behaviour management

Introduction

Most of teachers ' correction time is taken up with children with behaviour problems, emotional and developmental problems (Pirola-­‐Merlo, 2003, p. 139). In order to achieve efficient learning in schools, it is essential that teachers are aware of the number of discipline theories available, and have considered which approaches are best suited to their classroom setting. This paper uses a table to discuss nine behaviour management theories, analysing them with regard to their strengths and weaknesses. A second table outlines the appropriateness of each theory when used in the different Secondary school Stages and is elaborated upon further to explain the decisions made. A personal reflection is then presented on my own beliefs about children and discipline, discussing the theories I would use in my High School English classroom.

Table of Theories

REDL & WATTENBERG

Abby Partridge

Main Concept Identifies ‘group dynamics’ as the cause for particular classroom behaviour (Charles, Senter, Cook, VanWie, & Brown, T. 2011, p. 56) Particulars about the theory

• We can predict how a person will behave individually, based on how they act within a group (Charles, et.al. 2011, p. 57) • When in groups, students take on various known roles (Charles, et.al. 2011, p. 57) • Group dynamics should be discussed with students (Charles, et.al. 2011, p. 57) • Punishment should not be used as discipline (Charles, et.al. 2011, p. 57) • Teachers should use influence techniques rather than punishment (helpfulness, humour, etc.) (Charles, et.al. 2011, p. 57)

Strengths

Weaknesses

• Allows students to • Constant need for contribute to classroom observation by teacher to standards and assist in meet individual student deciding how needs transgressions are to be • Lack of teacher dealt with (Charles, et.al. responsibility regarding 220043676

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B. SKINNER

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2011, p. 57) discipline (too much student input) • Student responsibility for behaviour • Lacks immediate and effective behaviour change • High level of student-­‐
(Jones,
2013, EDSP422, teacher communication Tutorial 2 Notes)

• Teachers act not only as a

power-­‐figure, but as mentors, allowing students to feel comfortable in their classroom (Charles, et.al. 2011, p. 57) • Recognition and understanding of student roles and needs by teacher • Awareness of peer roles (both positive and negative) by students (Butcher, K & Manning, M, 2001, p. 1)

Main Concept People will engage in and learn from activities that bring them pleasure (Charles, et.al. 2011, p. 58) Particulars about the theory

• Voluntary behaviour is shaped by reinforcement (or lack thereof). Reinforcement allows students to be aware of positive behaviour and expectations (Charles, et.al. 2011, p. 58) • Desirable behaviour is rewarded and undesirable behaviour is ignored (Charles, et.al. 2011, p. 58) • No punishment is used to discipline (Charles, et.al. 2011, p. 58)

Strengths

Weaknesses

• Positive behaviour is • Can be considered little made obvious to students more than bribery (Charles, et.al. 2011, p. 58) • New learning is well-­‐ established (Charles, • Students fail to find et.al. 2011, p. 58) motivation in the absence of rewards (Kolberg, 1972, • Encourages immediate p. 472) feedback, scaffolding, and the desire for student • Teacher controls students success (Gordon, C, in an authoritarian 220043676

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Arthur, M, Butterfield, N, 1996, p. 2)

manner, rather than guiding (Kolberg, 1972, p. 472) • Little, if any, student input regarding the classroom setting

W. GLASSER

J. KOUNIN Abby Partridge

Main Concept A large proportion of one’s ‘personal problems’ can be caused by unsatisfactory or non-­‐existent relationships with people on whom they depend (Charles, et.al. 2011, p. 59) Particulars About the Theory

• Makes use of reality therapy to help students connect with people important to them (Charles, et.al. 2011, p. 59) • Failure is abolished (Charles, et.al. 2011, p. 59) • Teachers should view behaviour as a choice and encourage students to make better choices (Charles, et.al. 2011, p. 59) • Emphasises rules and consequences (Charles, et.al. 2011, p. 59) • Students are responsible for their own behaviour (Charles, et.al. 2011, p. 59)

