AITSL Standard 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

AITSL STANDARD 4.3 Evidence

(Australian Institute for Teaching and School Leadership [AITSL], 2014)

Situation

Both scenarios are practical demonstrations of how I approach and manage challenging behaviour in the classroom. The essay comparing Skinner's behaviour management theory with Gordon's Teacher Effectiveness Training [TET] model demonstrates why I chose to manage challenging behaviour from the basis of a positive relationship with students. The first scenario demonstrates how this looks in a supportive behaviour management approach and the second scenario displays how positive relationships can be used in preventative approaches to avoid challenging behaviour.

Children are on a journey of self-discovery. Behaviour is a product of how children cognitively formulate and confront environmental stimuli for need fulfilment (Edwards & Watts, 2004). Therefore, creating conditions in the classroom that fulfils children's basic physical, social, emotional and cognitive needs is essential. Identity wants to grow; however, behaviour modification methods significantly undermine intrinsic motivation (Edwards & Watts, 2004). Valuing a student’s identity through nurturing relationships and positive learning environment will lead students to self-regulate their own behaviour (Tenenbaum, 1959).

Action

To develop positive relationships with students, a safe and pleasant space is essential. Whether it is in the classroom environment or one-on-one, students need to feel valued, respected and heard. The physical space (scenario 2) can be modified to ensure it is welcoming and free of distractions (Edwards & Watts, 2004). Desk positioning, temperature, organisation and displays can all be used to show students they are valued as individuals. Valuing each students' voice through classroom activities or one-on-one discussions builds a trusting student-teacher relationship (Tenenbaum, 1959). Techniques such as I-messages (essay), active listening (scenario 1) and class discussions (scenario 2) build on the student-teacher relationship to problem solve behaviour management issues. The responsibility is put in the students' hands, giving them a sense of ownership and pride over their behavioural decisions (Rogers, 2011).

Result:

The outbreak of challenging behaviour will be reduced through creating a positive, safe environment for students. By seeking to understand students, misbehaviour can be managed. This process may take a little more time; however, the intervention creates an opportunity for the student to also understand themselves and how they can make positive choices in the future. Problem-solving behavioural issues together leads to self-regulation of their own behaviour. A positive student-teacher relationship not only enables successful management of challenging behaviour but also avoids it. Classroom disruptions will be reduced through an environment that students feel comfortable and safe in to take ownership over their own behaviour. These scenarios reveal that challenging behaviour can be managed through creating classroom conditions conducive to positive behaviour and seeking to understand the reasoning behind student behaviour.

References:

• Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
• Edwards, C. and Watts, V. (2004). Classroom discipline management. QLD: John Wiley & Sons Australia.
• Rogers, B. (2011). Classroom behaviour (3rd Ed.). London: SAGE Publications.
• Tenenbaum, S. (1959). Carl Rogers and non-directive teaching. Educational Leadership (16)5, 296- 328.