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Category: Behaviour Management

Behaviour Management Theories

There are many ways for a teacher to implement classroom management. Some are highly effective, some may need to be re-addressed. What is crucial though, is that all teachers have some form of behaviour management system in place which will enable them to not only control their class, but will also allow for a healthy and productive learning environment.

As with most aspects of teaching, a teacher’s personality and their actual method of implementation in regards to management techniques, will have a direct bearing on the outcome. Consequently, what may work for one person, may not work for another, or, it is possible that a school’s ethos or policy statements, may not allow for a teacher’s particular behaviour management style.

Three approaches are listed below, but there are many more and it must be noted that it is often the case that they are not exclusive to one another. Different behaviour management systems may be overlapped as a teacher establishes the best system for themselves, and significantly, for the particular class under their care.

A Student Centred Approach

A child sees behaviour directed by outside influences of parents and teachers which can be negative. A student centred approach encourages independence and for children to choose their own behaviour.

It is a democratic approach where the teacher:

* shares control and decision making with the class
* encourages group initiatives
* delegates responsibility of behaviour to the class
* works toward establishment of mutual goals and encourages active participation

A student centred approach is hinged on understanding the problem in behaviour:

* clarify the source of the problem
* is the teacher affected by the student behaviour?
* the teacher should be listening to what may be the “real problem/message
* encourage children to speak openly
* allow student to change behaviour as opposed to reinforcing accusations
* language development, thoughts, feelings, age, and reasoning ability, may restrict the teacher’s use of logical argument.

Active Listening

Silence is golden and potent.
Listening is one of the teacher’s most effective tools. It shows willingness to help and accept.

Methodology:

* prompt speaking and then actively listen
* respond
* look for ‘door openers’
* help enlighten ’cause and effect’ by encoding of feelings

Prerequisites:

* a deep sense of trust in students’ ability to ultimately solve their own problems
* genuinely accept students’ feelings as uniquely their own – acceptance of who they are
* be with the student – show warmth, compassion, feeling.
* encourage openness of feelings, emotion – do not be afraid of emotions
* privacy and confidentiality – building of trust and respect – eliminate gossip

Keep the responsibility with the students:

* mirror student by feedback through: clarifying, promoting inquiry, discussion, questioning, exploring a student’s feelings, freedom to think for themselves, and minimal evaluative feedback.
* do not enforce specifics, judge, tell, probe or use lecturing style techniques.

The results of the student centred approach:

* promotes student willingness to listen to teachers.
* engenders a greater sense of self-worth.
* creates more meaningful relationships between teacher and students.
* displays a caring attitude, willingness on part of teacher to care foe the student
* as relationships develop, discipline problems decrease significantly.

The goals of discipline:

* the nature of the student centred approach leans itself towards a tendency to have less behavioural management problems, as the students have more opportunity to decide how to learn individually. Boredom and failure, two of the main causes of behavioural problems, are virtually eliminated.
* the standards of the whole class can be agreed upon at the beginning of the year so that the children are aware of their own responsibilities for their behaviour.
* the teacher is cast as a facilitator of learning, not a dictator of information. One who is seen as a reference, a guide, a source, and a guide to the growth and development of the intellectual child.

Using this method, traditional punishment and extrinsic reward discipline is largely diminished.

Three proponents of the student centred approach are: Thomas Gordon, Abraham Maslow and Carl Rogers.

A Moderate Approach

This approach, put forward by Glasser, is a mixture of interactionist, humanist and behaviourist approaches.

Glasser believes in power sharing classroom meetings to deal with any issues including rules, behaviour, discipline etc. Students are allowed to discuss any topic without fear of condemnation with the outcome of the meeting being an agreement of a solution to the problems by both parties, together with an agreement to follow the solution through.

Glasser’s Control Theory

* Students need to have a sense of belonging
* Students need to feel important
* Students need to have fun and freedom

Glasser believes that we are all social and that we therefore like the support and interest of others, and that by working together in small teams:

* Students gain a sense of belonging (teams should include low, middle and high achievers)
* Belonging provides the initial motivation and as they experience success, students see that knowledge is power and want to work harder because of this aspect
* Stronger students find it fulfilling to help weaker ones
* Weaker students like participating because their contribution is accepted and seen as beneficial
* Students do not need to be dependent on their teachers
* Teams are free to choose their most effective way of learning.
* Teams need to be challenged regularly to ascertain their stage of development
* Glasser stresses the importance of complete individual and team involvement. All must contribute.