Strengths

Weaknesses

• Students’ backgrounds • Can be overly labor-­‐ and contexts are intensive respected • Students are able to choose • Healthy relationships poor behaviour without promoted (Jones, 2013, much concern

EDSP422, Tutorial 2 • Student confrontation and Notes) discipline is ambiguous • All students experience (Jones, 2013, EDSP422, some degree of success Tutorial 2 Notes) • High level of • Teachers lack authority

communication between • Both teacher and student students and teacher must have well-­‐developed communication skills • Students are encouraged to think about their (Jones, 2013, EDSP422, behaviour and choose Tutorial 2 Notes) desirable behaviour

Main Concept 220043676

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H. GINOTT

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Good discipline is dependent upon how lessons are presented and how the classroom is managed (Charles, et.al. 2011, p. 61) Particulars About the Theory

• Teachers of a well-­‐behaved class are aware of what all students are doing at any given time (Charles, et.al. 2011, p. 61) • Teachers should keep students alert, on task, and involved • Student accountability is well-­‐maintained (Charles, et.al. 2011, p. 61) • Lessons should be organised and presented smoothly, and must engage students (Charles, et.al. 2011, p. 61)

Strengths

Weaknesses

• Teacher is aware of • Any misbehavior is the student behaviour at all fault of the teacher’s times (‘withitness’) organisation or (Charles, et.al. 2011, p. presentation (Charles, et.al. 61) 2011, p. 61) • Students enjoy the • It is assumed that classroom misbehaviour seldom occurs and, as such, offers • Works to prevent, rather no disciplinary suggestions than manage, misbehavior (Charles, • Spontaneous learning is et.al. 2011, p. 61) stunted, due to the teacher’s specific programming

Main Concept Careful and effective communication is used to invite students to cooperate in the learning environment (Charles, et.al. 2011, p. 62-­‐63) Particulars About the Theory

• Sanctions are placed upon punishment and sarcasm (Charles, et.al. 2011, p. 63) • Teachers must lead by example, not showing any of the behaviours they wish to eradicate (Charles, et.al. 2011, p. 62) • Students and teachers communicate regularly about lesson content and classroom atmosphere (Charles, et.al. 2011, p. 63) • Communication focuses on situation, rather than students’ character or previous behaviour (Charles, et.al. 2011, p. 62) 220043676

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Strengths

• Students’ ideas and opinions are valued • Preventative (Jones, 2013, EDSP422, Tutorial 2 Notes) • Promotes positive relationships between teacher and students

Weaknesses

• Lack of strategies to deal with misbehavior (Jones, 2013, EDSP422, Tutorial 2 Notes) • Inconsistent or unclear class rules • Challenging for the teacher to give up most of their power (Jones, 2013, EDSP422, Tutorial 2 Notes)

R. DREIKURS

Abby Partridge

Main Concept Learning occurs best in a democratic classroom that promotes a sense of belonging and helps students acquire self-­‐discipline (Charles, et.al. 2011, p. 64) Particulars About the Theory

• Students are heavily involved in class decision making (Charles, et.al. 2011, p. 65) • Students are treated as equals by their teachers (Charles, et.al. 2011, p. 65) • When students are unable to gain a sense of belonging, they turn to ‘mistaken goals’ which often involve misbehavior (Charles, et.al. 2011, p. 64) • The teacher should identify and discuss the mistaken goal with the student (Charles, et.al. 2011, p. 64) • Discipline should be based on social interest, with the students in control (Charles, et.al. 2011, p. 65)

Strengths

Weaknesses

• Students feel valued and • Lack of teacher empowered (Jones, 2013, authority/control EDSP422, Tutorial 2 (Charles, et.al. 2011, p. 65) Notes) • Some students may have difficulty creating a • An interest is taken in students’ lives and well-­‐ desirable learning being environment for themselves and, as such, • Positive teacher-­‐students will be disadvantaged relationships (Jones, 2013, (Jones, 2013, EDSP422, EDSP422, Tutorial 2 Tutorial 2 Notes) Notes)

