I believe that there is no substitute for preparation, fairness, consistency, and proportionality in a teacher’s behaviour management. The challenge however, is in the execution. A teacher must be aware of the goals of their actions, and be reflective in their practice. In the implementation of behaviour management Teachers must hold paramount the rights for all students to learn in an environment of respect and safety. With this in mind, the goal of all behaviour management strategies should be the re-entry and re-engagement of a student(s) with the class and tasks.

Cope (2007, p1) states that there is “a requirement for order in the classroom as a basis for teaching and learning”. I certainly agree with this but would further that this ‘order’ does not mean military like discourse and action, but an environment that respects a students’ right to learn. Students who threaten this learning environment via their actions should be reminded of the rights of their classmates.

I also agree with Cope (2007, p1) that ‘there is a necessity for behaviour to be taught’.  These learned behaviours will be different in different cultures and age groups, but it is pivotal to recognise that a teacher is a model of behaviour, and should seek to behave in a manner befitting that at all times.

Teachers will undoubtedly have to assert themselves as part of their behaviour management. The goals of this assertion and the manner in which it is performed are fundamental to the outcomes. Rogers (2006, p67) notes that “assertion is not about winning: it’s about establishing and affirming fair rights and needs”. I believe that a teacher must remind himself or herself that they are the adults in the room. A Teacher’s assertion should be made with the aim of protecting the rights that are fundamental to student learning in a safe environment, not to ‘win’. The assertion by a teacher should be as advocate on behalf of other learners and the learning space. A teacher is certainly able to assert their right to be spoken to in a respectful manner etc, but the majority of behavior management concerns inhibit others ability to learn.

Students should be given choices. Decision-making is a crucial skill that needs to be given opportunity to be practiced. Students will test boundaries, and strategies should be employed to give students the opportunity to correct their behaviour according to their understanding (which should be made clear to all) of what is acceptable, and what is not. The development of class rules is imperative to this decision-making process. Discussion, respect, and open dialogue in a class should ideally “invite student understanding, cooperation, and support for a common ‘plan’ or ‘agreement’ about the ‘way we ought to behave in our classroom’” (Rogers, 2000, p20).

I believe students need to ‘own’ their behaviour.  Rogers’ (1992, in Marsh, 2008, p190) Decisive Leadership Model includes the principle that Choices and consequences should be emphasised, and that ‘students should be helped to see that their actions have consequences’. Rogers (2000, p20) suggests that in order for the class to become responsible, they must understand that when rules are broken then rights have been impacted. Discussions with a student should be focused on their behaviour, and its impact on someone’s rights, rather than being a personal affront. A discussion of a behaviour which can be chosen to be altered will likely be more productive than berating a student. A positive aspect of this includes the fair and sincere praise that students should receive.

• View Preventative Stragegies

  My classroom and behaviour management plan requires the implementation of preventative strategies. Marsh (2008, p187) suggests the use of:
  
  • Diversity: Lessons should be as worthwhile and enjoyable as possible for all students. This includes catering for faster and slower learners, and the preparation of materials to cater for all ability levels.
  
  • Variety: A variety of activities should be included within a lesson so that students do not become bored. Planning should allow the inclusion of activities such as listening, writing, discussing, reading, solving problems, and illustrating.
  
  • Versatility: It is important to have contingency plans in case the lesson does not go well. It is often better to switch to another activity than persist with something that is not working (Pirola-Merlo, 2003, p133).
  
  These strategies are crucial to planning. I aim to be a conscientious planner catering for a diverse group of students with a variety of needs. These preventative strategies alone do not create a respectful, caring, and safe classroom environment. For me, learning students’ names as quickly as possible shows respect for the students as individuals. The establishment of rules, procedures, and routines and careful consideration of seating and space (Cope, 2007, p3) will encourage an environment for learning. This kind of classroom environment will help me be a better teacher and in this space, students can be more easily choose to behave in a desired manner.

• View Supportive Stragegies

  It is certain that over time, students will err in terms of behaviour (Marsh, 2008, p187). Cope (2007, p3) suggests “positive attitudes, warm but appropriate relationships, and a consistent, predictable environment are the keys to developing support for students and their learning”. It is also necessary to correct minor behaviour issues in a sensible and proportional manner. Techniques include;
  
  • Using eye contact
  • Pausing in mid-sentence to either establish eye contact or move elsewhere in the room
  • Using proximity, to move to the offending student (in effect demanding the behaviour change
  • Using non-verbal signs such as shake of the head, hand signal etc
  • Removing disruptive objects
  • Assigning whole class tasks to allow time to speak quietly to offending students • Thank the class when they have behaved well
  (Marsh, 2008, p187)
  
  The goal of these techniques is to put a stop to a students’ misbehaviour without detracting from teaching and learning. I hope to use these techniques effectively, without allowing the issue to become a standoff. Students should be given the opportunity to make the right choices, without being ridiculed. The use of these techniques should be done so in a fair and consistent manner. My past practicum experiences have made me realise that these behaviour management techniques must become a natural part of your teaching delivery and that over-conscious attending to deliberate measures can easily lead to a whole class distraction.

