EDFD260: Teaching and Managing Learning Environments

Assessment Task 2: Individual Formal Essay

Emily Mack: S00117116


Page 1


Exploring theories and practices of behaviour management in early childhood and primary
education, it is evident that teaching in the classroom can have a range of complexities. The following
paper will present an argumentative topic on behaviour management in the classroom by comparing
and contrasting the differentiated opinions on the following statement: Should teachers use multiple
behaviour management theories and practices in the classroom? Drawing on relevant literature, the
writer will firstly argue the importance of catering for diversity in inclusive classrooms and how
individualising behaviour management strategies to suit each childs needs is seen an important skill
and ability to use. Secondly, the writer will propose models of behaviour management and how
certain discipline models can in fact affect student achievement in the classroom, becoming
ineffective. Thirdly, the writer will foretell a differentiated opinion on the strengths of using multiple,
yet effective behaviour management theories and practices in the classroom and the effects towards
children in the long term. Lastly, the writer will conclude the main ideas and implications towards
behaviour management systems and practices in the classroom.
To begin, the writer believes that a teachers primary responsibility is to help students learn,
however it is difficult for learning to take place in chaotic environments. Barbetta, Norona & Bicard
(2005) suggest teachers are challenged daily to create and maintain a positive, yet productive
classroom atmosphere encouraging to students learning. The writer considers, that on any given day
this can be a challenge for teachers, thus classrooms are complex and uncertain due to the
multidimensional mix of individual needs and behaviours. Grossman (2005) proposes that students
with emotional, behavioural and learning disorders are less likely to be exiled to segregated special
education programs nowadays, hence todays inclusive classrooms contain a much more
heterogeneous mix of students than in the past. Despite the diversity in todays classrooms, teachers
use a one-method-fits-all-students behaviour management approach that disregards the individual
childs needs, characteristics and circumstances when demonstrating certain behaviour and uses a
solution of one strategy (Grossman, 2005). The writer suggests, within this approach teachers are not
concerning themselves as to why such problematic behaviour is being portrayed by students, rather
attempting to solve a behaviour using any solution. Grossman (2005) states, for many reasons this
approach is often ineffective.
According to ONeill & Stephenson (2012) the ability to differentiate classroom behaviour
management strategies is an important skill for pre-service teachers in increasingly diverse
classrooms. Shelton & Brownhill (2008) suggest every child matters in the classroom, hence it is
important for teachers to consider the wealth of different behaviours they are likely to encounter in the
classroom on an everyday basis, and begin to reflect critically on how they will be effectively
EDFD260: Teaching and Managing Learning Environments
Assessment Task 2: Individual Formal Essay
Emily Mack: S00117116


Page 2


managed. The writer pays attention specifically upon research that identifies behaviours commonly
found in primary classrooms by valuing the importance of understanding students individual needs
and characteristics in order to determine the appropriate behaviour management strategies. Lewis
(2008) argues, in practical primary contexts teachers whom implement multiple behaviour
management strategies without concerning themselves of the individual needs of certain children are
not recognizing who the child is and the reason for the behaviour. As a result of this, it does not only
effect the classroom environment, students academic achievements, wellbeing and sense of self-
worth but diminishes the teachers confidence in managing the classroom effectively (Lewis, 2008).
Lewis (2008) states the need for teacher confidence regarding the impact of particular strategies is
important to teachers given that the ability to manage students effectively is a critical component of
their professional identity (p.3). Consequently the writer puts forward, the importance of
individualizing behaviour management strategies, rather than using multiple non-effective strategies.
According to Brophy (2010) research argues the use of multiple behaviour management
strategies, those including discipline models and the use of aggressive approaches are ineffective and
harmful towards students. The writer links strong relationships between teacher behaviour to student
achievement, raising concern particularly towards teachers stress levels as a result of being unable to
control their classroom due to misbehaved students. The implications that rise from this include
frequency of teachers aggressive behaviour which causes an unsettled learning environment,
influencing students to misbehave. Adalsteinsdottir (2004) argues that successful teacher-student
interaction in the classroom is essential to the educational and social development of students and that
teachers understanding of their own behaviour is therefore of paramount importance. The
unproductive nature of aggressive behaviour management strategies to the inappropriate behaviour of
students can do the opposite effect of what teachers are seeking (Hart, 2010). Hart (2010) proposes
the use of ineffective disciplining techniques such as, punishment, isolation, angrily yelling and
screaming at children, using class detentions and a form of sarcasm appears to influence students to
respond in an unwilling manner. Teachers whom use a sense of power and authority over children to
gain responsible behaviour and adopt an approach that only sometimes recognises appropriate
behaviour and hardly ever involves students in decision-making are seen to try and change students
from the outside in, rather than the inside out (Lewis, 2008).
Accordingly, Yates & Yates (2006) recommend that teachers whom use aggressive behaviour
management strategies can in fact affect students abilities to concentrate on their learning and
become easily distracted when the teacher becomes unsettled. Students can become afraid, not
wanting to seek help or advice and a sense of belonging in the classroom is lost. Moreover, Gorham
EDFD260: Teaching and Managing Learning Environments
Assessment Task 2: Individual Formal Essay
Emily Mack: S00117116


