Managing and Responding to Behaviours
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- Date Submitted: 04/11/2011 04:25 AM
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Managing and Responding to Behaviours in the Life Long Learning Sector
Part A
On review, it seems that a classroom can be an energetic and vibrant place. No one student is the same and therefore all contribute to a dynamic environment with a variety of behaviour characteristics. This causes rise for the need for an effective classroom management plan which addresses firstly, the different types and levels of inappropriate behaviour, and secondly, how each behaviour characteristic should be approached (see Appendix D – Behaviour types). It is evident, from various sources, that to enable effective learning to take place the teacher must ensure that, the lesson reflects previous learning experiences, the materials provide for all learning styles, necessary equipment is accessible, and that sufficient time is allowed. This should help to minimize inappropriate behaviour in the classroom which takes on many forms and can include; lateness, rudeness, sexual innuendo, bullying, using mobile phones, talking, giggling, whispering and fiddling. The way in which each characteristic is approached will form the basis of an effective classroom management plan. Cowley, 2007 states “Planning and managing the lesson, having clear expectations, defining rules and boundaries and the teachers approach” all contribute to an effective learning environment.
The Association of Teachers and Lecturers (ATL ) has suggested that classroom management should be Proactive rather than Reactive. Walker (2008) p9, suggesting that “proactive schools have better behaviour” and that skills in managing the classroom involves the physical layout of the classroom, ground rules, the structure of the lessons, managing the social structure (groups and working routines).
Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness etc. By reviewing the behaviour...
Part A
On review, it seems that a classroom can be an energetic and vibrant place. No one student is the same and therefore all contribute to a dynamic environment with a variety of behaviour characteristics. This causes rise for the need for an effective classroom management plan which addresses firstly, the different types and levels of inappropriate behaviour, and secondly, how each behaviour characteristic should be approached (see Appendix D – Behaviour types). It is evident, from various sources, that to enable effective learning to take place the teacher must ensure that, the lesson reflects previous learning experiences, the materials provide for all learning styles, necessary equipment is accessible, and that sufficient time is allowed. This should help to minimize inappropriate behaviour in the classroom which takes on many forms and can include; lateness, rudeness, sexual innuendo, bullying, using mobile phones, talking, giggling, whispering and fiddling. The way in which each characteristic is approached will form the basis of an effective classroom management plan. Cowley, 2007 states “Planning and managing the lesson, having clear expectations, defining rules and boundaries and the teachers approach” all contribute to an effective learning environment.
The Association of Teachers and Lecturers (ATL ) has suggested that classroom management should be Proactive rather than Reactive. Walker (2008) p9, suggesting that “proactive schools have better behaviour” and that skills in managing the classroom involves the physical layout of the classroom, ground rules, the structure of the lessons, managing the social structure (groups and working routines).
Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness etc. By reviewing the behaviour...