Glasser’s Reality Theory

Based on the need of students to maintain their self-worth in order to continue with their improvement in behaviour, and therefore, academic achievement. The foundation of the Reality Therapy is the idea that regardless of what has happened in our lives, we are able to choose more appropriate behaviours that will help us meet our needs more effectively in the future.

Using this approach, the teacher focuses on helping the student evaluate his or her behaviour – and adjusting it. The role of the teacher is not to make judgements and give punishment, but rather, by using a nine-step process of questioning and providing an opening for self-evaluation, the student will understand their own accountability and will therefore, aim to improve.

Glasser sees teacher-imposed punishment as counter-productive in this process. The students need to realise for themselves that inappropriate behaviour effects not only themselves but those around them as well.

A vital aspect of Glasser’s Theory is for the teacher to make use of positive encouragement and attention to students who do abide by the rules and display acceptable behaviour.
Glasser’s nine steps of his Reality Theory are: (as cited in McInerney and McInerney:1998,p.220-221)

* 1. The student is confronted and told to stop the misbehaviour.
* 2. The student is then asked to explain the behaviour that was occurring.. The teacher uses “What” questions, not “Why”. Th
is prevents the student from finding excuses, such as “I had to get up because he stole my pencil”, and draws attention to the cause of the problem (self-evaluation)
* 3.If the rule-breaking behaviour continues, step 2 is repeated, adding “Is it against the rules?” here the emphasis is on the consequences of the behaviour (student responsibility): “If you continue to do this what will happen?”
* 4. The teacher asks the student to make a plan or commitment to finding alternatives. “What are you going to do about your behaviour?” or “What is your plan so that you don’t break the rule again?”
* 5. Sometimes the students may be asked to go to the “castle” (Glasser’s term for isolation desk or corner in the classroom) until the problem is worked out. This isolation is a logical consequence of breaking the class rules. This step is vital as it places responsibility with the student for his or her own behaviour and for finding alternatives (accountability)
* 6. If the rule-breaking behaviour still persists, steps 2-5 are repeated but the teacher indicates that support will be provided. The teacher arranges specific time and location in the near future to help in the development of the plan and to provide encouragement for it to work. The student is allowed to return to the class after a solution has been arrived at.
* 7. If the student fails to fulfil his or her commitment and plan, the next step is isolation to a designated room (Principals office or Special Isolation Room). Steps 2, 3, 4 and 5 are repeated by the Principal, grade supervisor or school counsellor, who has been notified earlier. Parents may be involved in solving the problem.
* 8. Finally, if the student is out of control, the parents are notified and asked to collect the student immediately. The student may return to the school when he or she obeys the rules.
* 9. If all else fails, the parents and students are referred to an outside agency to “work it out”.

The focus is on the students’ behaviour, not the student – ‘love the sinner not the sin’.

The Assertive Discipline Approach

Keys ideas:

* a teacher must insist and expect responsible behaviour from the students
* maintain adequate classroom discipline
* both students and teachers have rights

The Assertive Discipline Model:

* a clear indication of the rules
* reminders of the rules
* indication of consequences
* establishment of a positive discipline system
* use of positive consequences as opposed to negative
* negative consequences are to be graded in severity

Implementation of the Model

* Step One – recognise and remove roadblocks
* Step Two – practice use of assertive response styles
* Step Three – learn to set limits
* Step Four – learn to follow-through on limits
* Step Five – implement a system of positive consequences

This approach, developed by the Canter’s, is a program aimed at “corrective” control. It is hinged on positive behavioural management. The canter’s define assertiveness as “business like communication of reasonable teacher expectations and disapproval followed by a clear indication of what the student is to do.

The assertive teacher reminds students of the rules, and indicates what should be done. This may include the assertive use of questions to convey limits.

Th main focus of Canter’s model is on assertively insisting on proper behaviour from students, with well organised procedures for following through when they do not. the model provides a very strong system of corrective discipline.

This method aims to establish a positive discipline system that reinforces the teacher’s authority to teach and control in order to ensure an environment that is optimal for learning. This entails using rewards and punishments in the behavioural sense. Positive consequences are be
lieved to be more powerful in shaping student behaviour than negative ones. If students violate rules deliberately, it is recommended that the negative consequences that result, should be graded in severity according to the number of times the offence is repeated during the lesson.

