2. Part 1Part 1..
Identify and exploreIdentify and explore
Behaviour issues andBehaviour issues and
classroom management.classroom management.
3. Importance of classroomImportance of classroom
managementmanagement
Students need to feel a sense of community.
Relationships and Experiences.
Classroom management and behaviour
issues are directly relate to how students
feel.
4. Issues relating to behaviourIssues relating to behaviour
and manaegmentand manaegment
A teachers beliefs and values influence
classroom environment.
The teacher models and demonstrate to
students how to act.
Unprepared responses add to conflict or
negative feelings for students.
5. Issues relating to behaviourIssues relating to behaviour
and manaegmentand manaegment
At risk students see little to strive for.
Negative perspective will have a direct influence
on the type of behaviour the students
demonstrates.
Classroom management needs to chang the
environment, not try to change an individual’s
behaviour (Henley, 2006).
6. Issues relating to behaviourIssues relating to behaviour
and manaegmentand manaegment
Typical Adolescent behaviour:
o Eegocentric
o Eexploring different identities.
o Rebellion.
o Sensitive and argumentative
7. Part 2.Part 2.
Discussion on the differentDiscussion on the different
approaches to behaviourapproaches to behaviour
issues and classroomissues and classroom
management.management.
8. Different Approaches to theDifferent Approaches to the
Issue:Issue:
Autocratic, teacher centred, passive learning
and controlled classroom management
Vs
Democratic, student led, interactive learning,
activity centred, and co-constructed
management
9. Autocratic ManagmentAutocratic Managment
The teacher dictates and students comply.
It values and looks for obedience and
curricula control.
When compliance is the goal of classroom
management, students do not have the
opportunity to learn.
10. Autocratic ManagmentAutocratic Managment
Punishment used to change behaviour.
Enforces consequences that will decrease
the likelyhood of poor behaviour in the
future.
Autocratic teaching believes that a well-
managed class is a quiet class.
11. Democratic ManagmentDemocratic Managment
Values the need to increase student
motivation.
Students are allowed more input into
classroom activities. This increases
participation and reduces the anount of
behaviour issues.
12. Democratic ManagmentDemocratic Managment
Students are allowed to voice their
persective and it is respected by staff.
Students can experience participating fully
in democratic process by allowing students
to establish their own rules for behaviour
and sanctions.
13. Democratic ManagmentDemocratic Managment
Involves a variety of components to
maintain students attention.
Movement is the only experience that unites
all levels of activity in the brain.
The more opportunities students have to
move and change positions, the better they
will behave (Henley, 2006).
14. Democratic ManagmentDemocratic Managment
Students should be allowed to move and talk
together during activities. Activity centred lessons
include variety in;
• curriculum and content,
• co-operative learning,
• peer tutoring,
• learning centres,
• role-play,
• brainstorming, and discussion
15. Democratic ManagmentDemocratic Managment
An autocratic style is when the teacher
dictates what will happen and how it will
happen.
A democratic style attempts to involve
students in decision-making and appeals to
the students’ intrinsic motivation.
16. Part 3.Part 3.
Solutions to behaviourSolutions to behaviour
issues and classroomissues and classroom
management strategies:management strategies:
17. SolutionsSolutions
Strategies and actions need to be planned
and implemented early.
Teachers must establish rules and
expectations early to ensure students know
the boundaries.
18. SolutionsSolutions
Teachers should aim to know information
on their students. This includes:
• Possible behaviour problems
• Specific learning and physical need
• Sstudent names and how to pronounce them.
19. DDiscipline strategiesiscipline strategies
Management is gained through consistent
discipline. Three common discipline strategies
are;
1. Preventative Discipline. This includes;
• Clear expectations
• An attractive and welcoming environment
• Well-planned room organisation
• Adequate resources
• Organising curriculum to cater for mixed
abilities
20. DDiscipline strategiesiscipline strategies
2. Corrective Discipline. This includes;
• Teachers behaviours and reactions
• Casual and direct questioning
• Simple warnings or directions
• Defusing or re-directing potential conflict
• Reminding of rules
• Giving simple choices
• Taking students aside from the group
• Using appropriate time out.
