Managing Classroom Behaviour Essential Strategies For Effective Teaching

In any teaching career, it is important to control any bad behaviour among children. In fact, controlling bad behaviour is an inevitable activity when interacting with children in a school environment. This necessitates the essence of behaviour management especially in effort to bring about desired discipline activities and conduct among students and their interaction with both teachers and parents. Some of the reasons why students may misbehave in the school can be due to boredom, such that they cannot find the contents of a classroom lesson being stimulating enough, or due to the struggle they have trying to find ease in carrying out classroom tasks and as a result, they create a distraction to other students (Knowles, 2018).

Having a discipline and reward policy in schools is useful in behaviour management both in the classroom and in school. A discipline and reward policy is crucial in the improvement of behaviour management such that it established a calm and quiet classroom environment from which children can engage in learning that is meaningful. Also, the children’s moral and social development will be in check as a result of having proper discipline and rewards policy. Enhanced knowledge of ways of disciplining and rewarding children in school will bring about a behaviourist understanding of a classroom as being a social system. Behaviour management in this context will also be improved where teachers will be more mindful and have some self-understanding, a classroom will be perceived as being multicultural, and it will be possible to establish and weigh between the teacher-centred and person-centred approach to teaching children in class (Postholm, 2013).

While carrying out this investigation, it is necessary to acquire information from reliable sources. Therefore, to justify content presented in this action research, information shall be synthesized from peer-reviewed journal articles, approved websites, and relevant book resources. In addition, reference shall be made to the behaviour management policy used in the current institution to support content presented in the investigation.

A critique is written with an intention of evaluating literary work such as an essay, a book, or even a painting so as to lead to advanced understanding. Critical review is subjective in nature since it illustrates the expressions of the opinions of a writer while evaluating a text. A critique discusses one particular type of complete text in detail (University College London, n.d).

One of the sources that shall be used in this action research is a handbook published by the Welsh Government known as “Practical Approaches to behaviour management in the classroom.” The content of the document is directed towards enhancing the practice of primary level teachers and those who are newly qualified into the teaching profession. The source provides information concerning general behaviour management techniques. Although, it does not cover issues concerning needs for special education (Welsh Government, 2012).

Another source is one published by the Department for Education of UK, titled “ Behaviour and Discipline in Schools.” This source serves as a standard guide for practice issued by the Department for Education. It provides guidance to school staff and headteachers in their development of school behaviour policies and explains the powers which staff members have in giving discipline to students. Generally, the document provides an overview of the duties and powers for school staff. Also, it allows people to set up their best practice in the management of behaviour in schools (Department of Education, 2016).

The third source that will be used to provide information in this action research is the behaviour management policy followed in the current institution (BIGS). The policy document has an opening statement which emphasizes on the significance of good behaviour to facilitate effective teaching. The principle of having a good behaviour policy is understood from both an Islamic and educational sense. The document aids in the creation of an environment in school which reinforces and fosters good behaviour. The document illustrates how the policy defines he standards of behaviour which are acceptable and aligned with classroom management and Islamic morals. The document also proceeds to outline how home and school can be involved in the implementation of good behaviour policy.

The gap that currently exists in behaviour management in schools is having a discipline and rewards policy. Traditionally, students were punished using means which failed to uphold discipline in a correct manner. Teachers were more concerned about disciplining children than allowing them to learn from their mistakes. In other words, disciplining was not accompanied with an appropriate and positive environment that would encourage learning. Initially, there lacked sufficient standards which would be used to measure the amount of punishment and rewards which students were to acquire according to their behaviour. Teachers misused their power of being able to punish poor behaviour and this only worsened the situation where students persistent in behaviour that impedes a good learning environment.

Therefore, with the establishment of policies, it has become possible to understand behaviour which leads to effective classroom management and getting to know children very well. In addition, understanding behaviour allows ease in dealing with particular difficulties in classrooms by offering practical solutions, offers practical ideas that will re0engage individual children in classroom activities and effective utilization of sanctions (Welsh Government, 2012). The BIGS behaviour management policy has a discipline and rewards policy which provides guidance to staff regarding the behavioural standards which are expected all over the school and promote and environment which will enhance positive learning. The BIGS behaviour management policy emphasizes on consistency in its implementation so as to ensure the students remain familiar with them and consequently follow them strictly. Eventually, their personalities are expected to blossom and result in an environment which is both friendly and encouraging learning and teaching for everyone.

The specific area where discipline and rewards policies need to be implemented is the classroom. A class consists many students who have different behaviours and they are likely to pose a challenge to teachers. In some cases, these behaviours irritate teachers who are handling large classes with students who have varied learning abilities. In other situations, the children’s behaviour ends up cutting into the normal operation time of the classroom. Therefore, as teachers, it is important to cope up with behaviour which challenge out abilities to teach children when among their peers. General literature expresses agreement in the notion that dealing with challenging behaviour in classroom requires the reinforcement of positive behaviour as a starting point.

If we were carrying out the same teaching practice decades ago, behavioural standard would be traditional described according to the actions which are unacceptable and strategies of discipline would have focused on sanctions which were available to punish behaviour that is unacceptable and enforce rules. In the present day, active promotion of behaviour which is positive is added to the equation which results in the overall discipline and reward policies. Currently, children are being taught behaviours which are positive and they become rewarded for exhibiting positive behaviour throughout, just the same manner in which academic achievement is rewarded (Irish National Teachers' Organization, 2004).