Benefits of the Assertive Discipline Approach:

* it enables teachers to use class time more productively for teaching
* it serves to prevent discipline problems from occurring as students have a clear understanding of the consequences of keeping and breaking the rules
* it can provide supportive control when a warning is all that is required

Teachers have basic educational rights in their classrooms including:

* the right to establish optimal learning environments
* the right to request and express appropriate behaviour
* the right to receive help from administrators and parents as needed

Students also have basic rights in the classroom, including:

* the right to have teachers who help limit self-destructing behaviour
* the right to choose how to behave, with full understanding of the consequences that automatically follow their choices

The needs, rights, and conditions are best met through the assertive discipline approach in which the teacher clearly communicates the expectations to the students and consistently follows-up with appropriate actions, but never violates, the best interests of the students.

Reference:

Much of the information on this page has been adapted from either

McInerney, D.M. and McInerney, V. Educational Psychology: Constructed Learning (Second Edition)

(Australia: Prentice Hall, 1998)

or

Woolfolk, A. Educational Psychology (Fourth Edition)

(Englewood Cliffs, USA: Prentice Hall, 1990)

Behaviour Management in Reality

Picture this scenario.

You have everything organized for the first day of your teaching career. You have spent weeks planning and setting up your classroom. You have scrutinized every little piece of information you have about the children in your new class. You have prepared yourself for the challenges ahead.

You not only want to be seen as a good teacher. You want to be a GREAT teacher. You are pumped up and ready to go! This is what all the learning has been for – this is THE moment!

However, just as you seat the children for the first time and you are going through the roll of student’s names a boy at the back of the room refuses to answer his name when called. You ask him nicely to answer like everyone else. He snaps back at you to leave him alone. You are conscious that all the class is watching you and you need to solve this problem quickly and effectively.

How do you react? What do you do?

This is behaviour management in the “real” world. This is where it can all fall apart very rapidly! You need to know how to deal with this type of situation.

What follows is my personal view on behaviour management.

If my opinions anger you for some reason, or if you feel they are inadequate, or if they do not meet your own personalized standards, then I apologize.
But let me make this very clear – they are my own personal views and opinions that I have at the present moment and I am fully aware that as I develop in my teaching these ideas may change.

I am open to different methodologies, so if you have suggestions please let me know.

To me, behaviour management in the classroom is all-encompassing. How you treat your students, and your outward show of respect to them, combined with the manner in which you deal with them, will directly affect the way in which they behave and will ultimately determine your success in terms of behaviour management.

Avoid powerplays. One class that I had spent time with, had a teacher that ruled with an iron fist. I was constantly told that if you gave an inch to these students they would take a mile. Strict times for lessons were adhered too, noise levels were kept to a very low level, and to me, there was a very strong comparison to military training in the manner with which teachers and staff were to be addressed and treated.

The results from this form of teaching was that the children behaved atrociously whenever the opportunity presented itself. Relief teachers always left the classroom at the end of the day almost in tears, feeling as if their teaching skills had all but gone.

Comments that were then bandied around the staffroom the next day to the regular class teacher would be along the lines of, “It is great to have you back – no one can control your class like you do…”, “You have a very difficult class and only you can keep them in line…”

I found myself becoming very disillusioned with teaching during this period of my life! In my opinion the class behaved in accordance with the strict methodology. If you are not allowed to express yourself and your overall general feeling is one of being stifled, then it is only natural that when you can break free you will most likely do so.

The problem with this form of behaviour management is that it is no more than “control”. It does not promote intrinsic learning nor does it really teach the children to behave for the right reasons.

Children Learn What They Live

If children live with criticism
They learn to condemn

If children live with hostility
They learn to fight

If children live with ridicule
They learn to feel guilty

If children live with tolerance
They learn to be patient

If children live with encouragement
They learn confidence

If children live with fairness
They learn Justice

If children live with security
T
hey learn to have faith

If children live with approval
They learn to like themselves

If children live with acceptance and friendship
They learn to find love in the world

– Author Unknown

I strongly believe that children must be treated as thinking, human beings and one method that I constantly use to maintain this attitude is to think to myself, “Would I have said that to my best friend?”, “How would I feel if I was spoken to such as I just spoke to this child?”

Allowing for the reality that I am the teacher and yes of course we all speak to children differently than speaking to other adults, I still find that if I always strive to treat the children in my care with respect and compassion, then more often than not, respect will be reflected from the students as well.

This, in my own humble opinion, is a foundational aspect of behaviour management.