Page 3


(2009) indicates that teacher behaviours such as discussing students behaviour one to one, results in a
positive, calming environment where partnerships between teacher and students are built on positive,
open communication. Enabling teacher-student behavioural partnerships indicates that teachers are
likely to be familiar with students academic strengths and weaknesses of individual children in their
class, thus teachers may be more sensitive to the type of behaviour management strategies they
deliver (Gorham, 2009). It is particularly important for teachers to understand that he/she is a personal
symbol of the educational process, and a figure that children role model and compare themselves too
(Shelton & Brownhill, 2008). For that reason, the use of multiple behaviour management strategies
that include discipline and aggressive strategies are seen to affect students in several areas in the
classroom.
The writer states there is an extensive literature on approaches to classroom behaviour
management. However, Hart (2010) recommends while there is no one specific technique or approach
that can be identified as behaviour management, research has identified multiple theories and
practices that contribute to effective behaviour management. When thinking of effective behaviour
management it is important to focus on the behaviours teachers want to see in children, opposed to the
negative, troublesome behaviours. Shelton and Brownhill (2008) advice this positive mind-set will
allow teachers to look for the good in childrens behaviour and discourage searching for the
negative, thus teachers should identify the behaviour not the child. Hart (2010) identifies multiple
practices of behaviour management in the classroom such as, defining rules, reinforcement of
appropriate behaviour, responding to undesired behaviour, staff-student relationships and interactions,
user-friendly instruction, expectations, empathy, boundaries; challenges to be set and the use of
individual learning plans for behaviour disorders and special needs. Hart (2010) argues that these
practices should be incorporated into the classroom together, as using multiple effective techniques
cater for the diversity in the classroom and are considered to set clear approaches for the whole class
without explicit labelling of individual needs. Visser (2007) agrees with Hart, in which individualising
behaviour management and using one strategy to best suits the needs of the child is important,
however research implies using differentiated strategies on each child can isolate, label and diminish
their identify in front of their peers, teachers and community. In other words, the writer believes there
is a fine line between meeting the needs of each child and singling out each childs differences.
To conclude, it is evident from the following discussion, that relevant research literature has
highlighted the differentiated opinions on whether teachers should use multiple behaviour
management theories and practices in the classroom. In valuing the importance of diverse learners,
needs; behaviours in the classroom it is seen to be important to individualise behaviour management
EDFD260: Teaching and Managing Learning Environments
Assessment Task 2: Individual Formal Essay
Emily Mack: S00117116


Page 4


strategies to respect the childs uniqueness. When comparing literature, teachers need to ensure when
catering for a range of individual needs, they make sure childrens behaviour is not labelled explicitly
when using individual strategies. Accordingly, using ineffective disciplinary strategies such as,
aggressive approaches that identifies the students behaviour in a manner that weakens their self-worth
is unsuccessful, thus the learning environment and process becomes disturbed, causing teachers to
develop stress and loose confidence in their teaching and managing abilities. Further, teachers sense
of self is particularly important, because of the way in which it influences their perspectives of,
strategies with and actions towards children. On the other hand, research compares and contracts the
following views by highlighting the strengths of using multiple, effective behaviour management
theories and practices where a variety of strategies can efficiently enhance student achievement and
their behaviour in the long term. As a result of the literature, it is clear that teachers need to consider
the relevant arguments; opinions and information brought forward and use their personal philosophy
and professionalism to identify the effectiveness of behaviour management theories and practices
relevant to their classroom.










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EDFD260: Teaching and Managing Learning Environments
Assessment Task 2: Individual Formal Essay
Emily Mack: S00117116


Page 5


References
Adalsteinsdottir, K. (2004) Teachers' behaviour and practices in the classroom. Scandinavian Journal
of Educational Research, 48(1), 95-113, doi: 10.1080/0031383032000149869
Barbetta, P.M., Norona, K.L., & Bicard, D.F. (2005). Classroom Behaviour Management: A Dozen
Common Mistakes and What to Do Instead, Preventing School Failure: Alternative
Education for Children and Youth, 49(3), 11-19. doi: 10.3200/PSFL.49.3.11-19
Brophy, J. (2010). Research Linking Teacher Behaviour to Student Achievement: Potential
Implications for Instruction of Chapter 1 Students. Educational Psychologist, 23(3), 235-286.
doi: 10.1207/s15326985ep2303_3
Gorham, J. (2009). The relationship between verbal teacher immediacy behaviours and student
learning. Communication Education, 37(1), 40-53. doi:10.1080/03634528809378702
Grossman, H. (2005) The case for individualizing behaviour management approaches in inclusive
Classrooms. Emotional and Behavioural Difficulties, 10(1), 17-32. doi:
10.1177/1363275205050882
Hart, R. (2010). Classroom behaviour management: educational psychologists' views on effective
practice. Emotional and Behavioural Difficulties, 15(4), 353-371.
doi:10.1080/13632752.2010.523257
Lewis, R. (2008). The Developmental Management Approach to Classroom Behaviour: Responding
to Individual Needs. Camberwell VIC: ACER Press.
ONeill, S., & Stephenson, J. (2012) Classroom behaviour management content in Australian
undergraduate primary teaching programmes. Teaching Education, 23(3), 287-308,
doi:10.1080/10476210.2012.699034
EDFD260: Teaching and Managing Learning Environments
Assessment Task 2: Individual Formal Essay
Emily Mack: S00117116


Page 6


Shelton, F., & Brownhill, S. (2008). Effective Behaviour Management in the Primary Classroom.
England: Open University Press.
Visser, J. (2007). Key factors that enable the successful management of difficult behaviour in schools
and classrooms. International Journal of Primary, Elementary and Early Years Education,
33(1), 26-31. doi: 10.1080/03004270585200061
Yates, G.C.R., & Yates, S.M. (2006) Teacher Effectiveness Research: towards describing user
friendly classroom instruction. Educational Psychology: An International Journal of
Experimental Educational Psychology, 10(3), 225-238. doi: 10.1080/0144341900100304