Sophie Wraith-Franck

S00146926
EDFD220

EDFD220 Assignment 2: Individual Essay

Question:
Finding the best form of behaviour management in primary schools has been
the subject of much debate. What affect does challenging behaviour have on a
classroom setting and what behaviour management practices do you think
work best?
Many teachers will be privy to challenging behaviour within a classroom. When we
talk about challenging behaviour, it refers to behaviour by students that disrupt a
classroom or playground environment. This can be a student who calls out, doesnt
follow instructions or demonstrates low levels of concentration, amongst other things
(Giallo & Hayes, 2007). Being able to deal with these disruptions and behaviours is of
great concern to teachers as they can cause problems with student learning (Giallo &
Hayes, 2007). Studies also show that badly behaved students will generally receive
more attention over those students who practise good behaviour (Ford, Sharkey,
Ukoumunne, Byford, Norwich & Logan, 2012). This type of behaviour can also cause
stress and anxiety within teachers and requires more support being needed within a
primary school environment (Fields, 2012). It is also important to note why students
behave the way that they do, and this will also be explored (Sullivan et al, p.8), as
well as teacher misbehaviour (Lewis & Roache, 2011, p.133). There is much debate
among professionals on whether praise or punishment is the better way to deal with
these problematic behaviours (Fields, 2012). This paper will also explore what effect
a whole school approach can have on behaviour management as well as developing
preferred practices of behaviour management like the whole school approach (Roger,
2007).
Challenging behaviour in classrooms can be many things, as previously mentioned.
Violence, talking to other students, loudness, or anything else that disrupts students
from learning or teachers from teaching can cause significant problems within a
classroom (Rogers, 2007). Research has shown that students with high levels of antisocial behaviour will often have problems in both their adolescent and adult lives
(Ford et al, 2012). This kind of behaviour, as well as causing disruption within a class,

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can prevent both the individual exhibiting the behaviour and their fellow students
from learning. As well as affecting the students it can also affect the teacher, as stress
levels are known to rise when in contact with anti-social or defiant behaviour (Giallo
& Hayes, 2007). A variety of studies show that confidence levels in teachers when
responding to behaviour management problems causes high levels of stress and can
ultimately lead to a high number leaving the profession (Ford et al, 2012).
Research suggests that some teachers tend to lack confidence in behaviour
management practices, and therefore become stressed. Intervention programs have
been set up to manage this. Early intervention programs that have been known to have
a positive affect on student-teacher relationships are programs that promote
discussion, involvement and recognition (Ford et al, 2012). These programs are aimed
at educating teachers on the correct behaviour management practices. There are a few
programs that lean towards this kind of early intervention, but I will only discuss two.
One such program is the Teacher Classroom Management (TCM) course, which is
run by the Incredible Years (IY). This course is based on cognitive social learning
theories and aims to improve student-teacher relationships through the way teachers
manage classroom behaviour. They endorse proactive rather than reactive (Ford et
al, 2012, p.3) management of classrooms and promote social and emotional
regulation skills (Ford et al, 2012, p.3). They also encourage the teachers to develop
a stronger relationship with the parents, so they can also implement these skills. While
there has been some positive feedback and research into this course, there is no
substantial proof that it works.
Another program that has been established to achieve an increased level of
appropriate behaviour is Australias School Wide Positive Behaviour Support
(SWPBS) model. Like TCM, it also educates teachers in finding a balance between
acknowledgement and correction (Fields, 2012). Acknowledgement being
encouraging good behaviour, and correction being amending bad behaviour. It
widely focuses teaching these skills on a whole school level by specifying
expectations for behaviour management (Fields, 2012, p.25) and rules. It also
endorses recognizing and rewarding (Fields, 2012, p.25) appropriate behaviour by

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students. However, similar to TCM, this approach has no definitive proof that it is
effective in decreasing anti-social or disruptive behaviour in students.
While there is much debate on whether or not certain intervention programs have any
influence at all, it appears that early intervention is necessary in developing a
behaviour in children that is positive (Giallo & Hayes, 2007). Although what kind of
intervention that is needed is debated widely, with research lacking in substantial
evidence. However, there are some practices that teachers definitely need to steer
clear of. For instance, teacher misbehaviour has been found to be detrimental to an
effective student-teacher relationship (Roache & Lewis, 2011). This refers to
aggressive behaviour by teachers including yelling in anger, using sarcasm to belittle
students and imposing group punishments for individual infringements (Roache &
Lewis, 2011, p.133). Attitudes and behaviours of this nature are highly likely to have
a negative impact on the students and do little to improve student behaviour. In
contrast to this detrimental style of teaching, teachers who endeavour to form
relationships with their students often find that the levels of misbehaviour decrease.
By encouraging discussion and involvement, as well as having firm but fair
consequences for inappropriate behaviour, student-teacher relationships become
stronger.
Teachers, as leaders, need to be aware that their actions can have an impact on the
students they teach. By implementing a whole school approach to behaviour
management, the different experiences and values of a variety of teachers can be
explored (Rogers, 2007). Instead of leaving individual teachers to react to disruptive
behaviour on their own, a group of teachers can decide on a preferred response by
basing it on a range of values and aims they all share (Rogers, 2007). By creating this
blanket response to behaviour management, a stable teaching, learning and social
environment (Rogers, 2007, p.27) can be formed. Roger (2007) argues that as well as
providing a stable environment, students are also impacted significantly. Instead of
being confused by what they can and cannot do, they become aware of what
behaviours are unacceptable. By implementing this whole school approach to
behaviour management, Roger (2007) suggests what preferred practices (p.29)
should be considered. Firstly, Roger (2007) suggests that a balance needs to be found