Avoid any form of conflict. Yes, we need to discuss class rules and consequences. Yes, there are always going to be times when a child needs to be dealt with because of inappropriate behaviour. But the simple fact is, if you build up a relationship with your class built on trust and respect – of respect for you, them and of one another, then many of the behavioural management issues will never even surface.

I am not simply saying this in all my teaching naivety either. I have actually seen this method work already during my student teaching practicums and even with one day periods in TRT situations.

So my first suggestion is to build and establish respect in your classroom.

Directly in unison with this approach is to make sure that you create a classroom environment that is safe, harrassment-free, and centred on learning.

I have been amazed at some classrooms I have walked into, to see teachers who show such a blaise attitude to their students in all they do, and then they seem to wonder why they have such a class of misbehaving students. If you do not strive to present interesting, informative and relevant lessons to your class, then I believe you will create a problem for yourself immediately.

Most children want to learn. It is an in-built part of our humanity. We are driven by our search for knowledge and learning. I do not want to enter into the argument surrounding our reason for existence, but it would seem to me on a very simple level, that if we as teachers, always maintain fresh, innovative and passionate forms of teaching then our students will not have the inclination too fall into bad behaviour patterns in many cases.

Am I ruffling feathers? I hope not. I am simply trying to say that a teacher who commits themselves to their work with more than a non-commital attitude of acceptance, will most likely be able to keep their behaviour management system at the bottom of their work pile.

I am not saying it is easy. I am simply suggesting that it IS possible! I have seen it being implemented by some excellent teachers I have had the pleasure of working with, and from my initial attempts I can already discern that the method has a lot of merit.

Obviously, I will need to plan some strategies for situations such as that mentioned in my introduction, but my main aim will be to work with the class and with individual students in creating an atmosphere and learning environment that is safe, based on respect for one another, and is focused on learning in a friendly and happy manner.

I honestly believe this is the heart of the behaviour management issue.

Am I being unrealistic? Do you think I am naive in what I plan? Do you have any suggestions or comments in relation to the above?


Previous comments from Teacher Education v1.3

Submitted by: Jan
Date: 13-01-00
Location: USA
Email:http://www.teachers.net/mentors/classroom_management/topic474/1.13.00.21.36.32.html

In my opinion, you are exactly right! The concepts of self-monitoring and self-control are what I teach in my classroom managaement workshops
. I work almost exclusively with new teachers in my district. I follow-up with observations in their classrooms and work with them to implement the strategies throughout their first year of teaching. They are quite successful and are thrilled with the self-control the students develop. The teachers, once the management system is in place, can spend their time teaching rather than policing. The mutual trust and respect that exists between teacher and students is the foundation for learning. And, to get that you need to value students and the opinions and ideas they put forth.


Submitted by: Addie Gaines
Date: 16-01-00
Location: Seneca Missouri
Email: againes@netins.net

I think that your ideas and observations are very valid. The atmosphere that is created by following the principles you state is the one that I strive to have in my classroom. After reading your page, it leaves me thinking about my own class and how this applies. This is definitely not a “cookbook” type approach,which some people are looking for when they have difficulties. Personally, I don’t find that “cookbook” approaches work for me in the classroom, either in teaching or management, so I really like the way you have explained the management techniques. In a future update to the page, you might want to consider adding some more specific suggestions to common mangement concerns in the classroom. Some people respond better to specific, “this is exactly what to do” type of presentation, but if it were phrased as suggestions it wouldn’t necessarily push away those who prefer principles and reflecting. It might more easily meet the needs of a greater audience.


Submitted by: Julia Orford
Date: 31-01-00
Location: Australia
Email: juliao@telstra.easymail.au

I’m returning to CRT teaching as I left 13 years ago. My teacher training was not as instructional as your web page has been. I find I want another classroom management style, one that is more true to me, but revert to very limited “control” behavior management, largely I think through fear of losing “control” and to be seen as a failure. I am curious as to how you would deal with the mentioned problem in your introduction. Or the classroom who refuses to cooperate, initially, by talking and laughing amongst themselves. How do you get that magic quiet?


Submitted by: Tasha
Date: 26-01-00
Location: Illinois
Email: Tasha30@aol.com

I agree wholeheartedly with what you’re saying. My question is this: how does a new Teacher keep an unruly class “in control” and help students to establish an internal locus of control at the same time? You have been lucky to see so many wonderful Teachers practice this way, I would like to see more about how it can work.