 

• View Corrective Strategies

  When students’ misbehaviour is repeated, or of a more serious nature ranging from active refusal to participate, to offensive language, or aggressive or violent behaviour these behaviours must be attended to. And depending on the seriousness of the behaviour, the response will vary. Corrective tactics “are the range of reactions that are used when all else fails (Cope, 2007, p3). However, this does not mean that the reaction must be extreme. Fairness, and proportionality, must be considered before implementing tactics such as ‘separation, use of withdrawal rooms, and detentions’ (Cope, 2007, p3).
  
  These different responses can be described as negotiable or non-negotiable consequences. With “negotiable consequences the student contributes to the process and outcome of behaviourable ownership” (Rogers, 1998, p153). This process can begin with asking a student to recognise their behaviour, and also recognise the rule that they have broken. The student will then be asked to consider how they will behave from the on and to agree to this. Non-negotiable consequences are used with serious behaviours such as verbal or physical aggression; smoking; violence, or bullying etc. The consequences for these behaviours are “known in advance, published, and applied without negotiation” (Rogers, 1998, p153). The delivery of these consequences should be given in a calm manner, focusing on the behaviour and the rules.
  
  The use of non-negotiable consequences in the classroom is undesirable. This is due to the fact that it is hoped that earlier intervention gives a student an opportunity to make decisions about their behaviour. If preventative, supportive, and corrective (negotiable consequence) strategies are effectively implemented then students should be capable of re-engaging with the class or task. The use of non-negotiable consequences should follow clear explanation of desired behaviour and rules that are being broken. Outside the classroom, behaviour can often go undetected in these early stages, and this is the more likely occurrence of verbal or physical aggression directed at peers, smoking, or bullying etc. In these ‘playground’ instances the use of non- negotiable consequences will usually be reasonable to implement as students know the rules regarding these types of behaviours.
  
  At varying degrees of misbehaviour the following negotiable and non-negotiable corrective strategies may be employed either alone or in concert with other strategies.
  
  • Rule reminders
  • Redirecting to the learning
  • Inform student of how serious their behaviour is, remind them of rules and ask them how they should behave. Make a verbal agreement of this
  • Ask student to leave the classroom and wait outside or relocate to a different class if possible
  • Create a behaviour contract with the student
  • Relocate student
  • Refer to senior staff immediately
  • Have a re-entry discussion
  • Possible suspension (internal or external)
  • Inform parents of behaviour

Classroom Behaviour Management Steps

Adapted from Rose Bay High School Behaviour Management Plan.

The Behaviour management model above shows, in a simplistic fashion, the steps that teachers and students go through in order to re-enter the class following misbehaviour. The ultimate goal of re-engagement with learning should be maintained at all stages, and re-entry is fundamental to this. For the rights of all learners, this re-entry and re-engagement of the disciplined student should be on a basis of respect for the rights of all those who share the classroom space. The focus should be on the understanding of all students’ rights to feel safe and to learn uninhibited of distraction, unreasonable noise, and fear of or actual verbal or physical aggression.

The behaviour management model above is a guide for myself as a teacher. However, these behavior management techniques cannot be considered in isolation. A students’ behavior needs to be considered as a course of behavior, with analysis given to motivations, decisions, and triggers. Behaviour management is not about dealing with issues as they arrive, but responding, discussing, providing options, making choices, open discussions etc. Students will respond to a teacher that treats them as individual that deserve an inherent respect, but also have expectations that students consider their peers and those that share their learning space. To this end, behavior management must be personal, reasonable, proportional and able to undergo self and peer scrutiny in order to achieve best outcomes for learners.

• View References

  Cope, B. (2007). How to plan for behaviour development and classroom management.
  
  Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues. Frenchs Forest, NSW: Pearson education, Australia.
  
  Pirola-merlo, S. (2003) Relationship management in the primary school. Frenchs Forest NSW: Pearson Education, Australia.
  
  Rogers, B. (1998). You know the fair rule and much more. Melbourne, Vic: ACER.
  
  Rogers, B. (2000). Developing a classroom behaviour agreement, Issue 1, 2000.
  
  Rogers, B. (2006). Classroom Behaviour: Practical guide to effective teaching, behaviour management and colleague support (2nd ed.). London: Paul Chapman.
  
  Rose Bay High School, (2009). Rose Bay High School: discipline policy and classroom procedures. Department of Education, Tasmania.