Bahviour Management in schools

Why is behaviour management important in schools?

Effective behaviour management is essential to enable the school to run effectively. It also creates an environment whereby everyone’s rights and responsibilities are addressed.

Behaviour management means preventing problems before they start!

Exploring practical ways leading to consistent, positive and purposeful school-wide practice. (Roger, 2007)

1. Prevent and minimise- unnecessary problems, can never eliminate distracting and disruptive behaviour in classrooms. Develop rights and responsibilities that are non-negotiable:

• All have a right to feel safe
• All have a right to learn
• All have a right to basic respect and fair treatment

2. Encourage and correct- encourage positive and responsible behaviour and correct behaviour which infringes on students’ or teachers’ rights.

How can we balance encouragement and correction when students breach the rights of others?

Discipline is necessary. How can we do so in the least intrusive way so that respect and dignity still remain? Discipline must be supportive and encouraging. Discipline does not need to be humiliating as this can be embarrassing harbour resentment and lower students’ self esteem.

Is there such thing as a right way to discipline?

The key is to where possible; avoid any unnecessary confrontation with students by intentional use of put downs- ‘cheap shots’, public shaming or exclusion. Humour will defuse tension and ease anxiety, however, malicious humour is considered “counter-productive to co-operative discipline” (Roger, 2007)

Emotional- control what you say and do when angry.

Language – gestures, tone of voice, facial expressions change according to emotion. Overuse of ‘don’t’, ‘stop’, ‘no’, ‘cant’, as an emotional response. It is best to use positive language.

E.g. Instead of stating “don’t do that!” why not rephrase your sentence to “Is that the best you can do?” Or, “Working quietly thanks” instead of “don’t talk”

Consequence must teach students:

• Relationship between behaviour and outcome applied
• Students choose their own behaviour. Students must learn responsibility as it is not innate. Teachers’ role is just to help students make good behavioural choices.
• Reconciliation. Repair, rebuild damaged relationships attitudes and actions.
• Allow time to “cool off” when applying consequences. Students may be very upset. Depending on the situation, it may be difficult to expect students to apologise right away as emotions are involved.

Example: Student pulls out their IPod and listens to music in class.

Instead of taking it off the student and confiscating it, the teacher can use a direct question (avoid using asking ‘why’).

T: What is the school rule for listening to music during class?

S: But other teachers don’t mind if we listen as long as we do our work.

T: Even if other teachers do (partially agree), what is the school rule for music in class? (Focus back on the primary issue-main)

S: “It’s not fair!”

T: “It may not seem fair to you, but it is the school rule. You know what you need to do. I’ll come back later to see your work, thanks”.

What does this encounter demonstrate to us?

The teacher conveys confidence and trust in the students’ common sense and co-operation.

T: “If you choose not to put it away, I’ll have to ask you to stay back”.

This once again puts the responsibility back on to the student without arguing. If the student “chooses” not to put it away, the student can stay back during lunch/recess. This is known as follow up where the teacher can follow up the incident and discuss behaviour. (Something implemented by Hume Central)

3. Unified student behaviour support system- involves all teachers and staff. Unified resolve to implement the policy. Unable to say, did you know what, “your Sam did this and that...”

Teachers at Town Park find it overwhelmingly difficult to stick by the school rules when not all teachers decide to implement them accordingly.

Actively promote teach and support positive behaviour.

When discussing behaviour management, teachers tend to focus on the disruptive, misbehaved students. Teachers often have the tendency to forget the well behaved students. Even students who misbehave do behave positively from time to time.

• Acknowledge students when they are behaving responsibly and positively even though it is expected behaviour. Encouragement affirms effort in thought and behaviour. Reinforces good behaviour. Simple as: “That’s good, you’ve got your book out”, “That’s great to hear you use the technical terms for ....”, “Great thoughtful response to....”. (Be specific)

• Build a positive working environment in class.