Submitted by: Helen Chatto
Date: 06-03-00
Location: Northern Territory, Australia
Email: h_chatto@hotmail.com

I am really enjoying browsing around your webpage.
The child who refuses to answer is throwing down a challenge. I have met many children who try this – normally not on day one though. I have learnt never to confront a child, they will always win and you will wate a lot of teaching time going into battle. You are better to ignore, mark present and move on. Find time later to start working out what makes that kid tick. There is always a reason for anti social behaviour. That doesn’t mean we accept it, it means we deal with it with more knowledge of the child.

Ensure you have lots of positive reinforcement in place straight away in conjunction with establishing class rules with the kids and most days will go smoothly.

I have just read Tasha’s entry. Here’s a few things I do that might help.
1. Make the classroom an organised and attractive place.
2. Be organised yourself, know what you want to achieve each day and have your resources ready.
3. Establish an individual reward system, whre children gain points for following rules or behaving positively with one another. Have a “carrot” or reward for w
hen they get ten points. eg: computer time, an early mark, a certificate, a lolly!
4. If you do group work use a group reward system. The chidlren will take over the discipline. “I have five points for the quietest group” The leaders will quieten their group. This can start off a very formal thing where groups award points for selected behaviours. eg: cooperation, completing taks, negotiation, using positive reinformcement.
5. Use the language of “choice” – You have a choice, join the group or you will have to go to time out. Turn away and give the child time to make the choice without confrontation.

You also need a solid and consistent plan for those who won’t conform. The school needs a consistent policy for it to work best.
Establish a buddy for time out when the child has exhausted their chances in the classroom. (max. 3, Remind, warn act or 123.)
Using a buddy is not a sign of your inability to cope it is showing the children you mean business!
I hope this is not too much rambling and is of some use to you.
Teaching and learning should be fun but it can’t be until the classrom tone is established.
Good luck
Helen


Submitted by: Mike
Date: 22-03-00
Location:
Email: vitanza@powerup.com.au

I believe in everything that has been discussed.You have to show all the students respect and they will respect you back. Being only 4th year university student-teacher and been told about all the great theories (Glasser,Canton,Erikson) which I think is great but there has to be more. It is very hard for student-teacher to set his rules in guildlines to the class when your teacher has no control over the class. I’am very worried about my prac can anyone give me any helpful hints to prepare?


Submitted by: Gish
Date: 22-03-00
Location: Queensland
Email: gish2000@hotmail.com.au

I totally argee with what has been said. We have to be firm but fair. What I would like to find out is a brief history of behaviour management to see the changes which have happened in the last century, because I believe we are heading in the right direction with this sort of attitude. Could you send me some information on the changes. Thanks a lot. A teacher who is very interested in youth.


Submitted by: Namie
Date: 25-03-00
Location: England
Email: ominame@aol.com

I was interested in what Helen said. I am a student teacher in a class where the teacher is also called Helen and has a similar system of giving points to groups. The problem I find is that the children will only behave well for points, not for any other reason. They are also “points happy children”, obsessed with points, which detracts from their learning. I have found that this class behave best for me when I have found something really interesting to teach them. If this happens they forget all about the stupid points and get on with learning stuff. I think all this point business is a kind of bribery, its a con. If the children weren’t ten years old they’d never fall for it. I think we should treat children with more respect. Yes, children will be rewarded for responsible behaviour. The reward is that you will know you can rely on that child to be responsible, you give them more freedom and trust them to behave, and they do (we hope).


Submitted by: Kait-Ellen Thompson
Date: 28-06-00
Location: NSW Australia
Email: kthomps7@metz.une.edu.au

Thanks to all the above teachers who have bothered to read and comment on the opinions of others. I am in my first year of Primary Ed at uni and have two weeks of pracs next semester…all of the advice has been great! Please feel free to email me with any information new or old that you feel would be beneficial to my being the best teacher I can! I look forward to your responses.


Submitted by: Kristal
Date: 28-07-00
Location: Georgia
Email: petersenmk@mindspring.com

I also use the point type system that Helen spoke of. I use Mastery Money (Self Mastery). It works ver
y well as the children are given self mastery coins for a week of well done work. Children can accrue points and then use them to purchase educational items/freedoms.
This can be used as a cost or non cost system.
Responsibility does pay. We all know that. Do we not remember that every day at our job? Children have a job too and they love earning self mastery type points. We always need to give children the most exciting and interesting lesson we can. This promotes the intrinsic love for learning. Another thing that my kids love is the Author chair. I have enjoyed this page. The Love and Logic approach is my approach too. Choices, Choices, Choices with a loving approach.