Currently, there is strength in responding to behaviour. I believe that teachers can easily identify the type of behaviour that children exhibit in class. Therefore, they have become adapted to consistently respond to behaviour that is challenging in a manner which is fair and least disruptive. Responses are preferably done in a proactive manner and this is preferred to mere reactive responses. For instance, one response to a behaviour which is challenging in a way that is annoying in the classroom, such as pouting, whining, tantrums and screaming is by ignoring them. At first, behaviour can worsen as the child tries harder to acquire attention in class. Eventually, by ignoring the behaviour, a child can notice that their behaviour is not being effective.

One area of improvement includes the management of violent or aggressive misbehaviour. When such behaviour occurs, they tend to cause a lot of stress for students and teaching staff involved. It is important that useful steps be set up in order to devaluate stress-causing situations. When faced with a situation which is potentially dangerous, teachers can seek for immediate assistance. Some of the approaches which need improvement include having a teacher staying at a safe distance in time, speaking calmly to the child and asking the child to consider behaviours and outcomes which are positive (Irish National Teachers' Organization, 2004).

This investigation impacts my own practice by allowing me to observe consistency in the response to behaviour which is both negative and positive. It will encourage me to help children develop moral personalities which are good as well as build their self-discipline, self-esteem and relationships which are positive (BIGS, n.d).

Managing violent and aggressive behaviour is justified because such misbehaviour is likely to occur frequently in the context of primary schools. In addition, aggressive misbehaviour is the kind which can escalate into strikes in schools. In situations where the misbehaviour grows worse, physical restraint or containment can be used because children will be unable to respond to the normal sanctions which are applicable to the dangerous situations that they pose (Irish National Teachers' Organization, 2004).

The beneficial changes brought about by discipline and reward policy will be evident where I can easily address the means of punishment which are appropriate and explain the potentially harmful outcomes of physical punishment. Now I can understand that all young people and children require is love, warmth and affection. My teaching will improve by means of listening, talking and occasionally giving praise. I have also learnt understanding an guidance through the implementation of discipline strategies in classroom management (Manchester Safeguarding Board(s), 2019).

Following this investigation, it can be deduced that there are different kinds of discipline each of which have their unique benefits. There is positive discipline, gentle discipline, boundary-based discipline, behaviour modification, and emotion coaching. Positive discipline is founded on encouragement od praise. Gentle discipline is based on the prevention of problems using means such as redirection. Boundary based discipline targets setting of limits and initially setting up of rule. Behaviour modification considers the negative and positive consequences. Emotional coaching focuses on teaching children about feelings.

Positive discipline is essential where rather than focusing on giving punishments, children can be discipline in a way that they can learn. Gentle discipline is necessary so as to use redirection to drive children away from engaging into bad or violent and aggressive misbehaviour. Boundary-based discipline is necessary where children are granted choices and for every choice, they become aware of the aftermath of their misbehaviour. Behaviour modification ensures good behaviour is rewarded with rewards and praises while bad behaviour is ignored or leads to some privileges being lost. Emotional coaching allows children to comprehend their emotions and feelings through verbalization instead of acting on them (Morin, 2019).

The recommendation for the improvement of behaviour management using discipline and rewards policy is approaching discipline through a learning approach instead of a form of punishment. In retrospect, the term discipline refers to imparting skill and knowledge. It is through discipline that a child can be able to cope with the real world more effectively and happily (Canadian Paediatric Society, 2004).

References

• Canadian Paediatric Society, 2004. Effective discipline for children. Paediatric Children Health, 9(1), pp. 37-41.
• Department of Education, 2016. Behaviour and dscipline in schools: Advice for headteachers and school staff. [Online] Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf
• Irish National Teachers' Organization, 2004. Managing Challenging Behaviour - Guideline for Teachers. [Online] Available at: https://www.into.ie/ROI/Publications/ManagingChallengingBehaviour.pdf
• Knowles, E., 2018. Managing classroom behaviour. [Online] Available at: https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/managing-classroom-behaviour
• Manchester Safeguarding Board(s), 2019. Behaviour management & discipline strategies – advice for practitioners. [Online] Available at: https://www.manchestersafeguardingboards.co.uk/resource/behaviour-management-discipline-strategies-advice-practitioners/
• Morin, A., 2019. 5 Different Types of Child Discipline. [Online] Available at: https://www.verywellfamily.com/types-of-child-discipline-1095064
• Postholm, M. B., 2013. Classroom Management: What Does Research Tell Us?. European Educational Research Journal, 12(3).
• University College London, n.d. Writing a Critique. [Online] Available at: https://www.ucl.ac.uk/ioe-writing-centre/critical-reading-and-writing/critical-review
• Welsh Government, 2012. Practical approaches to behaviour management in the classroom. [Online] Available at: https://gov.wales/sites/default/files/publications/2018-12/practical-approaches-to-behaviour-management-in-the-classroom-a-handbook-for-classroom-teachers-in-primary-schools.pdf