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Effective Classroom and Behaviour Management | November 5
2009
|
There are many approaches available to teachers to support classroom and behaviour management. Many approaches take ideas from a variety of theoretical bases, using and adapting strategies to create a functional and valuable approach. This essay aims to provide a critical analysis of some of these approaches and also details priorities for personal and professional development. | Approaches to Classroom and Behavior Management |
Contents
Introduction 3
Prominent Theories 4
Behaviourism 4
Cognitivism 4
Humanism 5
Constructivism 5
Assertive Discipline 6
Whole School Approach 8
Application of Approach within School (A) 10
Application of Approach with regards to EBD Students 12
Professional Development Priorities for BTE1 14
Conclusion 15
References 16
Introduction
There are a plethora of theories and approaches to behaviour and classroom management available to teachers today, these theories empower us, allowing us to organise our ideas, and develop a clearer approach to our practices (Porter, 2000). Many approaches take ideas from a variety of theoretical bases, using and adapting strategies to create a functional and valuable approach.
There are a range of expectations faced by teachers today to deliver, with one of the most daunting aspects for trainee teachers being behaviour management (Konza et al 2001). Therefore it is imperative to consider some approaches to managing such behaviour; this is a view supported by Moles (1990) who suggests that many events occur simultaneously, requiring teachers to act often and immediately to circumstances, where the course of events is often unpredictable. Classroom management is sometimes attributed to, or considered a reaction to, pupil misbehaviour, the reality is however, that order within a class is achieved and maintained by the teacher’s ability to systematise and guide a complex scheme of activities, as well...
2009
|
There are many approaches available to teachers to support classroom and behaviour management. Many approaches take ideas from a variety of theoretical bases, using and adapting strategies to create a functional and valuable approach. This essay aims to provide a critical analysis of some of these approaches and also details priorities for personal and professional development. | Approaches to Classroom and Behavior Management |
Contents
Introduction 3
Prominent Theories 4
Behaviourism 4
Cognitivism 4
Humanism 5
Constructivism 5
Assertive Discipline 6
Whole School Approach 8
Application of Approach within School (A) 10
Application of Approach with regards to EBD Students 12
Professional Development Priorities for BTE1 14
Conclusion 15
References 16
Introduction
There are a plethora of theories and approaches to behaviour and classroom management available to teachers today, these theories empower us, allowing us to organise our ideas, and develop a clearer approach to our practices (Porter, 2000). Many approaches take ideas from a variety of theoretical bases, using and adapting strategies to create a functional and valuable approach.
There are a range of expectations faced by teachers today to deliver, with one of the most daunting aspects for trainee teachers being behaviour management (Konza et al 2001). Therefore it is imperative to consider some approaches to managing such behaviour; this is a view supported by Moles (1990) who suggests that many events occur simultaneously, requiring teachers to act often and immediately to circumstances, where the course of events is often unpredictable. Classroom management is sometimes attributed to, or considered a reaction to, pupil misbehaviour, the reality is however, that order within a class is achieved and maintained by the teacher’s ability to systematise and guide a complex scheme of activities, as well...