• Teachers may identify mistaken goals incorrectly or ‘put students in a box’ 220043676

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where they do not belong

CANTER & CANTER

B. COLOROSO

Abby Partridge

Main Concept Assertive teaching: teachers provide clear, confident, and consistent class expectations that students are to follow (Charles, et.al. 2011, p. 66-­‐67) Particulars About the Theory

• ‘Students have a right to learn in a calm, orderly classroom, and teachers have a right to teach without being interrupted by misbehavior’ (Charles, et.al. 2011, p. 66) • A clear set of class rules (Charles, et.al. 2011, p. 66) • Positive outcomes when rules are complied with (Maag, 2001, para.7; Charles, et.al. 2011, p. 66) • Negative outcomes when students break the rules (Charles, et.al. 2011, p. 66)

Strengths

Weaknesses

• A consistent and high • Criticised for being too level of class expectations controlling (Charles, et.al. 2011, p. 66) • Clear guidelines on dealing with • Students may be misbehaviour uncomfortable with an authoritarian teacher • Students know and understand the class rules • Relies on students (proactive discipline) receiving (Jones, 2013, EDSP422, acknowledgement based Tutorial 2 Notes) on achievements (Jones,

2013, EDSP422, Tutorial 2 Notes)

Main Concept Teaching for students to acquire an inner sense of self-­‐control and responsibility (Charles, et.al. 2011, p. 68) Particulars About the Theory

• When misbehaviour occurs, a three-­‐step process is required: restitution (repairing any damage done), resolution (correcting the misbehaviour, and reconciliation (re-­‐establish any relationships the misbehaviour caused) (Charles, et.al. 2011, p. 68) • Students are given freedom of choice, in order to take control over their lives (Charles, et.al. 2011, p. 68)

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•
•

Teachers are there to offer advice, but not provide solutions (Charles, et.al. 2011, p. 68) Self-­‐worth and dignity are always to be maintained (Charles, et.al. 2011, p. 68-­‐69)

Strengths

• Students feel valued and empowered to make decisions • Clear guidelines on how to deal with misbehavior (Charles, et.al. 2011, p. 68) • Respects and nurtures student relationships (reconciliation) • Students learn from their mistakes

Weaknesses

• Students may find it difficult to make independent decisions • Students must be able to think and communicate at a high level (Charles, et.al. 2011, p. 68) • Students may become frustrated that the teacher is providing no solutions • Difficult to implement

A. KOHN

Abby Partridge

Main Concept Transform schools and classrooms into ‘Learning Communities’ where students feel cared about and encouraged to learn (Charles, et.al. 2011, p. 70) Particulars About the Theory

• Teachers must take students seriously, recognise that their learning occurs through experiences, and facilitate learning so that it corresponds with students’ interests (Charles, et.al. 2011, p. 70) • Use class meetings and school-­‐wide events to encourage community (Charles, et.al. 2011, p. 70) • Reflect on academic instruction and use student input to teach to students’ levels of interest and ability (Charles, et.al. 2011, p. 70)

Strengths

Weaknesses

• Students feel valued and • Must be implemented at a respected by teachers whole-­‐school level and peers • Difficulties in providing a • Students and teachers consistent level of teaching work together to achieve to all students, who have desirable outcomes different interests (Charles, (Charles, et.al. 2011, p. et.al. 2011, p. 70) 70) • Is not in line with how the • Students are able to DEC runs schools choose to learn what • Lack of misbehaviour 220043676

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interests them • Learning is long-­‐term (Charles, et.al. 2011, p. 69)

intervention strategies • Students and teachers may neglect some areas of study due to lack of interest

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Suitability for Stages

The following table summarises the suitability of each of the nine theories for Stages 4, 5, and 6. Further comments on each theory are made below.

