Behaviour Management Approaches

As a pre-service teacher who will be teaching within the primary school context, there are two behaviour theorists in particular, that not only have played an integral part in how I will approach behaviour management, but I believe are most suited to my discipline area. Both Canters theory on Assertive Discipline and Segantis classroom discipline approach are theories that not only encompass important core values and key ideas but are similar in their application within the classroom. Assertive discipline focuses on teachers and students having basic rights including insisting on decent, responsible behaviour and limiting inappropriate, self-destructive student behaviour. Teachers need to be consistent and active with clear and fair consequences for unacceptable behaviour; they work with the students to create a successful learning environment (Charles, 2011). I have chosen this framework as the underlying beliefs and ideas align with research on effective learning within the classroom and the management plan makes sense. Establishing positive relationships, clear rules and expectations and ensuring that there are negative and positive consequences for behaviour choices, are all areas which need to be present and reinforced for all students within a primary school classroom. Students are still developing their sense of self and need a structure that allows for a clear understanding of expectations yet also allows them to make their own choices and be accepting of the consequences that follow (Charles, 2011; Edwards & Watts, 2008). Similarly, Craig Segantis behaviour management approach entitled, Positive teacher leverage and realistic student accountability to establish class discipline, encompasses four key elements; teacher attitudes, student accountability, leverage for compliance and management tactics. I chose this approach as it has a strong foundation in reflective practice, values students educational learning, focuses on consistency and accountability, there are clear expectations and students are required to take responsibility for their learning. Seganti believes in slowly building up the consequences students face, that there is no need to immediately stop the class for small student disruptions, and that instead a series of techniques need to be utilised. This is an important factor as to why his theory can be adapted and modified for effective use in a primary classroom, as I have seen how effective it can be when students understand the consequences and often small disturbances can be dealt with using non-verbal techniques. Although there are clear differences between both approaches, they have many similarities that I believe suit both a primary school classroom setting and my personal teaching style. I believe in a

cooperative approach to learning, where students can be engaged and work collaboratively with peers. However without effective, clear rules students will step outside the boundaries formed. When classroom management is efficient, quality learning can take place and students will remain engaged, every student has the right to quality teaching and education. There is still room for flexibility within the approaches but the underlying results of both are the same effective, efficient classroom management that focuses on consistency, reactiveness, accountability and being proactive. A well-developed behaviour plan can be the difference between success as a teacher and a career change.

Behaviour Management Philosophy

Effective behaviour management is one of the key cornerstones to a successful teacher. It is with a well thought out philosophy and belief system that we, as teachers are able to implement strategies and approaches that will allow for a smooth, balanced, calm classroom where student learning is the centre and focus. My personal behaviour management philosophy draws on approaches from theorists such as Seganti, Wong and Canter, as well as personal experience, to ensure that I feel confident in my approach and am supporting my personal teaching style at all times. This philosophy is based upon four main key principles which are consistency, teacher and student accountability, organisation and ensuring that everything is purposeful. Each of these principles are personally of great importance to me as they encompass every area of the classroom and when pulled together will work to create a quality learning environment for every student in my class. I will then discuss my philosophy on appropriate consequences and the progression of consequences, followed by ten important points to mention in regards to my personal approach and beliefs.

Underlying Principles Consistency

Out of all of my underlying principles, consistency is the one that I believe is the most important and needs to be implemented within every area of the classroom. This means being consistent with procedures, attitude, behaviour follow up, consequences, rewards, organisation and actions. Without consistency, students may begin to manipulate and understand how to get around what has been set out. Students need clear boundaries that are followed up and enforced at all times, this not only is critical to their development but is essential to the running of an effective classroom. For example there is no point allowing well behaved students leeway when they make bad choices as all students need to be treated equally and without favouritism. Students will pick up on such things and misbehaviour could increase in students that are already struggling within that area. Consistency needs to be just that, consistent. When my approaches to behaviour management are consistent, such as following up with consequences, students start to understand the boundaries and learn that every choice has a consequences; some positive, some negative, but there is always a choice. Consistency means following

through as it is better to have terrible days enforcing rules in the beginning, than weeks of terrible behaviour at the end of the year. This relates to the next principle, teacher and student accountability.

