A teacher is the disciplinary, the provider, the nurturer and the educator. Sherwood (2008, p.

137)
suggests that a teacher is the heart and soul of a classroom. Teachers provide students with
knowledge, not only on the disciplinary area but also provide emotional stability and support. Part
of providing such a safe and nurturing environment is control and management of classroom
behaviour. Woolfolk and Margetts (2009, p. 446) suggests that the aim of classroom management
is to provide and maintain a positive and productive learning environment. Rogers, (2009, p.2) also
outlines that enablement of awareness, direction, discipline of self and respect for others rights is
also a fundamental aim of behavioural management.
Every classroom is managed differently depending on the individual teachers ideals, morals
and approaches to behaviour.
Through teaching its been found that students regularly call-out and interrupt the flow of the
lessons. Rogers, (2003, p.67) outlines calling out and talking while the teacher is speaking are the
most commonly found distracting and disruptive behaviours within a classroom. He furthers this
discussion to suggest, reminding the whole class of the expectations and the rights of individuals to
be listened to, is an important component in management of the behaviour.
Rogers, (2000, p. 58) outlines prefacing as a technique that re-enforces the positive behaviour of
students. So when students are calling out, instead of punishing or verbally criticizing them,
positive re-enforcement is given to those doing the right thing. This technique was implemented as
it was perceived as being an effective and non intrusive technique. It allows a teacher to address the
behavioural issues without disrupting the flow of a lesson.
It was found through prefacing that even though students improved their behaviour with the
modeling of other students, they resorted back to their previous behaviour only minutes later.
However, prefacing integrated with other strategies is proven to be a more powerful tool in
behavioural management.
Rogers (2000, p. 58) outlines rule reminder, as a way in which a teacher can outline the expected
behaviour and the rules expected to follow whist only briefly interrupting the flow of the lesson.
Rule reminder can occur in a number of varying manners, including given through questioning.
Found through implementation that the students are more than capable of abiding by the class rules
and respecting each other in the appropriate manner when reminded to do so.
Enforcing, clearly outlined to students that speaking during whole class discussion without being
asked is not tolerated. Enforcement also promotes responsibility for ones behaviour and respect for
mutual rights suggests Lewis (2008, p. 60).
Rogers (2003, p. 41), outlines the behaviour that a teacher should tactically ignore include: when a
student pouts, rolls their eyes and sighs.

Woolfolk et.al (2009, p.457) outlines the ideal way in which to manage a problem is to prevent it
before it occurs.
The aim behind the tactical ignoring strategy was to demonstrate to Harrison that this type
of behaviour will not be acknowledge due to its nature. Woolfolk et.al(2009, p.258) acknowledges
that to enforce positive behaviour in students that ignoring the unwanted behaviour can be an
effective way for them to learn. I found that the time permitted to implement the strategy wasnt
efficient to be able to see positive results due to time constraints. Its my belief through constant and
long term implementation of this behavioural strategy will you then see a change in the behaviour
of Harrison.
Developing and then maintaining the appropriate classroom management behaviour is a
fundamental component in any teachers professional development and practice. Woolfolk et.al
(2009, p. 459), promotes that one of the challenges teachers face, is developing and supporting
appropriate and considerate behaviour of students.
Through the implementation of four separate strategies, it demonstrated both the positives
and the negatives of implementing behavioural controls. In my future practice it would be my aim
to implement and provide a positive learning environment for students. Rogers (2009, p.6)outlines
that encouragement is not only crucial for the tone of the classroom but also establishing the
relationships between teacher and the individual students.

Encouragement and positive re-

enforcement as seen through prefacing would be a technique widely used. I believe that such
encouragement of students not only discourages negative and destructive behaviour but establishes
and creates a supportive and positive environment for students to function in, one of my own
personal aims of my classroom environment. Woolfolk, et.al(2009, p.254) when students are
learning a new behaviour, they will learn it faster if they are reinforced for every correct response.
Through the experience also found the use of rule reminder and would certainly apply to my
future practice, I felt that it was effective in conveying to students, the expectations while gently
explaining the expected behaviour. Bill Rogers outlines numerous strategies that werent explored
through this paper but certainly in my future practice I would experiment with the strategies. The
above strategies proved to be effective and efficient to some level. However in my future practice I
wont use them in isolation.
techniques.

They would be integrated with many different and effective

However, of course the ideal way to manage problems is of course to prevent them in

the first place (Woolfolk, et.al., 2009, p.457).

Lewis, R. (2008). The Developmental Management Approach to Classroom
Behaviour. Victoria, Australia: ACER Press

Sherwood, P. (2008). Emotional Literacy - The heart of classroom management.

Victoria, Australia: Acer Press,
Woolfolk. A and Margetts. K (2009). Educational Psychology Australian Edition, New
South Wales, Australia: Pearson Australia
Rogers, W. (2009). An Introduction to an inclusive framework model for behaviour
management and discipline. Victoria, Australia: Education Consultant
Rogers, W (2003). Effective Supply Teaching: Behaviour Management, Classroom
Discipline and Colleague Support. London, UK: Paul Chapman Publishing. Retrieved from
http://reader.eblib.com.au.ezp.lib.unimelb.edu.au
Rogers, W. (2000). Classroom Behaviour, Second Edition. London, UK: Paul Chapman
Publishing