Stage 4

Stage 5

Stage 6

Redl & Wattenberg

✓

✓

✓

Skinner

✓

✗

✗

Glasser

✗

✓

✓

Kounin

✓

✓

✗

Ginott

✓

✓

✓

Dreiker

✗

✗

✗

Canter & Canter

✓

✓

✗

Coloroso

✗

✓

✓

Kohn

✓

✓

✓

Redl and Wattenberg This theory is suitable for all high school Stages. By the time they are in high school, students should given ‘an opportunity to solve problems and reason’ (Woodfolk & Margettts, 2007, p. 45), taking responsibility for their learning and behaviour. High school students have the skills to understand the positive and negative roles that can be played in groups, and are able to redeem themselves when given the chance: ‘when students experience some conflict between what they think should happen… and what actually happens… they may rethink the situation, and new knowledge may develop’ (Woodfolk & Margetts, 2007, p. 46) Students, particularly in Stage 4, respect teachers who are not merely authority figure, both people who possess understanding and helpfulness (Charles, et.al. 2011, p. 36)

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Skinner Though there is no doubt that students work well when performing activities that bring them pleasure, Skinner’s theory should not be used in Stages 5 or 6. By this age, students have already chosen electives and subjects that appeal to them and will not respond well to any form of ‘bribery’. This approach could, however, work for Stage 4, which are formative high school years in which students may need an authority figure to reinforce positive behaviour. Scaffolding, too, is important within a Stage 4 classroom as, ‘the students… will vary greatly in both their level of cognitive development and their academic knowledge’ (Woodfolk & Margetts, 2007, p. 46)

Glasser Without a high level of communication skills, this theory will not work. For this reason, it is not suitable for Stage 4. A characteristic of Stage 4 learners is adolescent egocentrism. Piagetian theories tell us that ‘unlike egocentric young children, adolescents do not deny that other people may have different perceptions and beliefs; the adolescents just become very focused on their own ideas’ (Woodfolk & Margetts, 2007, p. 44). Stages 5 and 6, however, will be able to cope with this approach. Students in year 9 and above are acutely aware of their relationships and should be encouraged to develop healthy ones that will enrich their learning. Adolescent egocentrism peaks around the age of 14, or in Stage 5, leaving students more able to communicate effectively and build strong relationships.

Kounin A teacher should always have engaging lessons to present and a constant mindfulness of what is happening in their classroom. As Piagetian thinking says, ‘students must neither be bored by work that is too simple nor left behind by work they do not understand’ (Woodfolk & Margetts, 2007, p. 46). However, the senior years call for a lot of spontaneous learning, particularly in the English classroom, where students are to think originally and creatively. Too much organisation on the teacher’s part could hinder a student’s work.

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Ginott Ginott’s theory is suitable for all stages. Upholding values and behaviour is essential in teaching, as is valuing the ideas of students. This is particularly vital in the English classroom, where students are learning to communicate effectively.

Dreikurs

Dreikurs’ theory is not suitable for a high school environment. Adolescents’ feelings about their ideals are strong (Woodfolk & Margetts, 2007, p. 44) and a theory that puts a teacher at risk of incorrectly labeling based on their opinions, is too dangerous to put to use. In addition to this, a teacher is to guide students to make correct choices, rather than allowing them to behave disagreeably without clear consequences.

Canter and Canter Canter and Canter’s theory is suitable for Stages 4 and 5. Clear-­‐cut rules and proactive discipline is a good way to handle misbehaviour in these stages. Stage 6, however, as mentioned in my discussion of Glasser’s theory, requires a more open classroom in which students feel empowered to ask and argue and where, as Charles writes, teachers can interact with these students as fellow adults (Charles, et.al. 2011, p. 36)

Coloroso

While this approach would work well for stages 5 and 6, the level of communication and cognitive thinking skills are above that of a Stage 4 student, who may become frustrated by the lack of solutions provided to them. Nunley writes, ‘the biology of brain shows that adolescents still need strong adult guidance and help with decision making throughout the teenage years’. (Nunley, 1998, para. 10)

Kohn Kohn’s theory could be applied to all Stages of the high school curriculum. Abby Partridge

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Woodfolk tells us that, regardless of their age or ability, ‘all students need to interact with teachers and peers in order to test their thinking, to be challenged, to receive feedback, and to watch how others work out problems’ (Woodfolk & Margetts, 2007, p. 46). Kohn’s theory encourages this interaction by building community.

