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Introduction
My belief is that every student no matter how difficult has the potential to become a productive
learner in the classroom. As a teacher I feel it is my responsibility to explore strategies including
behaviour management that would ensure each student is able to move towards reaching their full
potential while providing boundaries for their behaviours so that other students are not
disadvantaged. Classroom management therefore needs to be a whole class approach while
providing particular students with specific strategies that would work successfully for them.
Theoretical Underpinnings:
There are several theoretical considerations to be made in developing a classroom management
plan. No single theory can provide a panacea and therefore must be adapted to the changing
dynamics of the classroom. According to Denemark (2002), classroom and behavioural
management must become an integrated part of the curriculum, and considers also how we set out
to facilitate learning and how we relate and communicate with students in the class. One of the
more prominent theorists is Dreikurs. Dreikurs' educational philosophy is "based on the
philosophy of democracy, and the psychological approach of Alfred Adler implied principle of
‘human equality’ ” (Edwards, 1999). Derikurs’ theory suggests that man is recognized as a social
being, his actions as purposive and directed toward a goal. Dreikurs theory supports my belief
that the teacher must recognize students’ inner goals and then help the students change to the
more appropriate goal of learning. The idea of democracy also implies that each student has value
and worth and that each can contribute to the classroom. In addition to Dreikurs, Grunwald and
Pepper (1998) referred to the process of rationalisation perceptions, beliefs, emotions and actions
as ‘private logic’. This would suggest that the teacher is in a type of competition where the
student’s logic (often with negative outcomes) needs to be replaced with positives. As part of a
classroom management plan, therefore, teachers need to be aware of the motivation of students
and how this motivation can be channelled into positive learning experiences. One theoretical
approach that supports this idea is known as applied analysis behaviour which is the “science of
applying experimentally derived principles of behaviour to improve socially significant behaviour”
( Borowski, 2000). Applied analysis behaviour focuses on making positive changes based on an
analysis of observed and measured behaviour. What is particularly useful is that any analysis
based on ABA is done in the context of a particular situation or environment and therefore is
useful in any classroom.
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Preventive strategies.
In any type of preventive strategies it is important to consider two main factors, classroom
climate (including room arrangement) and teacher and student relationships.
Classroom climate/Room arrangements:
While a good room arrangement is not a guarantee of good behaviour, poor planning in this area
can create conditions that might encourage inappropriate behaviour. It is important that any
layout is inviting, educationally motivating and conducive to positive behaviours (Phillips, 2005).
Most students will respond well to a room that is attractive and displays supportive material
including displays of the students’ own work. The implementation of different learning areas
such as a reading area, art centre and technology centre (Phillips, 2005) could also be used subtly
as a withdrawal area for students such as Carmelina who may be having difficulties with
interpersonal relationships on occasions. The arrangement is of paramount importance as it
provides a variety of arrangements that can promote individual group or collective learning.
These arrangements can be changed to suite certain situations for example a U- shape could give
students the feeling they are all getting equal attention ( Campbell, 2006) , useful for students
such as Ronny who demands attention. Another consideration might be to place items and
displays away from students like Eric who are likely to throw things as a result of tantrums. Apart
from physical arrangements, it is also important that a sense of participation is established making
all students feel they are valued and equal members of the classroom. The creation of an agreed
set of classroom rules (devised through class discussion) could provide teacher and students with
clear behavioural expectations when dealing with misbehaviour such as Ronny’s violence.
Students with particular needs should be accommodated whenever possible this should be done in
a positive way; similarly it is important to understand and cater for any cultural differences that
may impinge on a student’s learning, e.g. celebration of particular cultural events (Gadher, 2005).
Classroom desks should be situated so that as a teacher I am able to observe all students at all
times monitoring work and behaviour. As Campbell (2006) states, students should be able to see
the teacher and presentation area without undue turning or movement.
Teacher and student relationships:
Of course, room arrangements will not be effective if the teacher does not establish an
appropriate relationship with the class. An inclusive approach by a teacher is of great importance
as a preventive strategy, but it’s essentially the teacher who can establish the classroom culture.
Negative comments, anti-social behavior, criticism of others should be shown to be unacceptable
(Gadher, 2005). The teacher’s pedagogy should be always re-assessed to ensure that teaching and
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behavioural goals are being met. Another important element for promoting appropriate behaviour
is to provide a serious of opportunities for all students to achieve and therefore boosting their
self-esteem of all members of the class (Edwards, 1999); in turn, this can prevent negative
attention-seeking behaviours. The use of positive reinforcement such as stickers, awards and
verbal encouragement may work effectively. This concept would reinforce Dreikurs’ goal theory
suggesting cooperation is achieved by providing students with opportunities to become valuable
contributors to the classroom (Edwards, 1999).
Interventions.
All the best theories and planning can be undermined if the class does not respond in an
appropriate way. Interventions are therefore important in order to deal with awkward or different
situations as they arise. Essentially, as logical consequences should replace punishment, I feel
constant punishment only serves to be a short-term solution and may result in resentment or
alienation from the teacher and with more challenging students such as Ronny and Eric, is likely
to cause significant further disruption. Punishment per se tends to be dramatic and as Wolfgang
(2001) explains, “gives attention to the student for inappropriate behaviour thus playing into the
student's plan and would not help the student learn how to behave productively in the group" (p.