Submitted by: Jody Ward
Date: 23-08-00
Location: Queensland Australia
Email: sjward@rocknet.net.au

I actually came to this site searching for ideas for managing a student in my Preschool. I have been employed with Ed. Qld. since 1987 and have had a variety of experiences teaching. My current position is in a Preschool. Believe me, behaviour management is alive and well, even at this early stage. My challenge is managing the behaviour without spoiling the love for learning or for Preschool. I believe in treating children with respect and expecting respect in return. I agree with Helen that confronting the child who is throwing down the challenge is just a matter of painting oneself into a corner and there is only one winner in this scene…the child. I would handle this situation such..I would express my feelings about what is happening..”I feel very disappointed when I call some-one’s name and they don’t answer me…I prefer every-one to answer their name so that I can mark the role and we can get on with having some fun” ( and then move on) This type of response could take a while, but eventually the child will come around…. arrh….patience….when they do I would be quick to tell them “Thank you ‘Billy’ for answering me. I feel very proud/happy/pleased”. I have also found it invaluable to form a partnership with parents and to inform them of the behaviour management tactics with you used during the day. Sometimes these children are a product of their environment and their parents can, also,be at a loss as to what to do next. Treat them with respect and it will be returned.


Submitted by: Tracey Sullivan
Date: 05-02-01
Location: Queensland, Australia
Email: sully@smartchat.net.au

I have seen the points award system work in a classroom of Preps (Victoria) and found the system works well in conjunction with an interesting and informative learning environment.
What I would like to know is how to establish such an environment from day one of a new classroom. Also how do you control a class of students in which you are the student teacher and not the classroom teacher when on professional practices in classrooms never before visited? I would love to hear from anyone on how they develop or what strategies they use for classroom management particularly unruly children or children with ADD.


Submitted by: Sarah
Date: 10-02-01
Location: Australia
Email: soxii21@yahoo.com

Wow, finally something I can relate to. I graduated from university in 2000, spent the year causal teaching and have been appointed as the new kindergarten teacher at a school where they implement Bloom’s and Gardener’s matrix for teachers to program. Not only faced with this daunting task of programming I have found full time teaching overwhelming. I’m striving to be the “perfect” teacher – ensuring all my students are happy and providing an essential and interesting learning environnment. I have one student who I will try the ‘choice’ method with next week. He refuses to do anything, and being kindergarten, other students think that it is acceptable to follow his lead. I have found the information presented to be a big help!!!!


Submitted by: Brian Ascot
Date: 12-02-01
Location: Sydney, Australia
Email: bascot@hotmail.com

Please adjust your spel
l checker to Standard English !
Response from Site Administrator: Not sure what this is meant to imply!


Submitted by: Vivik Ragoonanan
Date: 23-02-01
Location: Trinidad and Tobago
Email: sanam51@hotmail.com

I am most grateful for the information that you have given to me.Presently, I am doing a thesis based on “Behaviour Management”;at first I was confused because I was unclear about certain issues that encompass behaviour management but now I feel confident.Thank you very much. If possible can you please send more information. Thank you


Submitted by: Laura
Date: 26-02-01
Location: Herron, Western Australia
Email: cooloongup1972@hotmail.com

As a student teacher I find sites such as this a valuable resource as they help place every reading, lecture, workshop in perspective. I work with special needs children in child care so I do not wear rose coloured glasses and I found this site and the comments very true.

This semester I will be studying Behaviour Management at UWA I feel will be down loading often from this site, as I am sure it will place readings into real life situations. Thankyou.


Submitted by: Lou Brough
Date: 28-02-01
Location: New Zealand
Email: lou.brough@xtra.co.nz

I have found this site and the comments relating to it very interesting. I am a student teacher in my second year who will be working mainly with year 8s this year. Your beliefs are similar to the STEP Parenting Programme concepts in The Parent’s Handbook by Dinkmeyer Snr, McKay & Dinkmeyer Jnr. I have done this course and the STEp facilitator’s course which promote the use of mutual respect, reflective listening skills, oral communication skills and understanding why children behave in certain ways.

It would be great if teachers were required to do this course as I believe it would eliminate some of the stresses of handling ‘bad’ behaviour and help promote positive behaviours.

