Managing and Responding to Behaviours in a Learning Environment
MANAGING BEHAVIOURS IN THE LEARNING ENVIRONMENT
TETA : 1029
TASK 1
Case Study
IMPROVING STUDENT LEARNING BEHAVIOUR
Case Brief
The case I would like to address in this assignment is based on one of my 2009/2010 NC classes in the afternoon. Despite the initial group discussion on expected behaviour, this group was demonstrating a whole host of disruptive behaviours. This group also included a special needs student, who was being supported by a Learning Support Assistant, whom I assumed had been briefed on the needs. The observed disruptive behaviour included the following:
• Arriving late
• Listening to iPoD
• Persistent talking
• Throwing objects
• Derogatory remarks
• Withdrawn attitude of a few
The most disruptive of these, selected for analysis, was the derogatory behaviour of a specific group of learners who arrived late, kept talking loudly among themselves and when questioned became derogatory. They also displayed domineering characteristics. The fact that this was an afternoon session was not helping either. The only option in the first couple of sessions was to contain the situation and keep order.
Identified Reasons for the Chosen Disruptive Behaviour
To identify the reasons, one needs a comparative-diagnostic reference framework. Here, reference is made to following frameworks:
• Huxley (1987) based on MISMATCH, where disruptive behaviour is associated with incompatibility in levels of knowledge, know-how, skills and abilities, social/communicational/family disorder traits and emotional composition of learners.
• Ausubel (1978) based on MOTIVATION, where roots of disruptive behaviour can be traced to levels of understanding (cognition), self-esteem/pride (ego) and being influenced by sense of belonging (either
intentionally or as a support mechanism) to a group/gang (affiliation). These factors also agree with Deikurs’s (1968) four motives behind bad behaviour.
A close examination of the above two
TETA : 1029
TASK 1
Case Study
IMPROVING STUDENT LEARNING BEHAVIOUR
Case Brief
The case I would like to address in this assignment is based on one of my 2009/2010 NC classes in the afternoon. Despite the initial group discussion on expected behaviour, this group was demonstrating a whole host of disruptive behaviours. This group also included a special needs student, who was being supported by a Learning Support Assistant, whom I assumed had been briefed on the needs. The observed disruptive behaviour included the following:
• Arriving late
• Listening to iPoD
• Persistent talking
• Throwing objects
• Derogatory remarks
• Withdrawn attitude of a few
The most disruptive of these, selected for analysis, was the derogatory behaviour of a specific group of learners who arrived late, kept talking loudly among themselves and when questioned became derogatory. They also displayed domineering characteristics. The fact that this was an afternoon session was not helping either. The only option in the first couple of sessions was to contain the situation and keep order.
Identified Reasons for the Chosen Disruptive Behaviour
To identify the reasons, one needs a comparative-diagnostic reference framework. Here, reference is made to following frameworks:
• Huxley (1987) based on MISMATCH, where disruptive behaviour is associated with incompatibility in levels of knowledge, know-how, skills and abilities, social/communicational/family disorder traits and emotional composition of learners.
• Ausubel (1978) based on MOTIVATION, where roots of disruptive behaviour can be traced to levels of understanding (cognition), self-esteem/pride (ego) and being influenced by sense of belonging (either
intentionally or as a support mechanism) to a group/gang (affiliation). These factors also agree with Deikurs’s (1968) four motives behind bad behaviour.
A close examination of the above two
References: 1. Huxley, M. (1987). FEU Behaviour and Motivation Disruption in Further Education, Longman/FEU 2 3. Dreikurs, R. (1968). Psychology in the classroom (2nd ed.), Harper & Row: New York 4 5. Petty, G. (2009). Teaching Today - A Practical Guide: Thornes Publishing, 4th Revised Edition, ISBN-13: 978-1408504154 6 7. Berne, E. (1961).Transactional Analysis in Psychotherapy. Grove Press, Inc., New York 8 9. Ian Gilbert (2006). Essential Motivation in the Classroom, Routledge Falmer publishing, ISBN 0-415-26619-X 10 7. Wallace, S. (2002). Managing behaviour and motivating learners in further education, Exeter: Learning Matters.