Demonstrate knowledge of practical approaches to manage challenging behaviour.
Standard 4.3
Behaviour management chart displayed in the classroom.
If a child doesn't know how to read, we teach.
If a child doesn't know how to swim, we teach.
If a child doesn't know how to multiply, we teach.
If a child doesn't know how to drive, we teach.
If a child doesn't know how to behave, we...What? Teach? Punish?
Herner 1998, NASDE President
If a child doesn't know how to swim, we teach.
If a child doesn't know how to multiply, we teach.
If a child doesn't know how to drive, we teach.
If a child doesn't know how to behave, we...What? Teach? Punish?
Herner 1998, NASDE President
Use Preventative Strategies
Use Behavioural Strategies
Token economies
Students earn cards, vouchers, house points or other tokens that are redeemable for positive consequences (e.g., watching a movie with popcorn, homework pass, free minutes).
Contracting
A contract is a written agreement between the teacher and student that outlines the behavioural expectations, the consequences if met or not met, and a timeframe (i.e., 'if', 'then'). The teacher may also indicate what he or she will do to assist the student(s) to achieve a goal.
Shaping
Over time, the teacher provides reinforcement only for behaviours that are progressively similar to the targeted behaviour. For example, a student learning to wait his or her turn to speak and to gain attention by raising his or her hand may first be reinforced for listening to another student and for appropriate eye contact. These behaviours will not be reinforced again but a hand raised will be.
Differential reinforcement
The teacher reinforces alternative, incompatible or other behaviours to those targeted for reduction. For example, a student who is constantly out of his or her seat will be contingently reinforced for sitting down.
Extinction
This is the withholding of any reinforcer in the presence of the behaviour targeted for reduction. For example, the teacher who ignores a student's attention seeking and calling out. Reinforcement is given when the student behaves acceptably, perhaps by waiting his or her turn and raising his or her hand.
Overcorrection
When a student behaves inappropriately, he or she is required to either restore the situation to better than its original condition (e.g., cleaning the playground, restorative justice action towards another person), or practice the acceptable behaviour repeatedly (e.g., lining up properly).
Response cost
This involves the removal of a positive reinforcer, or part of it (e.g., lose house points), as a direct consequence of the behaviour.
Choices
Provide two choices in a quiet and non-threatening voice. If the student continues to misbehave, follow through with a consequence.
Time-out
The temporary removal of the opportunity to receive reinforcement and/or as a chance for the student to calm down, work through feelings and make a plan.
Private space
Dealing with students privately is more likely to enable the student to listen to the teacher's views without feeling that a show is expected from them.
Debrief
Discuss the situation with a colleague.
(Source: Adapted from Gordon Lyons., Ford, M. (2011). Classroom management: creating positive learning environments. 3rd ed, South Melbourne, Vic.: Cengage Learning).
Provide skills training
Social skills training
Anger management training
Some behavioural management models used in schools
In the classroom
- Create a positive learning environment.
- Create a structured environment.
- Keep focus on the teacher-student relationship.
- Teach appropriate behaviours.
- Monitor student behaviour.
Use Behavioural Strategies
Token economies
Students earn cards, vouchers, house points or other tokens that are redeemable for positive consequences (e.g., watching a movie with popcorn, homework pass, free minutes).
Contracting
A contract is a written agreement between the teacher and student that outlines the behavioural expectations, the consequences if met or not met, and a timeframe (i.e., 'if', 'then'). The teacher may also indicate what he or she will do to assist the student(s) to achieve a goal.
Shaping
Over time, the teacher provides reinforcement only for behaviours that are progressively similar to the targeted behaviour. For example, a student learning to wait his or her turn to speak and to gain attention by raising his or her hand may first be reinforced for listening to another student and for appropriate eye contact. These behaviours will not be reinforced again but a hand raised will be.
Differential reinforcement
The teacher reinforces alternative, incompatible or other behaviours to those targeted for reduction. For example, a student who is constantly out of his or her seat will be contingently reinforced for sitting down.
Extinction
This is the withholding of any reinforcer in the presence of the behaviour targeted for reduction. For example, the teacher who ignores a student's attention seeking and calling out. Reinforcement is given when the student behaves acceptably, perhaps by waiting his or her turn and raising his or her hand.
Overcorrection
When a student behaves inappropriately, he or she is required to either restore the situation to better than its original condition (e.g., cleaning the playground, restorative justice action towards another person), or practice the acceptable behaviour repeatedly (e.g., lining up properly).
Response cost
This involves the removal of a positive reinforcer, or part of it (e.g., lose house points), as a direct consequence of the behaviour.
Choices
Provide two choices in a quiet and non-threatening voice. If the student continues to misbehave, follow through with a consequence.
Time-out
The temporary removal of the opportunity to receive reinforcement and/or as a chance for the student to calm down, work through feelings and make a plan.
Private space
Dealing with students privately is more likely to enable the student to listen to the teacher's views without feeling that a show is expected from them.
Debrief
Discuss the situation with a colleague.
(Source: Adapted from Gordon Lyons., Ford, M. (2011). Classroom management: creating positive learning environments. 3rd ed, South Melbourne, Vic.: Cengage Learning).
Provide skills training
Social skills training
- Model the skills
- Practice the skills
- Reinforce the skills
Anger management training
- Teach self-instruction (e.g., self-talk and self-prompting)
- Relaxation skills
- Social problem solving
Some behavioural management models used in schools
- Goal Centred Theory (Rudolf Dreikurs)
- Choice Theory (William Glasser)
- Cognitive Behavioural Therapy (e.g., Joseph Kaplan and jane Carter)
- Assertive Discipline (Lee & Marlene Canter)
- Applied Behaviour Analysis (e.g., Paul Alberto & Anne Troutman)
- Restorative Justice
- Positive Behaviour Leadership model (Bill Rogers)
- Developmental Management approach (Ramon Lewis)
- Solution-Focused approach (Louise Porter)
- Kounin Model (Jacob Kounin)
- Stop-Think-Do (Lindy Peterson)
In the classroom
- Scanning - position yourself in the classroom so you can see all students.
- Proximity control - students who are physically closest to the teacher work harder ((Brekelmans, Wubbels & Tartwijk, 2005).
- Facial expressions and signals - e.g., hand clapping, holding up a hand, frowning.
- Tactical ignoring - resist the temptation to address all inappropriate behaviours immediately.
- Set positive rules - negotiate rules with students early, ensure that students and parents understand what behaviour is expected in class, and the consequences, both positive and negative, for compliance and noncompliance.
- Class routines - students need to work within these frameworks and reflect on their effectiveness in terms of future practice.
- Re-direction - rather than ask a student to stop talking a teacher might instead quietly say "Okay John, we're looking at page 23" or "How is it going? Do you need any help?"
- Rule reminders - prompt students about the rules (e.g., "Jason, remember our rule about hands up" or "What are you doing? What should you be doing? Can I help you with that?"
- Blocking - the teacher blocks the student's arguement. For example, a student being asked to put his electric rubber away might start arguing, "but other teachers let me have it". In this case the teacher would provide partial agreement followed by repeated blocks: "That might be the case, but I am asking you to put it away."
- Offering choices - "You either stay here and do your work or go to Mr Smith's office, it's your choice", said in a calm, quiet manner. It's important to give the student wait time.
- Follow through - "Jason, you have continued to talk loudly; you need to go to Mr Smith's office".
- Repair the relationship - when both teacher and student are calm, talk about preventing future conflicts.
Essential agreements displayed in the classroom.
Essential agreements displayed in the classroom.
