Managing the learning environment. Mia Simionato , Celetse Pietsch , Laura Kaeding , Jon Sharp, Lochy Allison and Luke Ames. Behaviour Management. First and for most: It is NOT possible to control student behaviour in the classroom (Hook & Vass, pg. 5)
Mia Simionato, CeletsePietsch, Laura Kaeding, Jon Sharp, Lochy Allison and Luke Ames
First and for most:
It is NOT possible to control student behaviour in the classroom
(Hook & Vass, pg. 5)
The idea of ‘managing’ a middle school student’s behaviour could imply control and authority (Pendergast & Bahr pg. 270).
Through out this session well aim to provide many examples of behaviour management that are inclusive of different practices that can aid in the develop discipline with in the classroom.
This refers to those things that happen after the student has displayed the behaviour. Consequences can be both positive and negative reinforcement. In other words, they are those actions or events that either encourage the behaviours to be repeated or are likely to deter the behaviour in the future
If you’re negative, then the students that you teach will also be negative. And negative students are not well behaved students. If you remain positive in the classroom, no matter how tired and stressed you feel, then you will have a better chance of promoting positive behaviour in the pupils that you teach.
Highlight good behaviour
How can students demonstrate positive behaviour in the classroom, if they don’t know what it is? Find excellent examples of student behaviour and then highlight it to the class.
Highlight this good behaviour, and explain why its good. This can be as simple as praising a group doing excellent quiet work, or a student who demonstrates constructive behaviour with his peers. Highlight good behaviour and the behaviour of the students you teach will increase.
Model good behaviour
If students see you as moody, temperamental aggressive or worse, then you are not demonstrating the correct ways to behave in a classroom environment. Show the students how to behave well through your own actions, and your classroom will become a more peaceful place.
Misbehaviour is considered to be context-specific and thus behaviour that is deemed inappropriate according to the situation in which it occurs(Charles 2008). Misbehaviour can be broken into 4 broad categories.
Category A: Generally appropriate behaviour
Category B: Occasionally distracted and distracting behaviour
Category C: Occasionally challenging behaviour
Category D: Repeat challenging behaviour
Activities which are slow to start,
Activities that run for too long
Activities that are boring and not challenging enough
Punishment refers to adding something aversive in order to decrease a behaviour. The most common example of this is disciplining (e.g. spanking) a child for misbehaving. The reason we do this is because the child begins to associate being punished with the negative behaviour. The punishment is not liked and therefore to avoid it, he or she will stop behaving in that manner