Managing_and_Responding_to_Behaviours

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 patterns within the learning environment, one can see that it is important to differentiate between different types of destructive behaviour in the classroom and formulating an effective management plan “Discipline in schools, identified 80% of disruption in schools as being ‘directly attributable to poor classroom organisation, planning and teaching”. The Elton Report (1989). It was also found that the majority of inappropriate behaviour was not of a violent and aggressive nature but that of relative minor disruption. “behaviour problems been of a relatively low level with little inappropriate behaviour been attributed to extreme behaviour such as violence and threats” The Elton Report (1989). (Paul Dix cited in guardian.co.uk), identifies that “boredom and disengagement” are the major reasons for behaviour problems in the classroom. Teachers therefore, must be aware that, although learners may seem enthusiastic at first, each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. (see Appendix A – Parody). On researching various techniques I found that Proximity praise, whilst walking around the group, could be an extremely effective re-engagement technique. Using proximity praise is a technique the, rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriately.  “It is hoped that the misbehaving students will then model that appropriate behaviour” (Kounin's "ripple effect). Literature on this subject also suggests that body language Holland (1990) see Appendix G, can show some signs of disengagement, boredom or even disagreement, and recognising these signs can be useful when identifying potential issues within the group. “To be a good receiver of student messages, a teacher must be attuned to many of the subtle nonverbal cues that their students send” Miller ((2005) cited in ecnext.com) The Elton report details that, although the majority of discipline problems are minor, such as talking over the teacher, avoiding work and inappropriate remarks, that these can be very distressful for the teacher and affect other learner’s levels of concentration.” the cumulative effect can be frustrating and stressful for both teachers and the generality of pupils.” The Elton Report (1989) However, on researching current thinking with regard to inappropriate and challenging behaviour, there seems to be a lack of agreement on what constitutes inappropriate behaviour, therefore making it difficult to measure its effects. The levels of inappropriate behaviour differ from school to school, for example, religious schools will have a different view of what is inappropriate to that of regular schools and that individual teachers will have different levels of acceptance. Wallace (2002) suggests that “challenging behaviour can be interpreted in different ways as individuals have different levels of tolerance.” Although, it is evident that professional and governing bodies do have recommended strategies in dealing with poor behaviour, for example, LLUK (2007) suggests that “Promotion and Maintenance“ of appropriate behaviour can be a contributing factor towards a well behaved group of learners whilst recognising that in Post 16 education learners could inherit behaviours from past experiences of secondary school. “There is the need to assist learners to overcome barriers to learning that may actually be a legacy from their experiences at school”. LLUK (2207). Whilst the IFL Code of conduct highlights importance of respecting the rights of learners and colleagues and act in a manner which recognises diversity as an asset. IFL (2008). Ofsted (2005) states that “effective teaching” is key to managing behaviour and “knowing your learners, respect and rewarding achievement “, all contributing to effective behaviour management. This all suggests that, although levels of tolerance will differ depending on the genre, there are recommended strategies in dealing with different types of behaviour such as The ABCs of Behaviour Management and strategies recommended by the Association of Teachers and Lecturers (ATL) (see part two, paragraph two). Planning and preparation in all aspects of the lesson will reduce low level nuisance behaviour. On review, it seems that inappropriate behaviour in the learning environment takes on many forms (see Appendix B) and that each type of behaviour will have different impact both on the teacher and other learners. Being bullied for example, manifests rather immediately in the form of an injured self-perspective which can make it harder for the learner to believe in themselves. Dombeck (2007) states “when you have difficulty believing in yourself, you will tend to have a harder time persevering through difficult situations and challenging circumstances.” Thus, affecting a learners ability to focus on new tasks and learning experiences. Research by Mandy Winterton of Leeds University