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Behaviour Management Presentation
Transcript of Behaviour Management Presentation
De Waal Behaviour Management Presentation What is behaviour and when does it become a problem? Poor Behaviour Traditional behaviour management strategies What are some management techniques that could be applied to a situation like the one between Mr Stevens and Tony? Think, Pair, Share “An individual's self-concept is the core of his personality. It affects every aspect of human
behaviour: the ability to learn, the capacity to
grow and change. A strong, positive self-image
is the best possible preparation for success in
life.” Dr. Joyce Brothers Behaviour is the way in which one acts or conducts oneself especially towards others.
A number of variables such as frequency, intensity, duration, location and the socioeconomic and cultural values of the observe, contribute to behaviour becoming a problem.
Apter (1982) stated the following:
“What makes behaviours disordered is when they are exhibited in the wrong place, at the wrong time, in the presence of the wrong people, and to an inappropriate degree.” How could Mr. Stevens promote good behaviour
Mr. Stevens could possibly:
-Call Tony derogatory terms
-Put a dunce hat on Tony and send him to the corner
In the past, students behavioural problems were
dealt with in these ways. The aim of this presentation is to demonstrate more appropriate techniques for encouraging positive behaviour and dealing with inappropriate behaviour. What factors influence students behaviour? Factors that influence students behaviour:
Misbehavior that comes from students can be heavily influenced by other factors in their lives.
Some factors which influence students behaviour are:
* Learning differences
* Home factors
* School factors
* The teacher
* Problems originating in society Learning differences In many cases, students may behave in a certain way because the teacher has failed to consider their individual learning differences. These learning differences may include:
* Gifted and talented students
* Students who are performing below stage/year level.
* Students interests
* Learning styles
* Behaviour disabilities such as ADHD and defiance disorders may make students lose interest or defy requests.
* Other impairments, disabilities and handicaps may lead to teachers having low expectations and students not being challenged to extend themselves. Also students with impairments e.g. one who is hearing impaired may lose interest and become disruptive if they miss out on the delivered content. The home Students do not drop their values and attitudes that they have been brought up with at the school gate. Students with special needs are no different. Studies show a clear link between their mental health needs and the home situation. If a student has been brought up in an environment that doesn’t respect education, then that can reflect on the student’s classroom behaviour. Other home issues can also affect behaviour. These issues could include:
•An unstable relationship with a parent/caregiver/carer
•Unstable family life eg: death of a parent, divorce, a parent with a severe disorder or addiction
•Abuse or violence
•Clear inadequate parenting skills.
Society Peer pressure has an extreme effect on classroom behaviour both positively and negatively. With children, there is a significant pressure to 'fit in' and mixing in with the wrong crowd can have effects on behaviour.
It is up to the teacher to maintain the balance of respect within their classroom and reinforce positive behaviour rather than confronting negative behaviour.
Peer pressure can be positively used within classroom management. For example:
•Table Grouping. "Well done group two, everyone is looking at me and ready to start!" Again the message, although directed at group two, is intended for everyone else.
By staying positive and focusing on whole class behaviour, you are effectively pushing any disruptive students back into better behaviour so they won’t be left out by their other classmates.
The school Curriculum- The curriculum is a major factor for school related behaviour problems, and it is exacerbated for students with any additional needs. If the students ability level is well below the content of the curriculum, it provides little to no incentive for the student to want to learn as they feel overwhelmed and incapable.
This can continue in a vicious failure cycle which is a large factor in any misbehavior.
Teaching Methods- Learning must be interesting and engaging. Students must be given opportunities to work in groups as well as individually. Tasks need to be modified to suit the abilities and needs of students to avoid them becoming frustrated and conducting off-task behaviour. The classroom teacher The relationship between a teacher and their students is integral to the learning environment and subsequently the students behaviour within class.
A teacher is a role model in every way, and it is extremely important for a teacher to model their expectation levels required of their students. Some factors that need to be reflected in what they expect from students are:
•The way they speak to students
•How a teacher presents their own work (either on the board or on worksheets)
•Completing tasks on time (marking homework/preparation for lessons)
‘Students with additional needs may need a more supportive, cooperative learning environment in which they can develop coping, learning and social skills with teachers modelling positive rather than confrontational behaviours’ (Babkie 2006) Modern methods used to manage behaviour DDA Education standards 2005 The NSW Board of Studies requirements •The Board’s Statement of Equity Principles (1996) provides a guide to writers of syllabuses, support materials and assessment guidelines in developing materials, which relate to two of the Board’s
-To develop high quality courses and support materials for primary and secondary education suited to the needs of a full range of students including students with a disability;
-To assess student achievement and award credentials of international standard to meet the needs of the full range of students.
•Programming should cater for the diversity of student learning needs at a particular stage.
•Planning, programming, assessing and reporting in English K–6 involve the consideration of the individual learning needs of all students and the creation of a learning environment that assists students to achieve the outcomes of the syllabus.
The Behaviour Modification Model by BF Skinner Theory- Behaviour is learnt as students experience the consequences of previous actions and events.
Corrective Strategies- Introduce a token economy, negotiate behavioural contracts, ignore inappropriate behaviour and praise good behaviour.
Positive Reinforcements- Displaying students work, gaining a special privilege, verbal praise, material rewards, letters or telephone calls to the parents and certificates.
