Educational issues- Classroom Management and Behaviour Issues

Educational Issue:Educational Issue:

Behaviour Issues and Classroom Management. What Is the Best Approach?

Part 1Part 1..

Identify and explore Identify and explore Behaviour issues and Behaviour issues and

classroom management.classroom management.

Importance of classroom Importance 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.

Issues relating to behaviour Issues 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.

Issues relating to behaviour Issues relating to behaviour and manaegment and 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).

Issues relating to behaviour Issues relating to behaviour and manaegmentand manaegment

Typical Adolescent behaviour:o Eegocentric o Eexploring different identities. o Rebellion. o Sensitive and argumentative

Part 2. Part 2.

Discussion on the different Discussion on the different approaches to behaviour approaches to behaviour

issues and classroom issues and classroom management. management.

Different Approaches to the Different 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

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.

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.

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.

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.

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).

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

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.

Part 3.Part 3.

Solutions to behaviour Solutions to behaviour issues and classroom issues and classroom

management strategies:management strategies:

SolutionsSolutions

Strategies and actions need to be planned and implemented early.

Teachers must establish rules and expectations early to ensure students know the boundaries.

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.

DDiscipline strategies iscipline 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

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.

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

Preventitive ManagmentPreventitive Managment

Maximising Academic Learning Time (ALT)

ALT increases engagement

ALT is achieved by specifically allocating time for variations in teaching

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

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

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.