is essential. Identity wants to grow; however, behaviour
modification methods significantly undermine intrinsic motivation
(Edwards & Watts, 2004). Valuing a student’s identity through
nurturing relationships and positive learning environment will lead
students to self-regulate their own behaviour (Tenenbaum, 1959).
Action
To develop positive relationships with
students, a safe and pleasant space is essential. Whether it is in
the classroom environment or one-on-one, students need to feel
valued, respected and heard. The physical space (scenario 2) can be
modified to ensure it is welcoming and free of distractions (Edwards
& Watts, 2004). Desk positioning, temperature, organisation and
displays can all be used to show students they are valued as
individuals. Valuing each students' voice through classroom
activities or one-on-one discussions builds a trusting
student-teacher relationship (Tenenbaum, 1959). Techniques such as
I-messages (essay), active listening (scenario 1) and class
discussions (scenario 2) build on the student-teacher relationship to
problem solve behaviour management issues. The responsibility is put
in the students' hands, giving them a sense of ownership and pride
over their behavioural decisions (Rogers, 2011).
Result:
The outbreak of challenging behaviour will be
reduced through creating a positive, safe environment for students.
By seeking to understand students, misbehaviour can be managed. This
process may take a little more time; however, the intervention
creates an opportunity for the student to also understand themselves
and how they can make positive choices in the future. Problem-solving
behavioural issues together leads to self-regulation of their own
behaviour. A positive student-teacher relationship not only enables
successful management of challenging behaviour but also avoids it.
Classroom disruptions will be reduced through an environment that
students feel comfortable and safe in to take ownership over their
own behaviour. These scenarios reveal that challenging behaviour can
be managed through creating classroom conditions conducive to
positive behaviour and seeking to understand the reasoning behind
student behaviour.
References:
- Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
- Edwards, C. and Watts, V. (2004). Classroom discipline management. QLD: John Wiley & Sons Australia.
- Rogers, B. (2011). Classroom behaviour (3rd Ed.). London: SAGE Publications.
- Tenenbaum, S. (1959). Carl Rogers and non-directive teaching. Educational Leadership (16)5, 296- 328.
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