I have used Skinner’s ‘The ABC’s of Behavioural Learning’ theory to understand the importance of basing consequences of behaviour on antecedents or past influences. I have used Professor Ramon Lewis’ categorisation of students based on their behaviour because it helps me to know how to change their actions. The basis for such behaviour is explained by me using Rudolph Dreikur’s theory.
What is classroom behaviour management?
A teacher would answer by saying, “Classroom Behaviour Management is when I can have one day of productive class work without facing any form of defiance from my students”. Or as Cruickshank, Jenkins and Metcalf (2005) said, “…teachers are expected to be good classroom managers. Administrators often equate control of students with good teaching”. But, that as we know is ‘wishful thinking’ and is ‘undemocratic’ and ‘unfair’ to students.
For me, “Classroom Behaviour Management is the effective use of different behavioural theorists’ strategies in day-to-day learning situations so as to ensure that disruption within and without the classroom is averted”. This is done to ensure a positive learning environment for all students.” Or as Marsh C, (2008) says, “The over-arching skill is to be able to recognise what is happening in the class and to be able to use coping strategies that are needed immediately, before major problems arise.”
As a pre-service teacher I have faced behavioural problems ranging from excessive talking, tardiness and culture-based remarks. A comprehensive way of representing them is to cite Charles, 2004 and Remboldt, 1998 who have categorised them as:
•aggression
•immoral acts
•defiance of authority
•disruptive behaviour
•off-task behaviour
In Australian primary schools, Australian researchers have stated that the most common “troublesome student behaviours are
•students being easily distracted
•students not listening to directions
•students talking out of turn
•students hindering other students” (McDonald & Wilks 1994; Little 2005; Edwards & Watts 2004)
Previously, I asked myself, “Why should I concentrate on classroom misbehaviour”? “Why can I not think about surviving through each hour of the day - of the term”? I gawked at the research done by behaviour management theorists. I even wondered at the feasibility of some theories. “Why are researchers looking into these aspects of classroom behaviour management”?
I believe it has to do with the doors education opens for people. My parents told me “education is the means to a better life”. In India, for every one job there are 10,000 or even more applicants. When I applied for my first job in 2001 as a ground staff at the Chennai airport, there were 8000 applicants for 4 vacancies. I got the job because of my communication skills and my Master of Tourism Administration degree. In India, we believe education helps us to improve the country’s economic and our living standards.
However, if students face the problems that are cited above, then they will discontinue their education. Marsh C, 2008 says “Teacher drop-out rates in some education systems are increasing and, to a large extent, teachers seem to be leaving because of negative behaviour experiences that they have had with specific students”.
It’s important we understand and use the strategies to prevent classroom misbehaviour so that students as well as teachers remain in the educational system. These strategies are not mere ‘spouted hot air’ but are ‘tools to increase learning’. As I said earlier, ‘education is a door to a better life’ and it’s my ‘Duty of Care’ to ensure that all students have the opportunity to find that ‘door’.
It’s important to address behavioural issues in the classroom since unresolved issues can result in resentment. However, how can I handle them? Are there positive conflict resolving techniques? How can I not fall into the trap of using sarcasm and aggression?
DeCecco & Richards, 1974 state “Studies have shown that most conflicts among students are usually not effectively resolved”. Behavioural theories help a teacher to resolve issues effectively. These theories help to reduce ‘unproductive classroom time’ or ‘off-task behaviour’ (Marsh C, 2008). Marzano, Marzano & Pickering, 2003 state “effective management techniques can enable classes of students to achieve at up to 20 percentile points higher than classes where effective management techniques are not employed”. Infantino and Little, 2005 note “up to 76 per cent of secondary school teachers’ time in Australia is taken up with controlling the disruptive behaviour of students and therefore greatly reducing the on-task time available”.
As a teacher, I need to ensure that controllable factors are addressed before using behavioural theories to handle ‘off-task behaviour’ (Marsh C, 2008). The three controllable factors are:
(Source: Bull and Solity, Classroom Management: Principles to Practice, 1987, Taylor and Francis Books Ltd.)
I believe the impact of ‘Behavioural Theories’ in decreasing ‘off-task behaviour’ (Marsh C, 2008) and increasing ‘on-task behaviour’ (Marsh C, 2008) can be figuratively shown as follows:
How are students categorised in terms of behavioural issues? Is it fair to categorise them?
Lewis R, 2010 says there are four categories of students:
It's important I recognise student behaviour categories. I use them to improve students’ classroom behaviour and to not label my students based on the categories. Also, I know when to back-off with a Category D student. I will explain ‘why it’s important’ later on.
Knowing the student categories has helped me to use Professor Ramon Lewis’ strategies for each category. Instead of re-inventing the wheel, I have been able to incorporate his strategies and turn students away from messy situations.
Why should one understand Skinner’s the ABC’s of Behavioural Learning Theory to be fair with handling behavioural issues?
Skinner M, 1950 the ABC’s of Behavioural Learning Theory helps me look closer at the antecedents of a behavioural issue rather than just the behaviour. Carolyn Orange, 2000 in “25 Biggest Mistakes Teachers Make and How to Avoid Them” says “Alas, words and deeds that cut deep to the tender core of the inner self, leave scars on the soul that can last a lifetime”.
Often, we refuse to look at what caused a behaviour to be manifested. Instead we punish students with consequences based on the behaviour. Skinner M, 1950 stated there are antecedents that will influence a student’s behaviour in a classroom. Based on those antecedents, we as teachers need to choose the consequences for the behaviour. I would represent this as follows:
Skinner M, 1950 referred to ‘motives’ as ‘Antecedents’. I have quoted Rigby, 1996 to elaborate on them. Skinner M, 1950 stated ‘Antecedents’ will influence the ‘Behaviour’. I have quoted Marsh C, 2008 to elaborate on the possible behaviours. For ‘Consequences’, I have quoted those used in Banyule Primary School.