Negative Reinforcements- Withdrawing attention, loss of a privilege and the use of time-out.
Advantages- It works and is simple to use, results are immediate, it enables teachers to maintain control and it can be employed with all students regardless of age.
Limitations- Students may not want to behaviour appropriately when rewards are terminated and students do not learn how to govern their own behaviour Choice Theory by William Glasser Theory- All behaviour is a reflection of a need not being met. Students must learn to control and responsibility for their own behaviour. Choice theory provides choices to students, which is particularly helpful for students with defiance disorder.
Corrective Strategies- Creating classroom rules, fostering collaborative learning, having classroom meetings and relevant and negotiated curriculum.
Negative Reinforcements- Students work with the teacher to decide on a consequence. Buddy classes/connecting place as well as disruption encounters are also used.
Advantages- Helps teachers develop effective relationships and it enables students to become responsible for their own behaviour,
Limitations- It may be difficult for students to make plans to improve their behaviour and it can be time consuming. Positive Behaviour support (PBS) Whole school approaches ensure that student behaviour is managed consistently and coherently in the classroom and throughout the school.
PBS, or Positive Behaviour Learning (PBL), adopts and common reinforcement/rewards framework for discipline across the whole school. PBS schools state the expectations and behaviours required of students. Additionally, they also have a common set of methods by which the expected behaviours are communicated to students, and a range of methods for encouraging the discouraging behaviour.
PBS is currently being used by a number of Western Sydney Schools.
When establishing a PBS system, schools may choose to use one particular model for managing behaviour, or parts of various models. Encouraging Positive Behaviour Rewarding Penny's Appropriate Behaviour Practicum Experience Consider your past two practicum experiences. What methods of behaviour management were implemented within the classroom and the whole school? Where these techniques effective? If not, what could have been done differently? Summary *Poor behaviour originates from students individual needs not being met in some aspect of their lives.
*Always consider the person first and the behaviour second.
*Create a welcome and comforting learning environment for students.
*It is not only morally wrong but also illegal to discriminate against students.
*You are not alone, a number of people can be of assistance. References
Mooney, M., (2008). Positive behaviour for learning: investigating the transfer of a United States system into the NSW Department of Education and Training Western Sydney Region schools. Retrieved July 12th, 2011, from http://www.curriculum.edu.au/leader/positive_behaviour_for_learning,24004.html?issueID=11469
Disability Coordination & Regional Disability Liaison Officer Initiative. (2008). Disability Discrimination Act: Education Standards. Retrieved July 12th, 2011, from http://www.ddaedustandards.info/education_stds.php
Northern Territory Government, Department of Education and Training. (2010). School Wide Positive Behaviour Support. Retrieved July 12th, 2011, from http://www.det.nt.gov.au/parents-community/students-learning/safety-wellbeing/behaviour/swpbs
Dunce Cap [Image]. (n.d.). Retrieved October 13th, 2012, from http://theonesecondclub.blogspot.com/2011/05/frequently-asked-silly-questions.html
Maths Student [Image]. (2010). Retrieved October 13th, 2012, from http://www.ozteacher.com.au/html/index.php?option=com_content&view=article&id=529:qld-one-teacher-schools-get-staffing-boost&catid=1:news&Itemid=69
Forman, P.(Ed) .(2008). Inclusion in action. (3rd ed.). Victoria: Thomson.
Teacher [Image]. (n.d.). Retrieved October 13th, 2012, from http://budakchubbytomei.blogspot.com/2011_01_01_archive.html
ADHD Child [Image]. Retrieved October 13th, 2012, from http://getbetterhealth.com/adhd-fact-or-fiction-join-me-on-capitol-hill/2010.09.15
Primary School [Image]. (2009). October 13th, 2012, from http://www.immigrate-to-a-new-life-in-perth.com/education.html
Reading [Image]. (2011). Retrieved October 13th, 2012, from http://www.bonythonps.act.edu.au/
Primary School Classroom [Image]. (2008). Retrieved October 15th, 2012, from http://www.smh.com.au/news/national/countdown-to-political-storm-with-results-of-numeracy-tests/2008/05/15/1210765059739.html
Board of Studies, NSW. (2010). Special Education Needs. Retrieved October 16th, 2012, from http://www.boardofstudies.nsw.edu.au/special_ed/faq_k6.html
Board of Studies, NSW. (n.d.). Disability Action Plan. Retrieved October 15th, 2012, from http://www.boardofstudies.nsw.edu.au/administration/disability_action2000.html
Edwards, C.H., & Watts, V. (2008). Classroom discipline and management. Australia: John Wiley and Sons.
Dr. Joyce Brothers Quotes. (n.d.). Retrieved October 8, 2012, from http://thinkexist.com/quotation/an_individual-s_self-concept_is_the_core_of_his/147493.html •The Act seeks to eliminate, as far as possible, discrimination against people with disabilities.
•They clarify and elaborate the legal obligations in relation to education.
•Equality factor: all students) have the same access to education and training.
•The Standards specify how education is to be made accessible to students with disabilities.
•They cover the following areas:
-enrolment; student support services
-curriculum development, accreditation and delivery;
-student support services; and elimination of harassment and victimisation.