Professional Documents
Culture Documents
Date: 29/08/2014
Date: 29/08/2014
difficulty, an inability or disability, and also due to the level of support the child receives at home
performing homework task. Hence, Bloomfields (2006) assertions of student teachers needing to
be in control of the classroom, may not be the most effective way in managing classroom
behaviour as evidence suggest the reasons why these individuals are resilient could be due to a lack
of knowledge or a personal learning need. The writer argues that behavioural management only by
discipline or control, can further lower the self-efficacy of resilient students. For example, the
reason why these students may be misbehaving could be due to learning difficulties, a disability or
an inabilities to follow set task.
Juxtaposing preventative strategies of classroom management, Tulley and Chiu (1995) have found
that the most effective methods of behavioural management address a more humanistic approach
rather than that of control and discipline. Praising, providing positive feedback or reinforcement to
students, are all believed to promote student development in relation to the current learning
standard of the child. This does not mean a student that has received positive feedback from the
teacher will act abiding by the attitudes of other well-behaved students, but be more open and
susceptible to changing their conduct in the classroom. This coincides with Marsh (2008) emphasis
on the need of a teacher that demonstrates warmth and humanity in the classroom environment to
constitute for good teaching. Humanistic approaches aim to not only tell a student they have
misbehaved, but explain to the student as to what they have specifically done to behave
inappropriately. Casa (2011) exemplifies this through the situation of a teacher telling a child
chewing gum that it is not allowed on the school grounds. However, if the teacher asked the child
why students should not be chewing gum at school, many would not be able to answer. Hence,
explaining to the child the risk involved in the consumption of chewing gum, such as it being a
choking hazard if swallowed, the student will know why they shouldnt be chewing gum rather than
simply being told not to chew it. This is great example of how effective communication between the
teacher and students can follow a more caring, humanistic approach towards the management of
behaviour. Savage (1999) agrees that in order for teachers to provide a deeper learning experience
for students through effective behaviour management skills, one must be caring to respect students
and to earn the respect of students. A caring approach includes being open and honest to student
about rules and the expectations of the teacher, as well as putting ones trust in the students. The
establishment of classroom rules and regulations assist students in being more independent and
encourages less reliance on the teacher by minimizing classroom disruptions.
Many theories surrounding behaviour management establish the need for clear classroom routines,
rules, teacher expectations and classroom organisation. Teachers must understand how each of
these variables interacts with one another in a constant interplay of events. It is how a teacher
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reinforcement as more students will be determined to participate in the lesson. Although this is not
to say that preventative strategies are not useful in the management of classroom conduct. Lee and
Croninger (1996) interpret that higher levels of misbehaviour and lower academic achievement are
the direct result of the teacher displaying a lack of authority or leniency in the classroom.
Preventative strategies may be considered to be behavioural management approaches that limit
student freedom and send a direct message to students in a reactionary measure. These include
methods such as directly scolding a student for an act of misconduct, limiting recess time and Zero
Tolerance policies of the school. Some researchers have suggested that the use of negative
disciplinary methods to behavioural management, specifically Zero Tolerance policies, can lead to
factors such as alienation and opposition, induce aggression and reduce the likelihood of graduating
from high school (Way, (2003)). The writer contends these arguments for effective behavioural
management limit the opportunity to create an open learning environment as they do not cater for
the needs of all students, particularly those that may have learning difficulties or disabilities.
The writer agrees there is no evidence to support a best approach of managing behaviour that
assist in providing a prosperous learning environment within the classroom. Furthermore, the most
effective behavioural management methods lie in the teachers knowledge of their students as
individuals, rather than the one strategy of intervention applied to the class as a whole. This means
that it is not one, but a combination of behavioural modification methods that are needed to be
applied to provide for a developmentally sound learning environment. Bloomsfield (2006) statement
of student teachers seeing the need to be in control of the classroom, is an effective preventative
or disciplinary strategy to correct student misconduct. Moreover, disciplinary and preventative
consequences to classroom misbehaviour are useful in producing immediate corrective mannerisms
from students (Alber and Heward, (2000)). These methods include principle referrals, exclusions
from activities and loss of student privileges. However, these strategies are not appropriate to all
cases, as demonstrated by Bennett and Smilanich (2008) findings that children not involved within
classroom task, are more likely to misbehave. By limiting student participating due to misconduct,
this evidence suggest that there is a higher possibility of students to continue to misbehave. For this
reason, the arguments of Musti-Roa and Haydon (2011) and Tully and Chiu (1995) contend that a
humanistic approach and use of Behaviour-Specific Praise (BSP) are methods that allow students
to be more independent in terms of their own conduct in class. The use of BSP in class compliments
students that have a positive attitude or are well-behaved in class for other students to see this as
an example to follow. Although, overuse of BSPs can result in students constantly seeking approval
from the teacher, further raising the chances of student misbehaviour and lowering classroom
productivity. Hence, the writer affirms that in order to achieve an effective learning environment for
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students, behavioural management strategies will vary throughout situations and differing students.
