Behaviour Managemnet
- Submitted by: benjamin1
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- Category: Other
- Date Submitted: 11/29/2010 02:46 AM
- Pages: 4
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As mentioned in the introduction, one of the main values that I adhere to is that of respect. I believe that in order to create a successful learning environment, teachers should respect the children, pupils should respect the teacher’s right to teach and everyone should respect the environment in which they are taught.
The EPPI –centre report (2004) pointed out that too often teachers view behaviour management as meaning gaining control over disruptive pupils, the difficulty here is that you cannot (easily) control children’s behaviour, only manage your own and the environment around you. However Adams (2009) claims that the word “management”also relates to the provision of a strong ethos of mutual respect which supports learning. Through this mutual respect we can invite co-operation.
According to Rogers (2006) our working beliefs about behaviour -what students should and shouldn’t do –also contribute significantly to how effectively we manage situations. Rogers also claims that teachers who expect children to always do as they are told, without question or argument, and who demand respect per se are setting themselves up for failure.
Bennett (2008) uses the analogy that a police officer doesn’t expect the public to all be docile compliant citizens, and neither should we as teachers.
Rogers (2006) advises a more realistic approach that acknowledges the frustration felt when pupils misbehave, but accepts that it is inevitable and recommends we have a variety of strategies available for when it does happen.
“Whether we like it or not, we have to earn respect by the effectiveness of our teaching” Rogers (2006).
In contrast Bennett (2008) compares children to small animals learning to be grown- ups, who need to know “who’s the boss”.
He continues by claiming that children respect strength, and will be primarily motivated (at first) by the fear of chastisement (rewards come later with the development of relationships). Tests with animals (for example the...
The EPPI –centre report (2004) pointed out that too often teachers view behaviour management as meaning gaining control over disruptive pupils, the difficulty here is that you cannot (easily) control children’s behaviour, only manage your own and the environment around you. However Adams (2009) claims that the word “management”also relates to the provision of a strong ethos of mutual respect which supports learning. Through this mutual respect we can invite co-operation.
According to Rogers (2006) our working beliefs about behaviour -what students should and shouldn’t do –also contribute significantly to how effectively we manage situations. Rogers also claims that teachers who expect children to always do as they are told, without question or argument, and who demand respect per se are setting themselves up for failure.
Bennett (2008) uses the analogy that a police officer doesn’t expect the public to all be docile compliant citizens, and neither should we as teachers.
Rogers (2006) advises a more realistic approach that acknowledges the frustration felt when pupils misbehave, but accepts that it is inevitable and recommends we have a variety of strategies available for when it does happen.
“Whether we like it or not, we have to earn respect by the effectiveness of our teaching” Rogers (2006).
In contrast Bennett (2008) compares children to small animals learning to be grown- ups, who need to know “who’s the boss”.
He continues by claiming that children respect strength, and will be primarily motivated (at first) by the fear of chastisement (rewards come later with the development of relationships). Tests with animals (for example the...