Behavior management Philosophy using the Positive Learning Framework (PLF) (EEA202)

Phase 1

Anxiety can become mirrored by others (Cozolino, 2014). Therefore, self-awareness and proactive thinking are necessary. Studies have indicated that anxious children are less inclined to be engaged in the classroom (Bridgeland, Bruce, & Hariharan, 2013). The aim is to develop self-awareness and proactive thinking through in-service learning as well as promoting quiet reflection and meditation within the classroom environment and as part of prevention strategies in the construction of a positive learning framework.

The classroom environment should be caring and welcoming. Thus, the greeting of all students as they enter is essential. In preparation for the class, resources should be readily available to promote autonomy and independence. Additionally, the classroom should display student work from various intelligence (Gardner, 2011).

Research indicates that children perform at a higher standard if expectations are high, achievable and specific (Benard, 1995). Therefore classroom procedures, routines and rules are necessary. However, research by McGinnis, Frederick, & Edwards (1995) found that rules are not effective in isolation but as part of an overall plan. Additionally, Students will take ownership of standards if they contribute. Therefore, the construction of classroom boundaries and also behaviour expectations is something to be navigated through discussions and also by allowing the students to navigate scenarios and discuss what appropriate outcomes should be.

Phase 2

Vygotsky (1978) states that learners observe the actions of a meaningful adult and then use this demonstration to develop understanding. Piaget (1976) slightly differs and believes that students learn through interaction with peers and exploration. The lessons should promote both modelled behaviour from the teacher and also peer to peer interaction. Hence, the classroom environment allows for group work, individual research centres, and places for guided or modelled instruction.

Lack of physical activity links to increased behavioural problems and decreased mental well-being (Biddle & Asare, 2011). Students should take movement breaks to promote mental and physical well-being.

Engaging students in the learning will reduce problems with behaviour (Walker, 2003). Thus, it is important to acknowledge that all students have different abilities (Gardner, 2011) and that the classroom environment should cater to different learning needs, with visual, auditory, kinaesthetic, group and independent environments created.

Extrinsic reward systems, such as lollies can impede on building intrinsic motivators for the student. However, providing intermittent rewards, such as praise for effort, and positive letters home relating to behaviours and achievements, or iPad time used has proven effective (Skinner, 2011). There should be a focus on what students can do and on positive behaviour choices.

Students should have the opportunity to develop autonomy with constructive guidance (Vygotsky, 1978). Opportunities for students to be involved in peer mediation, as well as class or whole school responsibilities, are significant. The expectations should be high and achievable and based on individual students strengths and weaknesses (Bridgeland, Bruce, & Hariharan, 2013).

Behaviour is multifaceted, and thus requires a multifaceted approach in managing it, including whole school welfare promotion. Positive community involvement and parental engagement are critical. Class guidelines should involve students in the decision-making as this can serve to develop emotional intelligence and empathy. Additionally, students that are involved are more inclined to adhere to and enforce the boundaries (Docking & MacGrath, 2013).

There should be reflection at the end of the lesson, to help students to comprehend topics and also for the teacher to understand how to improve teaching practice.

Phase 3

Remaining calm and treating students with dignity are needed in managing a classroom. For low-level responses, ignoring the behaviour would work due to the ‘law of effect’, however, some students crave the attention of an adult they can trust. If ignored, it would further perpetuate the problem. Therefore, other strategies such as non-verbal cues, addressing the behaviour through proximity to the student and also redirection would be effective. For persistent behaviours, discussing in private the choices with the student (McDonald, 2013).

For occasions where the situation has escalated to a moderate level, students should be offered choices in regards to behaviour or time to reflect. Distraction is another useful strategy (McDonald, 2013).

For behaviours that threaten other student welfare or personal welfare, the aim should be to de-escalate or remove the class from the situation (McDonald, 2013). In cases of physical violence immediate intervention would be required, with assistance sought from the principal.

All students have the capacity to build understanding for others. The promotion of Social and emotional well-being is essential to help prevent situations from arising, but also to help children re-engage in the classroom. There is also need to address personal errors in why the situation escalated.

This philosophy encompasses the circle of courage (McDonald, 2013), which promotes generosity, belonging, mastery and independence and the classroom PLF embodies this practice.

The systems model which maintains that all parties are responsible for behaviour aligns with this perspective. There should be a focus on prevention, which has been found to be more effective (Jacob Kounin, 1970).

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