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with regards to rights and responsibilities. He argues that both students and teachers
have the right to feel safe and be respected by their fellow students and colleagues and
that every student and teacher has the responsibility to ensure that this occurs.
Secondly, Rogers (2007) advises that the same disciplinary action should be taken by
all teachers and should not be varied throughout them. He talks about the 4Rs
rights, responsibilities, rules and routines (p.30) and how teachers should always
refer to them when dealing with particular behaviours. His next recommendation is
that confrontation be minimised and sarcasm and ridicule prohibited when dealing
with certain behaviour that does not need it. That kind of response merely
undermine(s) student confidence and self-esteem (p.32). Finally, Roger (2008)
recommends using both positive and corrective language when dealing with lowlevel but annoying behaviour (pp.32-33).
Another important aspect of behaviour management is the language used to enforce or
encourage certain rules or behaviour (Roger, 2011). It can be argued that the words
we choose and the way we choose to use them can affect how effective we are able to
manage a situation. Being assertive, firm and confident is fundamental to efficient
behaviour management (Roger, 2011). If a teacher were to discipline a student with a
shaky voice and unclear message, the probability is that the student will simply not
take notice and be likely to reoffend. Roger (2011) suggests that keeping corrective
interaction (p.83) at a low-level, the environment is kept pleasant and positive. By
using non-verbal cues or simple reminders for low intrusion discipline (p.83) like
chair leaning or calling out, more significant discipline can be used for the more
substantial offences. It is important to have a respectful, positive tone of voice
wherever possible (Roger, 2011, p.83). Also ensure that when a disciplinary action
has been implemented, the teacher is sure to re-establish working relationships
(Roger, 2011, p.83) soon after. Roger (2011) also recommends that it can be
constructive to show a student that you care about their problems.
Behavioural problems in students can stem from a variety of different factors.
Edwards (2008) explores the idea that children often bring their problems to school
(p.3). He suggests that factors outside of school, like problems at home, can influence
a childs behaviour in a school environment. Problems such as abuse, divorce and

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death are among the influencing elements that Edwards mentions that can affect a
students behaviour. He also suggests that the reactions of some students with these
behavioural problems can be worse than others, and the teachers have a responsibility
to ensure they are aware of these outside influences. However, Edwards also implies
that sometimes the problem lies within the school as an institution, its teachers and
administration. He suggests this can simply be done by teaching students content that
is not meaningful to them or by failure to encourage independent thinking patterns
(p.10) in the students. Students need to be able to think on their own and have some
responsibility. Edwards argues that excessive coercion (p.13) can result in student
misbehaviour, by not giving them the free will to make choices on their own. He says
the way schools enact punishment or handle bullying can also result in anti-social and
inappropriate behaviour by students. If the school is the problem, and not any outside
influences, it is essential to ensure they are teaching meaningful content, encouraging
independent thought and giving the students enough responsibility. They also need to
make sure they have the correct disciplinary actions in place to match the crime.
In summary, behaviour management practices remain open for debate because there is
no substantial evidence that any particular method works best. Research fails to be
consistent and inconclusive as of yet. However, we do know what methods have
detrimental impacts on students and should be steered clear of. Teachers need to
strongly avoid aggression towards students and enacting unfair punishments that do
not fit the crime. They need to ensure they are providing meaningful content for
students to learn, and giving the students a chance to be independent and take
responsibility. We do know that some techniques are essential to help form a strong
student-teacher relationship. The language we use in relation to behaviour
management is important to be aware of. It can be the difference between a strong
student-teacher relationship and a weak one, and having a strong relationship is
helpful in regards to influencing student behaviour. Importantly, a whole school
approach to behaviour management has been proven to be effective. When the leaders
of a school come together to decide on the rules and values they will enforce to
combat behavioural problems, there is a greater chance of success.

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References:
Edwards, C.H. (2008). Classroom discipline and management (5th Ed.). Milton, QLD:
John Wiley & Sons.
Fields, B. (2012). Getting the balance right: the challenge of balancing praise and
correction for early school years children who exhibit oppositional and defiant
behaviour. Australian Journal of Early Childhood, 37, 24-28. Retrieved from:
http://search.informit.com.au/fullText;dn=194948;res=AEIPT.
Ford, T., Sharkey, S., Ukoumunne, A.C., Byford, S., Norwich, B. & Logan, S. (2012)
Supporting teachers and children in schools: the effectiveness and costeffectiveness of the incredible years teacher classroom
management programme in primary school children. BMC Public Health, 12,
1-16.
Giallo, R. & Hayes, L. (2007). The paradox of teacher professional development
programs for behaviour management: Comparing program satisfaction
alongside changes in behaviour management practices. Australian Journal of
Educational & Developmental Psychology, 7, 108-119. Retrieved from:
http://www.newcastle.edu.au/__data/assets/pdf_file/0018/100368/v7-giallohayes.pdf.
Roache, J. & Ramon, L. (2011). Teachers views on the impact of classroom
management on student responsibility. Australian Journal of Education, 55(2),
132-146. Retrieved from:
http://search.informit.com.au/fullText;dn=188164;res=AEIPT
Rogers, W. (2007). Behaviour Management: A whole-school approach (2nd Ed.)
London: Sage Publications.
Rogers, W. (2011). Classroom behaviour: A practical Guide to Effective Teaching,
Behaviour Management and Colleague Support (3rd Ed.) London: Sage
Publications.