Critical Incident Reflection 2

Incident is ongoing.

The students and teachers have in place behavioural management strategies to

ensure that students can involve themselves entirely in their learning without
jeopardising it through misbehaviour. As the students head towards the end of
term there has been a slight shift in behaviour whereby more students are
becoming defiant and difficult, when they previously have not. The incident is
ongoing and involves using behaviour management strategies that have been
put in place in the classroom and using them to keep student behaviour under
control. It is especially pertinent to explore this subject as I need to ensure
students understand I am also their teacher and need to listen to me in the
classroom just as they would listen to their own teachers.

This situation is critical to me because it has given me an insight into

understanding how to use positive behaviour management to ensure appropriate
behaviour within the classroom. I have learnt that depending on the group of
children I am dealing with I must ensure that I am highlighting and
acknowledging students good behaviour and not focussing solely on the
misbehaviour of other students. Behaviour management is a part of teaching
that is incredibly pertinent because there will rarely be a situation where an
entire class demonstrates perfect behaviour. Therefore it is imperative I make
the most of my time in the classroom to practice positive behaviour
management, building rapport with students and setting behaviour expectations
for the whole class. There is no one way to implement classroom behaviour
management but it does involve elements of rules, reinforcement of appropriate
behaviour, response to undesired behaviour, staff-student relationships and
interactions, expectations, procedures for chronic misbehaviour and classroom
environment (emotional). Creating a positive behaviour environment within the
classroom allows for motivation, interest and achievement (implementation). It is
also key to have a balance between coercive power, manipulative social power
and likability social power (ref). The students respond to dojo points, highlighting
positive behaviour and the consequence of staying in during lunchtime, which
are all encapsulated mostly by positive behaviour management.

I have learnt from this situation that is imperative to use positive behaviour
management to control student behaviour because it is what most students
respond to the most. Establishing a relationship with the students is incredibly
important to ensure they listen to my voice and understand when my
expectations of their behaviour are being outlined. This situation has allowed me
to learn different ways of implementing positive behaviour management that I
can use in my future classroom. In the future it is important for me to understand
the students in my class and implement behaviour strategies that will benefit
both me and the students.

References
Alderman, G. & Green, S. (2011). Social Powers and Effective Classroom
Management: Enhancing TeacherStudent Relationships. Intervention in School
and Clinic, 47(1), 39-44.

Atherley, C. (1990). The Implementation of a Positive Behaviour Management

Programme in a Primary Classroom: a case study. School Organisation, 10(2-3),
213-228.

Hart, R. (2010). Classroom behaviour management: educational psychologists

views on effective practice. Emotional and Behavioural Difficulties, 15(4), 353
371.