4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour
I find that building positive relationships with students is a proactive form of behaviour management. When I have developed mutually respected relationships with students, responding to misbehaviour is less conflicting. I can speak to students in a calm, friendly manner and address the issue directly and resolve any problems together. Additionally, an even-tempered manner conveys my authority in the classroom. I believe non-verbal forms of communication to manage challenging behaviour are more effective with the foundation of positive relationship. For example, keeping close proximity to students displaying off-task behaviours, maintaining eye contact, or signalling small gestures (such as a head shake) are all better received.
Establishing behavioural expectations and classroom procedures also helps to manage challenging behaviour. When I first begin teaching a class, I will establish rules for phone usage, noise level, packing up/cleaning, seating arrangements and laptop use. Maintaining my expectations and being consistent with the consequences for misbehaviour helps to support desired behaviours (Bellezza 2015, p.74). I also believe that it is important for each day to be a clean slate. If a student has misbehaved it is of no benefit to let it influence my opinion or treatment to them.
For my evidence I have included an introductory lesson in which I have listed my behavioural expectations and classroom procedures.
References:
Bellezza, S 2015, ‘Teacher Efficacy for Behaviour Management: An Examination of the Construct and its Predictors’, PhD thesis, North Carolina State University, North Carolina, <https://search-proquest-com.access.library.unisa.edu.au/docview/1703715581?pq-origsite=primo>
Evidence: