Behaviour management in the classroom is vital in maintaining a coherent and safe learning environment. It is crucial that teachers develop a sound understanding of the interrelationships between motivation, student and learning behaviour (Churchill et al, 2018). In my practice, I focused on two theories of behaviour management, ‘Responsibilities and procedures’ by Harry Wong and ‘Assertive learning’ by Lee and Marlene Canter. I particularly focused on these two theories with my year 9 English class that needed an assertive figure and rules to follow when in class. When introducing myself for the first time, I laid out my classroom expectations and the consequences that followed if these were not met. Evidence states that “…teachers higher expectations translated into higher student’s academic self-concept.” (Szumski and Karwowski, 2019) and was demonstrated through using Wong’s theory by clarifying the roles and responsibilities to my students. It became clear that after various times I had year 9 English, the decrease in lateness and more proactive engagement in class was evident, hence why it is found that if this method is applied within the classroom, 90% of discipline problems can be vanished (Charles, Senter & Charles, 2014, pg.128). For example, implementing class rules and responsibilities such as completing homework or arriving to class on time with a consequence if not achieved motivates students to become more organised. Having consequences is crucial to a successful behaviour management plan and can assist in getting an individual motivated and into a proper mindset when in the learning environment (Campbell, 2014). Through observing my supervising teacher, I was able to capture the behaviour strategies that work best with this class, one being Wong’s theory, and apply it to my teaching practice. The second theory I incorporated into my practice was ‘Assertive learning’, where students have the right to learn in an organised and calm environment and teachers have the right to teach freely of any interruption and misbehaviour (Chandra, 2015, pg.14). Whilst using this theory I ensured that students knew their learning objectives for the class by writing the lesson structure on the whiteboard and crossing it off when completed, as shown in figure 3. Wong’s theory also relates closely to assertive learning as students will understand their role in the classroom and also have a choice, feel respected and be constructive in their own learning (Chandra, 2015, pg.14). Using both theories has allowed me to fulfil AITSL standards 4.1, 4.2, and 4.3 in planning for effective teaching and learning in the classroom, whilst managing challenging behaviour (AITSL, 2018). By establishing learning goals at the beginning of class and implementing well-structured lessons, students have stayed engaged and proactive, especially when working with their peers and understand the role they play whilst learning. Although, I believe that I need to work more on developing my behaviour strategies using both Wong and Canter’s theories, as seen in standard 4.3 (AITSL, 2018). Using strategies such as active listening, positive feedback, open-ended questions and promoting critical thinking, research states that student performance will rise when communication is present, ultimatley setting a positive environment in class (Wiley, 2014, pg. 479).
References
Churchill, R. (2018). Teaching : Making a difference, 4th edition. Retrieved from http://ebookcentral.proquest.com
Szumski, G., & Karwowski, M. (2019). Exploring the Pygmalion effect: The role of teacher
expectations, academic self-concept, and class context in students’ math achievement.
Contemporary Educational Psychology, 59, 101787.
https://doi.org/10.1016/j.cedpsych.2019.101787
Campbell, D. (2012). Discipline without anger : A new style of classroom management. R&L Education.
Charles, C. M., & Senter, G. W. (2005). Building classroom discipline. Boston: Pearson/A & B.
Chandra, Ritu. (2017) Classroom Management Effective for Teaching
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