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Management:
Behaviour
A Teachers’ Guide to
Promoting a Positive
Learning Environment
MARCH 2018
1
Classroom Management
Introduction
2
Preventative Actions
According to Charles (2002, p. 236) preventative actions are use when the teacher is ensuring their
students are engaged in an interesting curriculum and are treated ‘sensitively’. Some of these
strategies include:
Interesting curriculum
- Making curriculum topics interesting and worthwhile
Teacher-role to help behaviour
Point 1 and 7 links
- Being mindful of students needs for to William
security, hope, acceptance, dignity, Glassner’s Choice
power, enjoyment and competence, theory by
and ensuring these are met. maintaining the 5
- Being respectful, pleasant and basic needs of
understanding towards students. students.
- Be a constant role-model for your class.
Behaviour
- Teaching Students to be respectful, pleasant and understanding towards each other and the
teacher.
- Teaching students about good manners, how to use them, and how they enhance the
functionality of the classroom.
- Allow for student input on good behaviour that benefits the class.
- Teaching students to meet their needs in a non-disruptive way.
3
Supportive Actions
Charles (2002, p. 236-237) also states that students, despite the teachers efforts, may fall into
mibehaviour. Supportive actions are used to get your students back on track. These techniques were
shown in the French class video in Teaching with Bailey: (Bailey 2011 [a]).
- Showing interest in the students’ work: asking happy questions and making useful and good
comments.
- Using signal inferences and make eye-contact with the student (e.g. head shakes) to stop
misbehaviour.
- Using physical proximity. This also ties in with taking the first point.
- Helping a student when they get stuck: suggestions and hints.
- Provide light challenges to complete a task.
(Charles 2002 and Levin & Nolan n.d.)
The use of physical proximity was one of John Baileys sugestions to the Year 7 French teacher. She
tried this out in lesson her second lesson and found it to work quite well.
Corrective Actions
These techniques are use when your students continue to break the rules (Charles 2002, p. 239).
Remember to stay pleasant but firm.
- Step-in, keeping a positive manner, when class rules are broken. Remind them of the rules.
- Talk with challenging students calmly and respectfully, without:
o Lecturing
o Threatening
o Attacking their dignity
o Backing them into a corner
You must give them the chance to apologise for their behaviour and redeem themselves.
- Call upon the corrective measures that you and your class has agreed upon.
- Refuse to argue with students. Show them you want to help them abide by the rules.
- Applying your plan consistently and routinely every day.
2
Theories
Rudolf Dreikurs- Goal Centred Theory.
(Lyons et. al. 2003, p. 8-9), (Corrigan, 2017).
3. Revenge
Seeking retribution when something hasn’t gone their way.
3
4. Inequality
Feeling ignored or excluded by peers and groups.
Feeling the teacher is not respecting them.
4
Children with learning disabilities or changing circumstances
Establish
Use Assists the
consequenses
reinforcement child in
for
for apporiate building self-
inaporpriate
behaviour control skills
behaviour
- Shorter time-goals
Set on-task for 20 to 30 min and provide a timer to let student know of the expected focus
time.
- Allowing for frequent breaks in between tasks. About 5 minutes.
- Breaking assessment tasks/ assignments in to sections. Have the child complete one section at
a time. (This prepared the child for the assessment and makes is less overwhelming).
(Little 2003, p.91-92)
5
Children on the Autism Spectrum
6
Children experiencing life-related difficulties
Often in these cases, the teacher can be the only stable and supportive adult figure in the child’s life.
This is because the teacher is removed from the situations listed below. Therefore, the child may be
seeking the teachers’ attention or support in some way.
Conclusion
In conclusion, teachers should develop numerous behaviour strategies to help them contol
behaviour and optomise learning. Teacher must also help, guide and support children of many
different situations, abilities and backgrounds. Therefore, a key aspect of classroom management is a
positive, consistant and orderly classroom. Once that has been established a teacher may chose
specific techniques, strategies and thories that fit their own personal views and their class
demographic. The strategies provided in this guide are suggestions for specific examples a teacher
may be faced with.
7
References
Bailey, J 2011, ‘Teaching with Bailey- attention seekers’, YouTube, 17 May, viewed 20 February 2018,
<https://www.youtube.com/watch?v=pXhtwDK4oHw&t=3s>.
Charles C.M 2002, ‘Finalizing a personal system of discipline’, Building Classroom Discipline, New
Jersey, Pearson, 7. Ed. pp. 235-251, Education 4202 student teacher interaction in the classroom
reader, The University of Adelaide, viewed 2 February 2018.
Eby J, Herrell A, and Jordan, M 2006, ‘Building a repertoire of teaching strategies’, Teaching in K-12
Schools A Reflective Action Approach, pp. 215-237, Education 4202 student teacher interaction in the
classroom reader, The University of Adelaide, viewed 15 February 2018.
Killen, R n.d, ‘Effective teaching strategies lessons from research and practice’, pp. 1-44, Education
4202 student teacher interaction in the classroom reader, The University of Adelaide, viewed 3
February 2018.
Little, E 2003, ‘Kids behaving badly teacher strategies for classroom behaviour problems’, Pearson
Prentice Hall, pp. 84-103, Education 4202 student teacher interaction in the classroom reader, The
University of Adelaide, viewed 16 March 2018.
Lyons G, Ford M, and Arthor-Kelly, M 2003, ‘Classroom management’, Cengage Learning, pp. 1-35,
Education 4202 student teacher interaction in the classroom reader, The University of Adelaide,
viewed 3 February 2018.
Nguyen, O 2014, ‘Glassner’s choice theory’, YouTube, 6 February, viewed 17 March 2018,
<https://www.youtube.com/watch?v=yZA0zAgOl60>.
SAGE Publications n.d., ‘Managing classroom enviroments’, SAGE Publications, pp. 52-74, viewed 9
February 2018, <https://www.sagepub.com/sites/default/files/upm-binaries/39273_3.pdf>.
8
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Eby J, Herrell A, and Jordan, M 2006, ‘Building a repertoire of teaching strategies’, Teaching in K-12
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2018,
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10