Behaviour Management in the Classroom
Subject Specific Study. Option Study B: Managing Behaviours in the Learning Environment
|Review a range of factors that may lead to behaviors that disrupt the learning environment |
“… behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties, never mind the notion of prevention” (Cope, 1999, pg 18)
Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are not disadvantaged by a few.
I have found there are many different causes of disruptive and inappropriate behavior. These can include factors in and out of a teacher’s control. Factors outside the control of the teacher may include a student’s emotional and psychological factors. A student may have significant distressing issues in their home life such as bereavement or family breakdown for example. Students may also have had negative past experiences at a previous establishment or in the education system in general. Some students may behave inappropriately through boredom or finishing work to quickly, while others misbehave in an attempt to mask undiagnosed learning differences. Conversely, I have experienced students being disruptive in class due to having a special educational need, students with undedicated Attention Deficit Hyperactivity Disorder for example.
‘Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case.’ (Petty, 2006, pg3)
The teacher themselves can sometimes be a cause of negative behaviour. Some students may act up through boredom as
|Review a range of factors that may lead to behaviors that disrupt the learning environment |
“… behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties, never mind the notion of prevention” (Cope, 1999, pg 18)
Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are not disadvantaged by a few.
I have found there are many different causes of disruptive and inappropriate behavior. These can include factors in and out of a teacher’s control. Factors outside the control of the teacher may include a student’s emotional and psychological factors. A student may have significant distressing issues in their home life such as bereavement or family breakdown for example. Students may also have had negative past experiences at a previous establishment or in the education system in general. Some students may behave inappropriately through boredom or finishing work to quickly, while others misbehave in an attempt to mask undiagnosed learning differences. Conversely, I have experienced students being disruptive in class due to having a special educational need, students with undedicated Attention Deficit Hyperactivity Disorder for example.
‘Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case.’ (Petty, 2006, pg3)
The teacher themselves can sometimes be a cause of negative behaviour. Some students may act up through boredom as
References: Cope, R. G. (2006). How to plan for behaviour development and classroom management : maximising student engagement: Pearson Education. Australia Higgins, M, (2007) Petty, G. (2006). Evidence Based Teaching: a practical approach. Cheltenham: Nelson Thornes TES Editorial, (2010)