| Focus area 4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities. Focus area 4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. |
During consecutive lessons with a Year 10 Mathematics class, some students were displaying low level disruptive behaviours, with one student escalating the behaviour at the end of the second lesson. While I had used various measures of engaging the class to reduce off-task behaviour (4.1), one student persisted in talking and not following directions. I adopted a behaviour management strategy to manage the challenging behaviour (4.3), while supporting continued student participation for the student and the class (4.1).
During the first few lessons of teaching a Year 10 mathematics class, several students displayed off-task behaviour by talking, laying their head on the desk or not participating in class activities. I employed the Correction and Redirection for Effective Everyday Learning (CREEL) model to encourage pro-social behaviours, drawing on social-cognitive, humanistic and at times, behaviourist theories (ESB2100 Course Notes, 2019). This initially involved monitoring student behaviour, using body language and facial expressions to refocus students, followed by moving in close proximity to the student (4.1) (4.3) (ESB2100 Course Notes, 2019; Goss et al., 2017). I also used encouragement when students were on-task and provided support during individual work, as a strategy noted in the literature (4.1) (Goss et al., 2017). However, one student’s behavioural engagement continued to decline over subsequent lessons, so I adopted the least intrusive measure by offering the student choice between remaining where they were or being moved (4.3) (O’Brien, 2017; Peel, 2020). This minimised disruptions to support other students’ participation (4.1). The student chose, through their actions, to move to the front of the room, although continued with low-level disruptive behaviour for the remainder of the lesson. As the student was wanting to gain attention, I chose to ignore the behaviour (4.3), an evidence based strategy supported in the literature (Goss et al., 2017).
I used this evidence from the literature to inform my decision to ask the student to remain in the class, so I could have a one-on-one discussion without an audience (4.3) (O’Brien, 2017). I spoke calmly and respectfully to the student saying that I was not happy with their behaviour, and that if it persisted during the next lesson, then I would direct the student to an alternative class, as outlined in the school’s behaviour management policy (4.3). I emphasised to the student that I did not want to do that, as I wanted the student to remain in my class, and that the student’s continued learning was very important to me (4.1). The evidence supports ‘relational teacher’ attributes such as affective expressions, mutual respect, teacher presence and valuing the holistic individual (ESB2100 Course Notes, 2019). These are qualities used in positive student-teacher relationships, which I value and aspire to, with the benefit of encouraging positive behaviour (ESB2100 Course Notes, 2019). My mentor teacher provided feedback demonstrating this positive relationship (Artefact 4a). The result of speaking respectfully and sincerely with the student was profound. In the subsequent lessons, the student was observed to be participating in class activities, responded positively to my redirection when becoming distracted, and displayed respectful actions towards me (4.1) (4.3).
During my GTPA, and in my first year of teaching, I will make it a priority to connect with students, to gain their trust and respect. I will also inform myself of the school-wide behaviour management policy so that I am aware of options for addressing behavioural disengagement before I need to make decisions. I will continue to use the CREEL model to support pro-social behaviours in students. Most importantly, however, I will endeavour to provide engaging learning experiences for all students, have clear expectations, and continue to develop
“supportive and caring relationships with and among students”
(Duchesne & McMaugh, 2019, p. 623)
to promote prosocial behaviour .
References
Duchesne, S. & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.). Cengage Learning Australia.
ESB2100 Positive behaviour for learning: taking responsibility: Course notes [Lecture notes]. (2019). USQ Study Desk. https://usqstudydesk.usq.edu.au/
Goss, P., Sonnemann, J., & Griffiths, K. (2017). Engaging students: creating classrooms that improve learning. Grattan Institute.
O’Brien, M. (2017). Positive behaviour management. In D. Pendergast, K. Main & N. Bahr (Eds.), Teaching Middle Years: Rethinking curriculum, pedagogy and assessment (3rd ed.). 243-264. Allen & Unwin
Peel, K. L. (2020). Everyday classroom teaching practices for self-regulated learning. Issues in Educational Research, 30(1), 260–282. https://search.informit.org/doi/10.3316/informit.086252042580660