21. DDiscipline strategiesiscipline strategies
3. Supportive Discipline includes;
• Following up on disruptions
• Encouraging students
• Re-establishing working relationships
• Developing and maintaining respect
• Building a positive classroom
• Applying a team approach
22. Preventitive ManagmentPreventitive Managment
Maximising Academic Learning Time
(ALT)
ALT increases engagement
ALT is achieved by specifically allocating
time for variations in teaching
23. Preventitive ManagmentPreventitive Managment
Give clear, brief and effective instructions
A lot of low-level off-task behaviour is
from students not understanding
Work must be achievable yet challenging
for students.
Students will engage and achieve when they
experience success
24. Preventitive ManagmentPreventitive Managment
Henley (2006), suggests that solutions for
behaviour issues develop over time. Solutions
include:
• Smooth transitions
• Clear instructions
• Accountability Procedures
• Being ‘With It’
• Establishing Routines
• Keeping Students Alert
25. Preventitive ManagmentPreventitive Managment
Democratic solutions involve disciplining
with dignity.
Respect is paramount. Teachers must hold
the moral high ground.
Teachers must allow students the
opportunity to reflect on their poor
behaviour.
Editor's Notes
Students need a sense of community. A place that forms relationships, responsibilities and a place where students can experience success
Classroom management and behaviour issues are directly related to how students feel. If they are safe, comfortable and supported in there learning, then behaviour issues are reduced. If students feel that they are not a valued, or they do not participate, then teachers are faced with students who can disrupt their learning environments.
A teachers beliefs and attitudes can have and do have, an influence on the students and the classroom environment
how the teacher chooses to deal with any issues and the behaviour they demonstrate in response to the issues will model and demonstrate to students how to act in challenging situations or when there is conflict,
Unprepared and thoughtless responses to behaviour issues in class add to conflict or create more negative feelings for students
When teachers let their frustrations with students become personal, cynicism and friction can develop. The belief teachers have of their students can have a direct effect on the students’ failures and successes.
At risk students will look around their environments and surroundings and see little to strive for and motivate them to achieve. These students present a profound challenge for teachers.
negative perspective will have a direct influence on the type of behaviour the students demonstrates. Therefore classroom management must be organised and ready to deal with at risk students effectively.
classroom management needs to be used in a way that focuses on changing the environment as opposed to trying to change an individual’s behaviour (Henley, 2006).
Adolescents have egocentric behaviour and go through pahses exploreing different identities. With most teens, this includes and phase of rebellion. They can also be more sensitive and argumentative at the same time.
Now we will discuss the value and benefits of different approaches to behaviour issues.
Autocratic, teacher centred, passive learning and controlled classroom management VS
Democratic, student led, interactive learning, activity centred, and co-constructed management.
In an autocratic classroom, the teacher dictates and the students comply. Autocratic teaching looks for obedience and curricula control. When compliance is the goal of classroom management, students do not have the opportunity to learn traits of responsible behaviour such ad co-operation, reflection, and respect for others
Autocratic and traditional forms of corrective behaviour management strategies use punishment to change behaviour. The logic behind using punishment is that a punishment is a consequence that will decrease the probability that the behaviour will reoccur.
Autocratic and authoritarian teaching will have people believe that a well-managed class is a quiet class. This may seem like students are learning and the teacher is seen as having control over the students. This is a simple solution for behaviour management issues, but it can prove to be more damaging to student achievement in the long-term. Long periods of passivity restrict student engagement and stifles creative thought
A classroom that demonstrates democratic values increase student motivation. They are more willing to participate and learn because students are allowed input into the classroom activities. The greater the participation, the fewer amounts of behaviour issues will occur. When dealing with misbehaviour in a class that values a democratic approach, teachers administer discipline judiciously.
