Professional Documents
Culture Documents
LTP
Assignment Two Behaviour Management
Summary of Readings
3.1:
Interactive student engagement can be a quality means of classroom management.
Establishing an effective learning environment is important to ensure students feel safe,
encouraged and find the learning achievable yet challenging. Another contributing factor to
an effective learning environment is an organised room and program that leaves very little
time for misbehaviour. It's important to state your expectations and make them clear whilst
upholding a positive mindset (it will rub off on others). Keep in mind that there are other
possible contributing factors to misbehaviour, e.g. bad diets, learning and behavioural
disabilities and home situations. Here is a six step strategy for taking control that has been
provided.
1)pause, stand back.
2)manage emotions
3)focus on behaviour
4)get perspective. (is it important?)
5)tune in. (what's happening)
6)ask...whose problem is it?
3.2:
This reading contains a lot of valuable information and covers many theories that suggest
there is a correlation between a student's social status and their behaviour.
The reading covers 3 main areas consisting of; contributions of social structures to
interpersonal conflict, Relation between peer association and Problem behaviour and the
Relation between social positions and Problem behaviour. From here, the reading explores
different ideas of how students are divided into their different groups.
For example;
Social Hierarchies: "Popular cliques, Wannabes, Middle groups and Social isolates".
Also how Aggressive and disruptive behaviour is associated with a rejected status and
With a method in place a high school in California produced results with an increase of 87% in
retaining the information once trained.
5.1: Aggressive Management - Teacher Misbehaviour
Classroom management is evidently a major cause for teacher job dissatisfaction. Many
teachers poor class control measures and it are known that students prefer a teacher with
strict, fair rules opposed to one that's mean and unreasonable. Exact meaning of teacher
misbehaviour is unwritten; however it falls into three categories provided in a study (Lewis
and Riley 2009); Legal vs illegal, conscious vs unconscious and commission vs omission.
Most common are Legal, conscious commission acts of teacher misbehaviour which inevitably
has negative effects on overall learning environments. Study has shown assessed reactions to
teacher misbehaviour by both students and teachers from a diverse range of schools. As a
result students learn better from less aggressive teachers, however about 1/3 of teachers
willingly admit aggression is one of their control measures.
5.3: Understanding and Motivating students.
This chapter of the text focuses on theories and techniques to keep students motivated to
learn. It focuses particularly on the Y-generation or "Digital Natives (born within 1980-2000).
The characteristics of schooling and learners from past to now present through the lenses of
Cognitive learners, Identity, Instructions and Assessments are vastly different. The Amygdala
and Hippocampus are both parts of the limbic system and all contribute to Neuroplasticity and
change the organisation of the brain (thoughts, feelings and opinions) through experience.
Motivational theories provide us with information in different categories that cater for the
difference in learners. E.g. Interest, Self-efficacy, Attribution and Goal orientation are some of
these theories. As shown there are many types of possible motivation however, rewarding is a
motivational strategy use far too often.
Additional - 4.3: Social Powers - Enhancing teacher-student relationships.
This reading is a great resource for all current and future teachers which discusses possible
ways to manage a classroom. A quality teacher-student relationship has major effects on the
success of students in ways such as social competence, sense of well-being and improves
their academic achievements, this applies particularly with students who have a learning or
behavioural disability.
Through the social powers suggested, (Coercion, manipulation, expertness and likability) this
reading presents techniques for controlling students and their decisions (academic and
behavioural) for the benefit of the student and teacher. Many adults use these four powers
unknowingly, although it is important for teachers to use a good balance of all four powers
when dealing with students of different learning types. A good balance can enhance how
connected a student may feel to their teacher dramatically.
Three Approaches to Behaviour Management
Firstly I have chosen the additional reading 4.3 Social Powers and Effective Classroom
Management: Enhancing Teacher-Student Relationships. The four social powers, Coercion,
Manipulation, Expertness and Likability are all effective classroom management strategies;
however I feel I could use Expertness and Likability effectively in my classroom. These two
aspects can be easily linked to my future Key Learning Areas. Expertness can be seen as
assisting a student to complete or achieve something that they arent completely capable of
completing without the assistance. This Expertness provides emotional and psychological
support for students. In music this can be used in ways such as helping students with music
theory and practical knowledge or performance skills. It can be applied by providing more one
on one attention or even private tutoring, for example, music theory or instrument lessons.