I like what Mrs. Sharon Marmo – Principal and Miss. Selena Varghese – Mentor/Preparatory Teacher say, “Never let the consequences go outside your classroom”. In other words, ensure your students never have to go into another classroom or to a higher authority.
As a teacher, it is important that I get to the crux of an issue. It’s easier to do this in Australia than in India where there are 60 students in each class. Here I can provide ‘one-on-one support’ to my students. So, if there were disruptive behaviour in the class, I can find out what instigated that behaviour.
While volunteering at Banyule Primary School, two Preparatory students were disrupting the numeracy group by laughing loudly. It was the last day of the term and they were looking forward to the term-break. But this was preventing other students from working effectively. I knew I had to handle this. I remembered what my lecturer, Mr. Greg Powell said, “Students will go where their belongings are”. I moved one of the student’s things away. Lo and behold, he moved and got down to working on the activity. I based the consequence on the students’ actions but kept in mind what was causing the behaviour – the fact that they were going on term-break.
As teachers it is important we never base our strategies on a misguided judgement of children. Every child should be given the ‘benefit of the doubt’ and given a clean record every day, every week, every month and every year. Also, as teachers we need to remember Irving & Martin, 1982 statement, “Correction of every misbehaviour is not necessary”.
What is Dreikur’s Theory? How can I use this theory to improve classroom atmosphere so as to introduce a positive learning environment?
Knowing Skinner M’s, 1950 theory helps us to concentrate on the impetus/antecedent. Dreikur R, 1968 explains this very well by stating “all misbehaviour reflects children’s decision about how they can most effectively belong to, or be recognised by the group”. So, students will behave based on how they feel about their role in their groups. If a student is comfortable with his/her group, he/she will actively participate in class without exhibiting ‘behavioural issues’. However, if a student were to feel isolated or unaccepted by his/her peers, he/she will exhibit behaviour that will garner attention.
Dreikur’s theory is apt in today’s world where everyone looks for acceptance by peers. For this, students will exhibit behaviour such as - causing disturbances in class, not turning in home work, refusing to take part in class activities, questioning teachers, etc.
As a teacher I need to channel their need to be accepted into positive behaviour. This can be done by following Dreikur’s theory:
(SOURCE: Lewis, R. (2010). EDU4PIB [Lecture Notes]. Melbourne, Australia, La Trobe University, Faculty of Education)
SM is a student at MacLeod College. From my first day of practicum, she questioned everything that I did. She was disruptive in class and even bit her classmate once. At first I could not understand her behaviour. However, talks with her made me realise this was based on a need to be accepted by her peers and teachers.
I noticed SM’s talent for the written medium when I read her essay. I got her to take part in an ‘Essay writing’ competition organised by the Darebin City Council. I cannot say I have made great in-roads into improving her behaviour in class, but it is a first step. My hope is that she will realise her true potential and will channel her energy into improving her skills for the future.
It’s good that I fought my first impulse to ‘throw in the towel’ and walk out of that classroom. For three weeks now I have worked with SM and her classmates. The first step to breaking SM’s barrier was to not give up on her. When she noticed that I did not judge her, she began talking to me about her family, the place where she stays, how unsafe she feels, etc. Also she showed me her ‘personal essays’. I encouraged her to concentrate on her talents.
However, I have done nothing about changing her mode of learning or her assessment activities. I realise I need to collect data about SM’s ‘mistaken’ goals so that along with my mentor teacher I can talk to her about realising her ‘primary’ goal. This will help her to improve her learning skills.
When should I give up as a teacher? Why is it important for me to know when to give up and step back from a behavioural situation?
Erik Erikson, 1963 warns that “unhealthy resolution of a developmental crisis can affect a person later in life”. Inspite of this, it’s important for me to know when to step back instead of getting too involved with students’ behaviour. I tell myself I cannot be their ‘buddy’ and I’ve a ‘life of my own’ too.
As a university guest lecturer in India, I had to mediate between two warring student factions. The situation got out-of-hand when two students lost their tempers and hurled abuses at each other. My first instinct was to step between them. But a stronger sense of self-preservation prevented me from doing that. Instead, I changed my tone of voice and told them they could take their fight outside the university if they did not know how to behave like adults. The situation could have accelerated and turned ugly. However it did not because I knew when to take a ‘step back’.
Any harm to other students or to me always rings bells in my mind. This is based on my understanding of the ‘Duty of Care’ towards students and to me. The decision to ‘let go’ has to be taken by each teacher some time in his/her life. This is based on the impact of the behaviour on students, other teachers and the teacher himself/herself, as stated in the VELS ‘Duty of Care’.
Conclusion
‘Classroom Behaviour Management’ is an on-going process that changes based on students, classroom environment, educational policies, social understanding of educational management, etc. As a teacher, I believe I cannot learn all the strategies. However, I can implement them based on my students’ requirements.
I will work on improving the learning standards and environment in my classroom. I will not be condescending with my students. It is important that when I use behavioural strategies I remember that each student is an individual and I would have to tailor them to suit each student.
Teaching’s a long and winding road that I have decided to take. There will be positive and negative moments, but I will continue to learn so that I can do my utmost. I will ensure my students get the best out of me. And as I said earlier, ‘Classroom Behaviour Management’ strategies are not ‘hot air’ but ‘stepping stones’ to a better classroom environment that will ensure learning happens.