and Jane Brown of Edinburgh University found that cyber-bullying was on the increase, particularly among teenage girls. Therefore, it is evident that teachers must take responsibility for safeguarding the well-being of their learners to prevent any circumstances that can prevent them from learning effectively. “minimise the risk to children, young people and adults by taking proper account of assessments of safeguards on health and well-being and the needs of the most vulnerable” Ofsted (2009) (p5) Lateness, although of a low level disruption, can cause the rest of the group to become disengaged momentarily causing the teacher to refocus the learners and gain back momentum. According to a survey from (TextPlus cited by Reed 2010)on texting in class; 43% of teens, ages 13-17, say they text during class, 17% of them say they text in class “constantly”, only 26% think it’s wrong to text during class. 52% of teens say they text with friends who are actually sitting in the same classroom. Reed (2010)(2.). This of course leads to disengagement and distraction. See Appendix B for a more complete list of disruptive behaviour. On reflection, disruptive behaviour prevents poorly behaved learners’ participation in educational activities, isolates or disruptive learners from their peers, disrupts other learners, places an unnecessary strain upon teachers and resources and makes progression unnecessarily difficult. Part B My work involves Information Technology and assisting with writing Curriculum Vitae’s, on an individual and group basis. Some learners use this service on a “drop in” basis whilst others enrol for a 12 week course. Our policy with regards to behaviour management states the ground rules for the session and are shown prior to the session on a Powerpoint presentation. (see Appendix C) where we discuss Confidentiality, Respecting the feelings of others, No Put-Downs, and Do not talk over someone else. These rules were introduced as of November 2010 as a result of the PTTLS course taken by myself. Our groups can be very multidimensional i.e. each member of the group may have different levels of expectation of the course and also may have a variety of purposes of the new skills they will learn. This was evident in the teaching session on the 24/02/11 See Appendix D p.6, the session became disjointed with unexpected questioning resulting in a loss of control at the beginning of the session. As I was explaining the outcomes of the course to one or two members , from an accounts department, and the possible applications , other members of the group started talking amongst themselves as to their own interpretations of where it could ‘fit’ in their own situation. This meant that two of the learners, who were finding difficult to grasp the mechanics of the programme, became disengaged. In future, I will encourage the learners to try to anticipate the main ideas of all coming sessions by reading the course syllabus and outcomes, before attending the initial session. This will aim to focus the group more affectively and produce a more orderly and organised start to the course. The teaching session mentioned above consists of an age group of between 23 and 60. The learners came with a wide range of experience and knowledge, which I draw upon. I endorse previous knowledge thereby encouraging the learners’ ownership and participation in the course. I encourage engagement of the learners by getting them to support each other during research and also when preparing any presentation. I explain the contents of each topic followed by a demonstration. I provide teaching materials to suit the variety of learning styles and encourage the learners to use the spaces provided to make their own notes. The learners then have an opportunity to practice and experiment with exercises and examples. Kolb (1984, 41) states "learning is the process whereby knowledge is created through the transformation of experience complete”. I use a Transactional or Cultivation approach to communication, identified by Gerbner(1966), where the group focuses on meanings, structures, practices, and experiences of what is been conveyed to them. This is achieved by a continual 2-way feedback and, if necessary, readjustment of analogies. I was also looking for body language as identified by Miller (2005),see part A p2 par 2, that may indicate that a learner may wish to contribute to the group, ie leaning forward engaging in eye contact, or leaning backward/arms folded and looking up or down, possibly indicating disagreement or disengagement. I would then ask the learner if he/she wanted to make a comment or ask a question. Body language is the main form of communication, that I experienced, that may indicate a possible compromise to my teaching plan. My future in teaching will hopefully span further to different genres and therefore I need to reflect on my future practices and classroom management techniques. Watkins (2008, p 12 ) states, “control through punishment, or through reward for that matter, demands a high degree of surveillance and thus turns teachers into monitors rather than managers of learning.” Whilst I agree that there can be too much emphasis placed on rules, rewards and sanctions, it is still my understanding, and my future teaching strategy, that you MUST always follow the plan and you will then be SEEN to be fair.  