Another characteristic of expertness is the importance of being a good role model; one that
really knows their content and has a fun and cool attitude towards learning. This is where it
links to Likability. I understand and respect that there are different perspectives that derive
from different generations. As part of Gen Y, The Digital Natives, I see myself at an advantage
when it comes to likability as Im already within the same ballpark as todays students in
terms of learning styles and use of technology. This can help in the development of quality
relationships and lead to likability.
For my Second behaviour management approach I have chosen the reading from Phil Beadles
text How to teach. I appreciate this text because Beadle made it an interesting read by
delving into some situations that he personally encountered in his first few years of teaching.
Naturally, a pre-service teacher would be interested to know what may possibly approach
them in their early years of their teaching career. Beadle uses six particular steps in his
process for classroom management however some of these steps allow room for variation and
experimentation. Ill discuss two that I think I could personal use. His first step turn up
sounds obvious and compulsory although its about when you turn up. Linking back to my first
Behaviour Management approach; I mentioned being a role model. This applies especially to a
Likable teacher as they will have more of an influence on students. If you want your
students to turn up to class on time, turn up before them. You are not only showing the
students you are committed to their learning, but setting standards and expectations as well.
Beadles second step is Sort your seating. This is where I can see room for variation and
experimentation. Your choice of seating should consider many factors like the type of lesson
and the compatibility of students. These two factors can be changed over time in order to
discover an optimal learning environment.
Thirdly I have chosen chapter 11 from the Teaching: Making a difference textbook.
Interactive student Engagement and management is a great control measure for all classes
and subjects. In my classroom I would like to provide my students with a safe and supportive
learning environment which can help students relax and focus on the learning at hand. This
may be through clearly stating the classroom rules and expectations. You can take pressure of
students by reassuring them that they are in your class to learn and they dont need to
already know all the content. Teachers really need to dissect the situation and establish
reasons for misbehaviour before applying the appropriate solution. Too often teachers resort
straight to negative consequences and completely miss the initial problem. With that being
said, a well organised room and structured program can minimise the time for possible
misbehaviour.
With these three readings; Social Powers and Effective Classroom Management: Enhancing
Teacher-Student Relationships, Phil Beadles text How to teach and chapter 11 from
Teaching: Making a difference we have discussed many different ways of managing
classrooms and students, from implementing different approaches to applying different
teacher qualities and characteristics. However, I believe the most valuable factor of managing
your classroom is the quality of relationship you have with your students.
Bibliography
Alderman, G. L. (2011). Social Powers and Effective Classroom Management:. Retrieved from
http://isc.sagepub.com.ezproxy.scu.edu.au/content/47/1/39
Beadle, P. (2010). Chapter 1 - Management of Students. In How to Teach. Crown House
Publishing.
Churchill, R. (2013). Chapter 4 - Understanding and Motivating students. In Teaching: Making
a difference. Milton: John Wiley and Sons.
Churchill, R. (2013). Chapter 11 - Interactive Student engagement and management. In
Teaching: Making a difference. Milton: John Wiley and Sons.
Farmer, T. (2000). The Social Dynamics of Aggressive and Disruptive Behavior in School:
Implications for Behavior Consultation. Retrieved from
http://web.b.ebscohost.com.ezproxy.scu.edu.au/ehost/detail/detail?sid=1f2fd671-457d470c-9b816527c27a66f6%40sessionmgr107&vid=0&hid=109&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d%3d&preview=false#AN=4792959&db=ehh
Shlomo Romi, R. J. (2011). The Impact of Teachers' Aggressive Management Techniques on
Students' Attitudes to Schoolwork. Retrieved from
http://web.b.ebscohost.com.ezproxy.scu.edu.au/ehost/detail/detail?sid=f92a17e2-cea34d7e-8677-
1a4b03f31cf1%40sessionmgr103&vid=0&hid=109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d&preview=false#AN=61205150&db=pbh
Stevahn, L. (2002). Effects of Conflict Resolution Training Integrated Into a High School Social
Studies Curriculum. Retrieved from
http://web.b.ebscohost.com.ezproxy.scu.edu.au/ehost/detail/detail?sid=18d2190949c5-4471-bd40-ca18436ada3f
%40sessionmgr120&vid=0&hid=109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d&preview=false#AN=6709594&db=ehh