Students are allowed to voice their side of events and it is respected and taken into consideration by staff.
students can experience participating fully in democratic process by allowing students to establish rules for behaviour and sanctions
Individual lessons should involve a variety of components to help students maintain attention. Movement is the only experience that unites all levels of activity in the brain. Sitting for more then 10 minutes does limit a student’s awareness of physical and emotional sensations. The more opportunities students have to move and change positions, the better they will behave (Henley, 2006).
Students should move around the room and talk together when they perform activities. In activity centred lessons, teachers include variety in curriculum and content, co-operative learning, peer tutoring, learning centres, role-play, brainstorming, and discussion
In summary; An autocratic style is when the teacher dictates what will happen and how it will happen. A democratic style attempts to involve students in decision-making and appeals to the students’ intrinsic motivation.
need to be implemented and planned before the first lesson with students. The first meeting is important because the earlier the teacher is able to establish rules and expectations, the easier the rest of the year will be
Possible important information for teachers to know includes; possible behaviour problems, specific learning and physical needs of individuals, and also knowing student names and how to pronounce them.
Rodgers (1990) has stated that classroom management is gained through consistent discipline. Three common discipline strategies that teachers should used are:
Preventative Discipline –
Clear establishment with the class
Clear expectations about work, tasks etc
Attractive and welcoming environment
Well-planned room organisation, (seating, movement capability, access to equipment, clear labels).
Adequate resources
Organising curriculum to cater for mixed abilities
Corrective Discipline –
What is said, how it is said and when teachers say it in relation to off-task behaviour.
Tactical ignoring of some behaviours
Casual and direct questioning
Simple warnings or directions
Defusing or re-directing potential conflict
Reminding of rules
Giving simple choices
Taking students aside from the group
Using appropriate time out.
Supportive Discipline –
Following up of disruptions later when the initial ‘heat has subsided.
Encouraging students wherever possible
Re-establishing working relationships with disciplined students
Developing and maintaining a climate of respect
Building a positive classroom tone
Applying a team approach to solving discipline
Keeping students on task and preventing disruptive behaviour can be achieved by trying to maximise Academic Learning Time (A.L.T). A.L.T increases engagement and maximises learning (Wilkins, 1987). A.L.T is achieved by specifically allocating time for students to be exposed to variations in teaching in learning styles and related activities. Engaged time is when students are actively involved with the focus of the lesson and on task.
Being efficient in giving clear, brief and effective instructions is another preventative strategy. If students are clear on what they have to do and understand the reason why they are doing it, the possibility of off-task behaviour is reduced. This is because a lot of low-level off-task behaviour is due to students not understanding what is expected or how to complete a task (Wilkins, 1987).
teachers need to ensure that the work set is achievable yet challenging for students. Students can engage and achieve when they experience success
Henley (2006), suggests that the following solutions for behaviour issues in class develop over time and that they will be deliberately implemented in order to improve. They include:
Smooth transitions are an effective management strategy. This requires the teacher to be efficient, have little down time and manage distractions. They must clearly communicate a way of getting students to respond, either with visual or verbal cues.
Another strategy related to communications is the need for clear instructions. Good preventative management lies in being able to get students to value and respect when others are talking (Wilkins, 1987).
Accountability Procedures – Group responsibility / Individual Accountability. Make students accountable in lessons by; Randomly asking questions to see if students have completed tasks.
Being ‘With It’ – Make students feel as though you have eyes in the back of the head. Establishing Routines – Ensure that daily routines are efficient and well handled .
Keeping Students Alert – Ensure that they stay engaged through the use of voice variations, movement around class, a variety of teaching methods, and randomly asking questions.
Democratic classroom management and effective solutions to behaviour issues involve a different and modern approach to discipline. This concept is known as disciplining with dignity (Henley, 2006). Respect is paramount from teachers and students, but even more so when misbehaviour occurs. The teacher must always give respect. They must hold the moral high ground, not take issues personally, and teachers must allow students the opportunity to reflect on their poor behaviour.