120). On a theoretical basis Dreikurs would suggest that when a student misbehaves it is because
of lack of a sense of belonging and a child reacts by seeking power, attention, revenge or
avoidance (Edwards, 1999). Of course the extent of intervention would always depend on the
level of student misbehaviour. The framework for this should be ideally documented by the
school community so that all teachers have a common response. Several schools design a
hierarchy of responses. Low level misbehaviour might be dealt with by a look or a quite word to
student however some behaviour needs stronger usually more immediate interventions. Moreover
interventions based on the frequency of misbehaviour, the use of a first, second and third warning
for talking for example would then suggest a stronger response such as time-out (Chew, 1999). At
the same time, the student should be made aware of developing positive goals, consequently
improving their self-image. Asking a student what they could do to improve would be better than
dictatorial commands. This would also empower a student to seek their own solutions, reinforcing
Dreikurs’ concept of democracy (Edwards, 1999).
For the sake of convenience the extent of interventions can be broken up into two types of
misbehaviour: (a) Short term misbehaviour and (b) Long term misbehaviour.
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Short term:
Most students would respond quickly and cooperatively when notified of their inappropriate
behaviour. Minor occasional disruptions can be dealt with simple interventions such as standing
near the student, quite comment after class, changing students seating arrangement or even giving
the student an activity or responsibility can usually resolve the situation satisfactorily ( Wolfgang,
2001). It is important however not to dwell on the negative but promote the positive. For
example, a student whose work is untidy might be encouraged by the words, “For today’s work,
show me how neat you can be”. In this way it is also important to reinforce the success of
students not simply criticise the negatives (Edwards, 1999). It is often useful to ignore minor
misbehaviour and to distract the student in a way that creates a positive outcome. For example, a
student who is talking can be asked a question and acknowledged for a good answer. The teacher
should always allow for the fact that students have individual differences and some students don’t
see their misbehaviour (e.g. loud talking in groups) as being negative in any way, but as in 3GL,
simply a reflection of excitement. The teacher needs to recognise what is deliberately attention
seeking or disruptive (Campebell, 2006).
Long term:
A more serious issue in the classroom is long-term misbehaviour that shows little sign of
changing or often becomes increasingly severe. These are evident in the case studies. At this
stage students are often deliberately working towards greater power in the classroom or seeking
constant attention. The situation for such students needs higher level of intervention. For many
students parent teacher interviews can cast light on their expected type of behaviour taught at
home and the level of support a teacher can expect (Wolfgang, 2001).This type of knowledge by
the teacher may also help in reacting to long-term misbehaviour and support may be better found
through the help of guidance officers, support stuff, administration and others (Campebell, 2006).
At the same time long-term misbehaviour needs to be monitored. One way of doing this is to
keep a register of more serious behavior (Denemark, 2002), taking care not to allow the student to
be aware of this record, as it may only serve to create resentment and reinforce the stereotype.
Nevertheless, this allows the teacher to provide positive feedback when records indicate longterm progress is being made in some way.
Conclusion:
Ultimately, the central focus of a classroom management plan is the importance of remaining
positive in the face of challenging or inappropriate behaviour. Any such plan should be seen as
part of the process to shape and guide the progress of children in that class, taking into
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consideration the needs and abilities of individuals as well as the whole group. The teacher
remains the central figure in that process but should not be the focus, which must always remain
the children.
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Reference List
Aurthur-Kelly, M., Lyons, G., Butterfield, N., and Gordon, G., Classroom Management 2e,
Cengage Learning 2006, Introduction to Curriculum and Pedagogy. South Melbourne:
CENGAGE Learning.
Borowski, A. (2000).Education and Philosophy: Applied behaviour analysis: Theory of practice.
Cambridge university press, 29 (3), 459-475. Retrieved from
http:// journals.cambridge.org 11/11/09.
Campbell, C. (2006) The notion of Inclusive education, Cambridge university press, 29 (8), 467-500.
Retrieved from
http:// www.acara.edu.au/home_page.html. 9/11/09
Chew, K. (1999), Helpful Hints for teachers on classroom discipline. Cambridge University
press, 30 (6), 552-558. Retrieved from
http://theory & practice/resource/teacher/hints/value96.htm 14/11/09
Denemark. D, Meagher. G & Wilson. S (Eds.). (2002). A practical approach to educators: The
Classroom teacher book of Management. University of New South Wales Press, Sydney NSW.
Edwards. P.G. (1999). Dreikurs Goals of children misbehaviour: Educational philosophy for
learning. Oxford University press, Tronto New York.
Gadher, D. ( 2005) Inclusivity & democracy: classroom management. The Foundation for Education
Research.
Retrieved from
http://www.inclusive education/quality teaching.org/comparitive.asp, viewed 8/11/09.
Grunwald. J & Pepper. K (1999). A new look at classroom success and failure: Classroom
management. Crows Nest: South Melbourne.
Phillips. A, (2005). Classroom discipline & management, Oxford London Edinburgh.
Wolfgang, J (2001) Classroom Management: Behaviour challenges and dilemmas (3d). Melbourne:
Social Science Press.
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