Through techniques such as Medals and Missions, Petty (2005) cited in geoffpetty.com see Appendix E, the learners should soon accept and respond to the classroom plan. The teacher's interaction should become less as the students gets used to the plan. By setting this behaviour plan in motion, teaching can take place without interruption.  The saying "Say what you mean and mean what you say," is relevant here. Without some sort of plan the teacher will become reactionary and that means the teacher is in danger of losing his/her temper thus losing control of the teaching environment.  In order for good teaching to take place the teacher has to be in control - that does not mean to say that the students are not allowed input but it must lead to where the teacher wants it to lead. Learners are quick to compare on teacher’s methods with another. Whatever the plan, it must be uniformed across the school or college. Ofsted (2006) p2 state “The most successful schools did not deal with behaviour in isolation but tackled it as part of a wider school improvement strategy”. If students are confronted with a teacher who is stricter than the previous one then their first response will be "It's not fair. In summary, I believe there is a place for surveillance in the classroom to provide an opportunity to offer rewards for appropriate behaviour and that should be uniform across the establishment. Bibliography Dix. (2010). How to manage behaviour in the classroom. Available: http://www.guardian.co.uk/society/joepublic/2010/feb/09/pupil-behaviour-management-tips. Last accessed 12/02/11. Dombeck. (2007). The Long Term Effects of Bullying. Available: http://www.mentalhelp.net/poc/view_doc.php'type=doc&id=13057. Last accessed 17th Feb 2011. Goliath. (2005). Body language in the classroom:. Available: http://goliath.ecnext.com/coms2/gi_0199-5060801/Body-language-in-the-classroom.html. Last accessed 17th Feb 2011. Holland (1990). Assertive Disciplne. London: Ward & Whitebread. 87. IFL. (2008). Code of Professional Practice. Available: http://www.ifl.ac.uk/designtestingenvironment/professional-standards/code-of-professional-practice . Last accessed 10/02/11. Miller Body Language: An Illustrated Introduction for Teachers publisher Patrick W Miller & Associates Petty. (2007). Medals and Missions. Available: http://www.geoffpetty.com/feedback.html. Last accessed 02/03/11. Reed. (2010). Texting in Class: How Much Are Kids Really Doing It' . Available: http://thestir.cafemom.com/teen/109494/texting_in_class_how_much. Last accessed 18/12/2010 Watkins (2008). Managing Classroom Behaviour. 2nd ed. London: Institute of Education. 12. APPENDIX A - Parody APPENDIX B Types of disruptive behaviour * Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher APPENDIX C Ground Rules Confidentiality Do not refer to anything of a personal nature that anyone has said, neither later during the training session nor in any other circumstances. Respect the Autonomy of Others Each member of the group has the absolute right to decide what they want to do or say in the group. * Do not push anyone to do anything they do not want to (and supportive encouragement is fine). No put-downs Do not criticise or express any judgements or negative opinions about the other people - or yourself. Only One Person to Speak at a time Give full attention to whoever is speaking. Do not interrupt. Do not speak out of turn in a round. Mobile phones and pagers must be switched off. ( Relaxed under certain circumstances) Commit Yourself * to attend * to be on time APPENDIX D Lesson plan APPENDIX E • Medals: This is information about what a student has done well, e.g. 'Your paragraphs and punctuation are good' or 'That's good evidence' written in the margin next to a well made point by the student. Grades and marks are measurements not medals. Medals are information about what exactly was done well. • Missions: This is information about what the student needs to improve, correct, or work on. It is best when it is forward looking and positive. e.g. 'try to give more evidence for your views' or 'Use more paragraphs to show the structure of your writing'. Again, measurements such as grades do not usually give this information. • Clear goals: the medals and missions need to be given in relation to clear goals usually best given in advance. Goals might inlcude assessment criteria such as 'use paragraphing to show the structure of your writing' or 'give evidence, illustrations for the points of view you express'. Geoff Petty (2004)