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behavior management

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Contents 1. Title Page 2. Contents 3. 1.0 - Introduction 4. 2.0 - Behaviour Management in Schools/2.1 - Positive Discipline 5. 2.1 - continued 6. 2.2 - Approaches to Behaviour Management/2.3 - Assertive Discipline 7. 2.3 - continued 8. 2.3 - continued 9. 2.3 - continued 10. 2.4 - Behaviourism and Cognitive Behaviourism 11. 2.4 - continued 12. 3.0 - Assertive Discipline in the Learning Support Unit (LSU)/3.1 - Children with Emotional and Behavioural Difficulties 13. 3.2 - Applying Assertive Discipline 14. 3.2 - continued 15. 4.0 - Personal Priorities: Balancing Approaches 16. 4.0 - continued 17. References 1.0 - Introduction Effective classroom and behaviour management is an aspect that has created a wide scope of theories and hypotheses from individuals who work within the academic system. These 'approaches' to classroom and behaviour management have been, and are currently being, used by schools across the country and indeed the world. This essay will cover at least two approaches to classroom and behaviour management in which they will be described and examined. The application of these approaches in three schools, one of which is a primary school (PP1) and the other two secondary (TP1 and SS1), will be discussed. Furthermore, the underlying principles to that approach and the strategies employed will also be investigated. Additionally, the concept of 'positive discipline' will be a common theme throughout this essay as nearly all approaches to effective classroom and behaviour management incorporate this doctrine. One of these approaches will then be selected and its impact on a particular group of pupils will be considered. The aforementioned group will be those pupils with emotional and behavioural difficulties. This draws a focus towards the practice of a learning support unit (LSU). Finally, the essay will conclude by gathering my current knowledge, skills and understanding in classroom and behaviour management. I will then apply the knowledge I have gained from the research conducted for this essay to aid my development in this area. ...read more.


This was observed to have great effective in a primary school (PP1) in a year 6 class. "Miss 'S', what are the class rules about talking when I'm talking?" (Teacher B, PP1) The pupils then proceeded to listen quietly to the teacher. This strategy was implemented consistently during the observation period. This reinforces the strategy of routine in addition to reminding the rest of the class the rules for talking. 'The 4 R's', a concept discussed in the classroom management section of the EPS module, further supports this - these concepts being rights, responsibility, rules and routines (Williams, 2008). By democratically deciding a disciplinary procedure with the students, it shows the teacher is willing to listen and builds a rapport and trust with the pupils. These are essential traits for good communication, thus aiding in facilitating and/or directing learning. "Finally, they teach their students how they expect them to behave." (Canter and Canter, 2001: 16) The final part of this statement links in with other forms of behaviour management. Assertive discipline does consider behavioural response: showing disapproval towards misbehaviour, thus setting limits, and communicating your pleasure to the students for exemplary behaviour. Teaching pupils how to behave cannot be wholly proactive. Discipline may have to be instilled reactively in a calm and appropriate manner as to avoid unnecessary confrontation. This is a good example of how effective classroom and behaviour management is difficult to apply using a singular approach. 2.4 - Behaviourism and Cognitive Behaviourism The concepts of behaviourism and cognitive-behaviourism now come to the fore. These approaches to classroom and behaviour management are more reactive to exemplary behaviour and misbehaviour than the more proactive concept of assertive discipline. Essentially, behaviourism uses the principle of corrective management utilising the strategies associated with positive discipline. "Behaviour is controlled by the response it receives (its consequence). Thus if you want to increase the rate of behaviour, you must follow it with a reinforcing consequence; whereas, if you want to reduce its rate, you must follow it with a punishing consequence." ...read more.


I feel I will encourage and reward pupils, but I'm beginning to understand that this will become more difficult in the long term. The EPS lecture on classroom management (Williams, 2008) was invaluable in this regard and it also introduced the concept of 'the five W's', which are: What did you do? Why did you do it? What rule did it break? What would be a better choice next time? Finally, what can I do to help? These five questions, associated with cognitive behaviourism, will be put into practice in my lessons. Realising the importance of implementing this in a non-confrontational manner, I will have my class carry out their assigned task and quietly pull the student to one side and ask them these questions. This will help correct their behaviour as well as produce an alternative way of thinking through their behaviour. I am aware this will not happen immediately and that I will have to be patient. One of the earliest impressions I can instil on my classes is my professionalism, through which my posture, expression and tone of voice are vital. I will endeavour to wear a suit and tie whilst maintaining a straight and confident posture. This will give the impression of my control over the class. My expression, both facial and body language, is usually positive and I can use this tactfully to express disappointment in poor behaviour without actually having to verbally express it. This strategy is the same with regards to my tone of voice. I have already found I communicate with students in a neutral and confident tone. This will give me the option to lower my voice or raise it if need be to achieve the desired affect. In conclusion, I find myself adjusting from an assertive approach to a combination of this and cognitive-behaviourism. Furthermore, I will enforce the uniform policy to make pupils aware I am observing discipline. I will use formative assessment to engage students that supports access for learning. I will also work closely with the LSU as every child matters. Word Count: 3295. ...read more.

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