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Nicole Cochrane
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Nicole Cochrane
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Nicole Cochrane
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Each student will behaviour in their own personal way, but when
misbehaving their behaviour can be categorised within four
categories, classified as category A, B, C, and D. These categories
range from a low behavioural response to an extreme reaction.
Category A students are able to complete the assigned task, with
teacher hints such as pausing, moving closer and inspecting work
when the child becomes distracted; Category B students are less
interested in the work and possibly less confident at completing the
task, these students can become distracted but their behaviour
improves with teacher recognition, rewards and punishments;
Category C students are distracted easily and the teacher needs to
help the student become aware of unreasonable behaviour, by
discussing the behaviour as a problem and developing a plan together
to avoid the repetition; Category D students repeat misbehaviour
despite teaching techniques (Ramon, 2008). Teacher wish for those
category D students to move through to category A, where students
act responsibly within the classroom. Being able to manage this
variety of behaviour, teachers must use group management skills to
monitor behaviour and keep consistency within the classroom (Hart,
2010). As stated by Hart (2010) teachers must individualise classroom
practice to improve student behaviour, through increasing motivation,
engagement and compliance teachers are able to shape and manage
the behaviour of children. Although there are a variety of strategies or
programs that have been proven to be effective, there is no
guarantee that that specific strategy will work on every student
(Landrum, Scott, & Lingo, 2011). Some students will respond well with
developing routines and arrangements, while others will require the
teacher to manipulate where he/she stands in the classroom or
rearranging the seating to separate antagonistic students (Landrum,
Scott, & Lingo, 2011).
Nicole Cochrane
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There is another behavioural management strategy called selfmanagement, which is defined as a persons ability to manage their
existence (Panagoopoulou-Stamatelatou, 1990). This technique can
be very beneficial to a teacher as they are able to spend more time
teaching students rather than controlling their behaviour, as well as
being more effective and cost efficient, with a chance for
generalisation, compared to other visible managing techniques
(Panagoopoulou-Stamatelatou, 1990). As discussed by
Panagoopoulou-Stamatelatou (1990) and extended on by Hart (2010)
this technique requires a natural teaching context where children are
encouraged to take initiative while teachers interact responsibly when
necessary. Continuing by stating that when children are taught this
strategy they are then better equipped to manage their academic and
social behaviour from an early age, which gives a greater degree of
control over their own learning and their behaviour (PanagoopoulouStamatelatou, 1990). It has been stated that
controlling young children hinders their development of selfesteem and self-identity. Controlling young children may also
reinforce the powerlessness they feel in adult environments and
could stunt their growth toward equality. The act of controlling
children is the act of oppressing children. (Lake, 2004, p. 571)
Therefore teachers must explain to students how to manage their own
behaviour. There are many strategies that can be chosen to teach
self-management such as the eleven steps designed by SMIC (Selfmanagement intervention checklist), self-instructional training
(Panagoopoulou-Stamatelatou, 1990), or through the four stage
model designed by Meichenbaum and Goodman (1971). The four
stage model includes cognitive modelling, overt guidance, faded selfguidance and finally self-instruction (Meichenbaum & Goodman,
1971). Self-management strategies have been proven to be effective
Nicole Cochrane
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Every day within classrooms are different to the next, as each student
interacts with different people and has different experiences. Some of
these experiences are exciting and have positive influences on the
student, while others are disappointing and have negative effects.
Some students dont view school as exciting opportunities for learning
or to show success, rather they come to school as an aversive
situation (Landrum, Scott, & Lingo, 2011). Landrum et al. (2011)
states that positive and negative behaviour generally occurs in
relation to objects or events in the environment, this behaviour may
come or go but how the student responds is predictable, and if
teachers can identify the predictors they can prevent the
inappropriate behaviour. Teachers can do this by avoiding disruption
and keeping the lesson flowing by coming prepared, informing
students of the aim and giving clear instructions at the beginning;
keeping students interested by varying tone, speed and volume of the
their voice, being enthusiastic and varying how they teach; keeping
students accountable for their learning by taking a number of answers
and not immediately stopping at the right answer, making eye
contact and asking students why they believe that is the answer; and
making students feel monitored through positioning themselves to
see all students and when talking to one student ensuring the teacher
scans the rest of the room (Ramon, 2008).
Nicole Cochrane
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Nicole Cochrane
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[Words: 1962]
Nicole Cochrane
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References
Gaudreau, N., Royer, E., Frenette, E., Beaumont, C., & Flanagan, T. (2013).
Classroom behaviour management: The effects of in-service training
on elementary teachers' self-efficacy beliefs. McGill journal of
education, 48(2), 359 - 382.
Hart, R. (2010). Classroom behaviour management: educatiional
psychologists' views on effective practice. Emotional and behavioural
difficulties, 15(4), 353 - 371.
Lake, V. (2004). Ante up: Reconsidering classroom management
philosophies so every child is a winner. Early child development,
174(6), 565 - 674.
Landrum, T., Scott, T., & Lingo, A. (2011). Classroom misbehaviour is
predictable and preventable. Exceptionality and Peer Victimization
Involvement in Late Childhood: Subtypes, Stability, and Social
Marginalization, 30 - 34.
Little, S., & Akin-Little, A. (2008). Psychology's contributions to classroom
management. Psychology in the schools, 45(3), 227 - 234.
Meichenbaum, D., & Goodman, J. (1971). Training impulsive children to talk
to themselves: A means of developing self-control. Journal of
Abnormal psychology, 77, 115 - 126.
Opdenakker, M., & Van Damme, J. (2006). Teacher characteristics and
teaching styles as effectiveness enhancing factors of classroom
practice. Teaching and teacher education, 22, 1 - 21.
Panagoopoulou-Stamatelatou, A. (1990). The use of behavioural selfmanagement in primary school settings: A review. Educational
psychology: An international journal of experimental educational
psychology, 10(3), 201 - 224. doi:10.1080/0144341900100303
Ramon, L. (2008). The developmental management approach to classroom
behaviour: Responding to individual needs. Camberwell: ACER Press.
Nicole Cochrane
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