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Reflection

Jackson (1998) writes that ‘probably the most important single reason

that increasing proportions of youngsters have no interest in observing school rules is that more of them now than formerly do not want to be in school at all’ (Jackson, 1998, para. 6). To combat this, a teacher must implement a behaviour management system that works for each student, and for the class as a whole.

Instinctively, I am drawn towards teaching and discipline philosophies

that allow students to feel comfortable exploring their individual interests whole-­‐heartedly, finding a love for learning, and fostering it, allowing them to enjoy school and feel welcome in their classroom community. For this reason, Kohn’s theory appeals most to my personal beliefs and values. If a teacher is sincere in bringing about the best learning environment possible, students need to be cared for and treated with respect (Kohn, 1991). Their interests, opinions, and achievements should not only be valued, but also invested in. In turn, teachers will earn the respect of the students, who will be more willing to engage with the work and behave in a desirable manner (Porter, 2007, p. 81) My classroom will be an English classroom, so original and creative thinking will not only be encouraged, but essential to meeting curriculum requirements. I believe that fostering these qualities, as the theories of Kohn and Colorso suggest (Charles, et.al. 2011), will not only engage and empower students, but also encourage them to behave in a desirable manner.

I understand, however, that this view of classroom management is

idealistic. There are misbehaviours that are not possible to eradicate altogether, even if students feel accepted and involved in their classroom. I also know, from my small amount of practical experience, that I am a teacher who feels most comfortable when students understand that the learning environment has rules, and that there are consequences applied when these rules are broken. Subsequently, I consider Kounin’s theory of great worth in the classroom. I believe that a teacher should be aware of what a student is doing at all times

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(Charles, et.al. 2011, p. 61) and have engaging lessons organised so that learning happens smoothly, without students having nothing to do or becoming bored.

A set of clear class rules is, I believe, an appropriate way to show students

that although freedom within the classroom is encouraged, there are limits to what they can and cannot do. Canter and Canter suggest that good behaviour should have a positive outcome, whereas misbehaviour should have a negative outcome (Charles, et.al. 2011, p. 66). Ginott’s theory allows students to play a major role in class decision making (Charles, et.al. 2011, p. 63). By combining these two elements from different theories, students will be aware of the boundaries set, but also have a chance to contribute to the class rules.

I agree with Kohn’s view that teaching calls on us to try to produce not

merely good learners but good people (Kohn, 1991, p. 1). This is particularly vital in a high-­‐school English setting, where teenagers are developing crucial cognitive skills and broadening their opinions, setting themselves up for who they will be as adults. In order to guide high-­‐school students towards a standard of learning (and indeed living) that is respectful and mature, a number of teaching theories may be used within the classroom. This ‘blending of ideas’ (Porter, 2007, p. 26) would assure that I have an appropriate balance of student choice and teacher control.

Conclusion

Soliman (2009) explains that teaching should not be merely about ‘[performing] effectively within an existing system, but also [questioning] the accepted values, beliefs, practices and structures and [having] the capacity to transform them’. This paper has thoroughly examined a variety of behaviour management approaches put forward in the past, noting the strengths and weaknesses of each theory, and questioning their Stage suitability. Finally, this paper has argued that teachers can both utilize and transform these structures by taking techniques Abby Partridge

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from a number of different theories, and applying them, according to the classroom setting, ages, abilities, interests, and behaviours of individual students.

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References

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