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EDY 2312/5312 – Managing Behaviour

in Schools

Lecture 5: Behaviour Management


What is behaviour?

 Behaviour is the range of actions and mannerisms made by


individuals, organisms, systems, or artificial entities in a
particular situation in conjunction with themselves or their
environment, which includes the other systems or organisms
around as well as the physical environment.
 It is the response of the system or organism to various stimuli
or inputs, whether internal or external, conscious or
subconscious, overt or covert, and voluntary or involuntary.
Behaviour Development
 Personality involves the inborn traits, the cognitive and behavioural patterns that
influence how people think and act. While personality continues to evolve over
time and respond to the influences and experiences of life, much of personality is
determined by inborn traits and early childhood experiences.
 Many theories have tried to explain how human personality develops, why we
behave as we do, what environmental conditions motivate us to act certain ways,
and how these factors are interrelated. Such theories include:
Psychological Theories
Social Cultural Theories
Behavioral Theories
Biological Theories
Ecological Systems Theory, etc.
Behaviour Management

What is Behaviour management?


Behaviour management is an aspect of an institution’s (school
and classroom) management that deals with reducing or
eliminating problem behaviours and/or introducing or
increasing desirable behaviours (Bursztyn, 2007).

 Behavior management includes all of the conscious actions to


enhance the probability people, individually and/or in groups,
choose behaviors which are personally fulfilling, productive,
and socially acceptable.
Behaviour Management Strategies:
The behaviour management strategies should focus on preventing negative behaviour from
occurring and on equipping staff/leaders with skills to empower students/people to manage
their own behaviour. The strategies should focus on addressing disruptive behaviour
safely and effectively, increasing the likelihood that students/people will choose more
positive behaviour.
Community:
 Judiciary/Court system, police & correctional services
 Compensation/payback, sorcery,
 Cultural/social obligations and expectations,

School:
 School & Classroom rules
 Behaviour Management policies
 Rewards, discipline & punishment systems,
 Counselling, etc.
Purpose of Behaviour Management

 The purpose of behaviour management is to promote a positive,


caring school and classroom community that encourages student
learning, positive peer and teacher relationships and self-
motivation (Joseph Pagelio, NDOE, 2009)
 Behaviour management is critical to creating a positive learning
environment for students (Bursztyn, 2007)
 It is important that student behaviour is managed or else the
classroom instruction or school learning culture can be
compromised by behavioural issues (Wentzel, 1999).
 Behavior management skills are of particular importance to
teachers in the educational system (McAdam & Lang, 2003).
Behaviour Management and the School
 Schools play a crucial role in shaping young people’s behaviour. It is the
ongoing social interactions that enable students to learn about themselves
and how to become accepted and competent members of their social worlds
(Wentzel, 1999).
 The school is at the heart of educating children grow in knowledge, morality,
their abilities to relate to others, their concepts of community and the ability
to live life to the full. It is in the school that the future of our societies gains
formation and direction (McAdam & Lang, 2003).
 Engaged in whole school approach to school rules, discipline processes,
classroom management, working with parents and community, reward
systems, counselling and support services (Pagelio, 2009)
 The way in which a school manages its students will have an impact on their
sense of belonging, their level of engagement and their achievements.
Behaviour Management Strategies
 It is vital for schools to develop their behaviour management strategies about problematic
behaviours, and to develop proactive approaches and skills that focus on prevention,
respect and learning.
 The behaviour management strategies should focus on preventing negative behaviours
from occurring and on equipping staff with skills to empower students to manage their own
behaviour. The strategies should focus on addressing disruptive behaviour safely and
effectively, increasing the likelihood that students will choose more positive behaviours.
 Some behaviour management strategies the Education Department has implemented
include;
Curriculum and Syllabus –
 guidance, personal development, Christian Religious Education (CRE)
School rules and Classroom rules
Punishment and discipline systems
Assertive discipline
School based counsellor training
Behaviour management policies
Summary
 Effective behaviour management is an important factor in creating
positive learning communities (Nelson, Martella & Marchand-Martella,
2002). Some schools struggle to meet the needs of students with
challenging behaviours. While these students generally make up a small
percentage of students, addressing their needs can require a large
amount of school time and resources. They are also more likely to
experience dropout, academic failure, criminal activity, unemployment
and other negative outcomes evident in our society today (Wilkinson &
Meiers, 2007; Nelson, Martella, & Marchand-Martella, 2002).
 Behaviour management is critical to creating a positive learning
environment for students. The issue of how to manage student behaviour
in schools has been around as long as there have been schools
(Bursztyn, 2007; Osterman, 2000). Behaviour management has been
and still is the chief concern of educators (Garland, Garland & Vasquez,
2013).
Some thoughts from the Bible

 Train a child in the way he should go, and when he is old enough he will not
turn from it (Proverbs 22:6 NIV)
 Rescue those being led away to death, hold back those staggering toward
slaughter (Proverbs 24:11 NIV)
 He who spares the rod hates his son, but he who loves him is careful to discipline
him (Proverbs 13: 24 NIV)
 Do not withhold discipline from a child; if you punish him with the rod, he will not
die. Punish him with the rod and save his soul from death (Proverbs 23:13,14 NIV)
 Parents, teachers and caregivers need to train their children (students) to
distinguish right from wrong in everyday life. But this training should take place
within the context of a genuinely loving, caring and forgiving relationship.
Assignment One
Weighting: 30% Due Date: Week 7 Friday 4 PM

PNG Attitude Problems


Much has been said about Papua New Guineans having attitude problem. If this is true, then it needs Papua
New Guineans to make changes happen for the good of Papua New Guinea.

Identify a negative attitude or behaviour that concerns you either directly or indirectly. Provide a brief
description of the issue and state how it affects you. Select one of the major human development theories
and discuss the main concepts presented by the theory in relation to human behaviour development.
Discuss strategies on how you would change the attitude you have chosen with the support or application of
the theory you have selected.

Marking Criteria:
Component Mark Note
Introduction and 6 1. Use Roman New Times font, size 12.
Organisation and presentation 8 2. Length of 2 pages only, excluding cover page
Strategies and Analysis 10 3. Any plagiarized work will be penalised heavily
Academic writing 6 4. Late work without medical certificate will not be accepted
Total 30
No matter how well a teacher knows the subject matter
or how well he or she can teach, a teacher who cannot
manage a class is finished!

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