For example, a teacher may use a humanistic approach to approach a child that has learning
difficulties as a preventative strategy may lower the individuals self-efficacy. Whereas, if there was
an extremely serious act of misconduct, such as a child constantly bullying others, a teacher may
apply negative reinforcement or a preventative strategy followed by a humanistic approach. This
would ensure that there is immediate corrective response from the student, but also an explanation
as to what the student was specifically doing wrong according to classroom expectations.
In conclusion, behavioural management is the constant balance between the factors of student
freedom and classroom discipline (Palmer, (2007)). The writer contends that behavioural
management strategies that are most powerful in providing a developmentally sound learning
environment are reliant on the teachers ability to vary methods of management dependent on the
student and the misconduct. There are many strategies that aim to prevent, limit or ensure the
correct level of conduct and expectations are achieved within the classroom setting. Overall the use
of disciplinary methods of behavioural management are effective in providing an immediate
corrective reaction from students, however are not substantial as they lack depth in explaining to
the student the specific act that has been considered misconduct. Humanistic approaches towards
managing classroom conduct are more practical and powerful in providing a learning experience for
students though positive reinforcement, use of BSPs and in depth explanation to promote the
expected level of behaviour within the classroom. Although, a humanistic approach does not see an
immediate corrective response from students and can also lead to students constantly seeking
teacher approval. In future to maintain effective behavioural management strategies need to be
expanded by developing a deeper understanding of resilience and risk factors in children within the
schooling environment.
Date: 29/08/2014
References:
Alber, R., & Heward, L. (2000). Teaching Students to Recruit Positive Attention: A Review and
Recommendations. Journal of Behavioural Education, 10, 177-204.
Bennett, B., & Smilanich, P. (2008). Classroom Management: A Thinking & Caring Approach.
USA. Bookation.
Bosch, K. (2006). Planning Classroom Management: A Five-Step Process to Creating a
Positive Learning Environment. (2nd ed.). Thousand Oaks, CA: Corwin Press.
Broomfield, C. (2006). PGCE Secondary Trainee Teachers and Effective Behaviour
Management: An Evaluation and Commentary. Support for Learning, 21(4), 188-193.
Casa, M. (2011). Enhancing Student Learning in Middle School. New York: Routledge.
Cope, H., Hundley, S., & Strahan, B. (2005). Positive Discipline With Students Who Need It
Most: Lessons Learned in an Alternative Approach. Clearing House, 79(1), 25-30.
Crossley, L. (1984). Reinforcement I and II. The Clearing House, 58(1), 37-38. ISSN: 0009-8655.
Evans, C. (2004). Exploring the Relationship between Cognitive Style and Teaching Style.
Educational Psychology: An International Journal of Experimental Educational Psychology.
24(4).
Ford, T., Edwards, V., Sharkey, S., Ukoumunne, O. C., Byford, S., Norwich, B., & Logan, S.
(2012). Supporting teachers and children in schools: the effectiveness and cost-effectiveness
of the incredible years teacher classroom management programme in primary school
children: a cluster randomised controlled trial, with parallel economic and process
evaluations. BMC Public Health, 12, 719. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA307322299&v=2.1&u=acuni&it=r&p=AONE&
sw=w&asid=a0c145c4f93c1af73f6aa5995ea3bbec
Glasser, W. (1998). Control Theory in the Classroom. New York: Harper and Row.
Lee, V., Croninger, G. (1996). Social Capital and Childrens Development: The Case of
Education.
Marsh, C. (2008). Becoming a Teacher: Knowledge, Skills and Issues. NSW, Australia: Pearson
Education Australia.
Date: 29/08/2014