Teacher and Student Accountability

Teachers need to be held accountable for their actions and need to be able to clearly justify their choices and similarly students need to be held accountable for their behaviour and choices within the classroom. When students are held accountable they learn to take responsibility for their choices, learning to accept the appropriate consequences attached to those choices. They are taking responsibility for their learning and education, choosing to engage with the learning process and be a part of their school learning community. It is important that this accountability is present, as without it students will begin to believe they can do what they wish, when they wish and as the teacher it is my responsibility to ensure that every student has the right to learn. With accountability students not only learn to take responsibility but they are developing life skills that will allow them to develop an understanding of how their actions may affect others, that consequences for actions will be around for the rest of their lives and that in regards to negative behaviours, the consequences will become worse as the offence continues. Teachers accountability includes maintaining a safe learning environment through appropriate behaviour management. I believe that too often behaviour management can aim at humiliating and shaming students, rather than building up those who do well. It is important to ensure that the consequence fits the action and ensure there is a clear progression of unpleasant punishments for misbehaviour and rewards for positive choices. This leads to organisation, without being prepared with expectations and organisation it can difficult to enforce some consequences and techniques within the classroom.

Organisation
An organised classroom can provide a solid foundation for a well-structured and successful day. I believe this is important as it draws attention away from small issues to ensure more time can be spent learning and providing quality education to students. Simple things need to be organised and put in place before stepping foot into the classroom and even before the students arrive. Some of these tactics include: A well organised classroom Be prepared with lessons, resources, photocopying, activities etc.

Prepare consequences and display visually Ensure classroom rules are clearly displayed Provide reward systems that are visual (especially in the younger years) Know where all students sit and arrange the desks to ensure they can all see the board Make eye contact Have clear expectations at all times Organise procedures

Each of these tactics allow for students to be aware of what expectations are present at all times and through complete organisation the day runs more smoothly and there is no confusion or misconceptions between the students and teacher.

Purposeful
What ties all the about principles together is that throughout my behaviour management approach everything needs to be purposeful, every rule is based upon a series of understandings and expectations that I would like to achieve within my classroom. This takes the form of a clear plan that is suited to not only my personal teaching style but is suited for the individual makeup of the class, taking into consideration the grade, age, gender and abilities of the students. There is very little point in doing something for the mere sake of it, there needs to be an understanding or reason behind it. For example, positive consequences for behaviour are visually displayed on the board as a constant reminder of what happens when the rules are followed. When teachers are proactive and purposeful in their planning, organisation and expectations, it allows for the classroom to run smoother. This is important within designing rules for a classroom as the rules need to be clear and simple which requires them to be well thought out and designed. The four rules that I think are important for my classroom are 1. No talking while another person is talking 2. Be prepared to learn 3. Be on time 4. Stay on task When rules are minimised, clear and well developed, students will have a greater chance of following them and understanding the expectations.

The last aspect of this principal is reflection, for things to be purposeful there needs to be reflection on whether they have met the purpose you had for them. As a reflective practitioner, questions such as did that rule achieve the expectation I planned?, what tactics should I look at implementing when someone is being disruptive?, does that consequence work? being reflective means that there is always opportunity for improvement and growth. I do not have every strategy there is, nor have I implemented a wide range of approaches and just because one approach worked with one class, does not mean it will be the same with another. Being reflective is one of the most important habits to implement within every area of teaching.

Key Points
From the four leading principles and beliefs that have been explained, I have complied ten practical implementations that I believe are beneficial and important to implement in my classroom. 1. Sweat the small stuff. It is the small things, such as uniform, being on time to class etc. that can make a huge difference to how a class is run. 2. Do not threaten a consequence that you cannot or will not follow through on. Appropriate consequences with follow through are vital.

3. All students are equal do not label students as good or bad 4. Disciple should end with the correct behaviour Ensure students are aware of what the correct behaviour should be and are able to model it 5. Ensure students develop a clear expectation of classroom rules and consequences 6. Use a range of non-verbal and verbal techniques to assist with behaviour management, once you stop the class to address a student it is harder to regain their concentration again. E.g. use eye contact, hand gestures, physical presence, verbal statements and non-verbals that support these. 7. Be assertive Do not settle for anything less than what you believe your classroom should look like.

8. Build and create positive student-teacher relationships 9. If you bargain for compliance now. You will beg for it later. 10. Be proactive

Conclusion
Every student has the right to learn within a safe and support environment, with little distractions and in a classroom that is pleasant, calm and organised to ensure for optimum learning. My behaviour management philosophy relies upon the four key principles and when implemented within a primary school setting (Prep to Seven) will mean that not only success with an orderly class but the opportunity for deep, enriching learning activities. Students are still developmentally in need of structure, discipline, consequences and persistence. Through my philosophy I believe that I have developed a well-rounded, basic approach that can be adapted and built upon as I gain further knowledge and experience in the classroom.

References
Chareles, C. M. (2011). Building classroom discipline (10th edition). London: Pearson. Edwards, C. H. & Watts, V. (2008). Classroom discipline and management. (2nd edition). Milton, QLDL John Wiley & Sons Australia.