What a great site you have designed, I shall soon be embarking upon designing a site and this is definitely food for thought!


Submitted by: Deborah Evans
Date: 21-03-01
Location: Alberta, Canada
Email: blueroseevans@netscape.net

I am an Early Childhood Educator working with preschool age children. Much of the techniques you have discussed is taught in ECE. When I first heard of this type of approach in dealing with behaviour management I was not confident that it would work efficiently, especially in a classroom of “Terrible Two Graduates”! I resisted at first but I have since learned the value of Empathy, Respect and Observation. Children learn from example. Control only fuels the fire and inspires vengeful antics: whether open or hidden.

One of the intriguing results of my behavioral research has taught me that often the children miraculously work their problems out on their own if they are allowed an environment that fosters problem solving and respect for each others individual needs. Sometimes we are too caught up in the rush…spare the time to observe and reflect and you too will witness your own miraculous recognitions, greeting great personal reward.

Great web site. Thanks for taking you time to share your expertise with us.
Sincerely, Debb.


Submitted by: Sophie
Date: 02-04-01
Location: Will be England!
Email: sagius@ekno.com

When I finished at university I did 8 months supply teaching. Obviously in a new situation like this I sometimes wondered if I was dealing with the disruptive children in my class appropriately. I was really surprised when so many of the teachers in the school complimented me and told me i was doing a great job, or that they valued the work I was doing with the class. This praise and encouragement gave me a new found confidence and made me want to work even harder at being an even better teacher. It also taught me how important it is to give positive reinforcement to the children i was teaching…then they too want to work even harder
.


Submitted by: Nicola Seaman
Date: 04-04-01
Location: Queensland, Australia
Email: jamesnicola@austarnet.com.au

What a great site!


Submitted by: Algernon Johannes
Date: 09-05-01
Location: Melbourne, Australia
Email: algernon.johannes@roymorgan.com

I have recently made the decision to do a Grad Dip in Education (Secondary). I graduated from uni in 1998 with B.Comm/B.Arts degree. I am currently working as a Market Research Manager.If everything goes well, God willing, I will be teaching in 2004. Can’t wait.
This website has been, and will be key resource in my development as a teacher. Thank you. I am a part-time martial arts instructor and a youth group leader at the local church – I find your comments regarding respecting the students true based on my limited exposure to the young ones.
Once again, thanks.


Submitted by: Kelly
Date: 15-06-01
Location: Sydney, Australia
Email: k.deguara@student.mary.acu.edu.au

I’m a second year bachelor of Education (primary) Student at the Australian Catholic University. I am currently doing my four week block of prac. I have a year two class which at times can be hard to control. I have established a quiet signal but this doesnt always work. I have also been observing the teacher and she uses a range of signals to gain the classes attention.
What I am really looking for I guess is other ways so that I have a variety to call on in diffeernt situations. Any help would be great.

PS This is a great site which has helped me thru’ many teaching and classroom management assignments for uni.


Submitted by: Tricia
Date: 20-06-01
Location: Gold Coast, Australia
Email: bluejeans@fastlink.com.au

I came to this site looking for some info to asist my daughter, as I am a parent, not a teacher. This site has given me valuable insight into the negative behaviour that my daughter is showing in her year 5 home base. My child is not showing these problems in her other classes and her homebase teacher is totally “controlling”.
My daughter now acts out when she gets home, with casual teachers and in the playground, and a number of the other students from the same class are exhibiting the same behaviours.

Thank-you so much for your web site and insight and good luck to the rest of the teachers. I am sure that your class rooms will be more pleasant than my own daughters environment.


Submitted by: Corie Thompson
Date: 27-08-01
Location: Darwin, Australia
Email: u965192@student.ntu.edu.au OR Corrie.Thompson@nt.gov.au

Wondering if you know of any Behaviour Management courses (TAFE level) that I could do? Bloody hopeless trying to find these things on the net….. via correspondence or anything would be a start! Thanks a mill’. Corie.


Submitted by: Mara
Date: 16-01-02
Location: Melbourne, Australia
Email: mlrebella@hotmail.com

In regards to classroom management/positive behaviour management Bill Rogers is an excellent person to refer to. He has written several books on this very subject and has very practical advice and strategies which may help. He is on the tour circuit a fair bit.

Kelly to answer your question a noise/behavior wheel may be a good solution – it’s a wheel divided into different sections (ie quiet independant work, guided reading group, discussion noise ) and you set the wheel at the noise/behaviour level you expect for that lesson. You dont need to speak – just ensure that the students SEE YOU set the noise/behaviour level you expect.

That saves your voice and places responsibility on the students for their behaviour rather than depending on you to remind them of your expectation continuously via verbal means. Students may need to be reminded several times as they get used to this system, but after a while they’ll get the knack of it. Once again if students dont comply a reminder or consequence applies. Hope this helps…and best of luck with your stu
dies.

This is a superb web site! Please keep up the good work!

I’m starting my teaching career in 15 days and I’m stressing like hell!!!!!!


Submitted by: Henry
Date: 19-01-02
Location: London
Email: gentle_artist@yahoo.com

I have just resigned from a secondary school in South London. I was unable to control the appalling behaviour in classes, which seemed to grow worse as the term passed. I felt an abject failure, and had to keep reminding myself that in previous jobs, for 27 years, I had always been seen as an excellent teacher, helping pupils to gain good results. I found that these kids just would not listen to me, to the extent that they would not be quiet at all, and I was unable to take the register most days. I tried everything I knew and then any idea that was suggested to me. In the end I had to resign with no other job to go to for fear that it would affect my health. Any suggestions?


Submitted by: Rebecca
Date: 04-05-02
Location: Australia
Email: becgraves@hotmail.com

For those childre that leave you tearing you hair out and just don’t seem to respond to anything that you try Bill Rogers’ book ‘Cracking the Hard Class’ is excellent.

After 4 years of teaching in some pretty difficult schools I still find myself brushing up on some of his techniques. Also, remember that strategies that work long term don’t take overnight to work.


Submitted by: Michael I. McMahon
Date: 21-06-02
Location: Brisbane, Australia
Email: Salussa@msn.com

I experienced a point system based on fake classroom money, in year 7, and in my opinion it is not effective. What occured was a replica of society where the culturally advantaged students (cultural knowledge which is valued by the education system) had all the currency and therefore all the privileges, whilst the behavioural problem and culturally disadantaged students were marginalised with limited privileges and rewards. It even got to the stage where currency poor students would break into the class at lunch-time and raid the bank vault.


Submitted by: Muhammed Suleman
Date: 22-06-02
Location: Samina Usman Khattak
Email: weblinks@isb.comsats.net.pk

Please inform me about following issues related to Child Behaviour or any other source that you may think would help me.

1.What are the causes for behaviour problem,its remedies and how to prevent behaviour problems in a class room. 2.How can school policy promote good behaviour and prevent bad behaviour. 3.Does corporal punishment help in promoting or aggravating behavioural management.auses for behaviour problems in a class.
Thanks.


Submitted by: katie hicks
Date: 02-08-02
Location: not stated
Email: wackahoorie@hotmail.com

I’m currently a second year Bachelor of Education student at Edith Cowan Uni. I found this site to be informing and extremely interesting and I shall be using it frequently through out the rest of my time at uni.
Thanks for such a great site!!! Well done!!


Submitted by: Kate Casey
Date: 03-08-02
Location: Melbourne
Email: katecasey@excite.com

Hello,
Just a bit of feedback. I notice you have a site stats area on your website. I came across your site by accident and had an important Internet search result that had come before your back. I’m not sure if you have but please do not block the BACK button for the sake of keeping people within your site. It does not give a good impression. My immediate thought was ‘Oh, okay, this person just wants to look impressive and gets heaps of hits.” Not good for credibility. Anyway, maybe it is just my computer. Good luck with the studies. K

Site Admin comment: Thank you for your feedback Katie. The site stats has now been deleted and we will keep our stats to ourselves. We placed the counter on the site because we felt that people would like to see (and judge for themselves) as to whether this site is a popular educational site –
but as it is a source of annoyance to some -it is no longer available. As to the matter of the site blocking you from visiting another site – we have not intentionally placed any script within the site which will cause this to happen. We will try to discover what coding has caused this problem. Please accept our apologies for the inconvenience in your research.

Please note: Any other visitors who experience this situation – may we suggest you double click your BACK button quickly which generally over-rides this from occurring. Alternatively – use your BACK history drop down menu to return to previous sites. Thank you.


Submitted by: Jamielle
Date: 17-08-02
Location: Australia
Email: jamielleknight@hotmail.com

Great website! I am studying my first year of teaching. Browsing through the comments has proved to be a valuable learning tool that has helped me think about the different behavioural management strategies I can employ once in the classroom. Thankyou.

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