4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

Evidence provided for standard 4.3

1. Maths Norms
2. Seating Plan
3. School and Class Values
4. Modelling Behaviour

MATHS NORMS

The maths class norms were developed together with the students in order to create and understanding of suitable behaviour to be displayed throughout a maths lesson. The students worked together to define the norms, cull any unnecessary or double ups and were given the opportunity to defend a norm if they thought it was important. The maths norms were then created into a poster and hung on the classroom wall to be referenced to whenever the class was not adhering to them. The norms were not only used as a behaviour management strategy by myself but also as a way for the other students to remind each other of what was and wasn't okay behaviour in the maths class.

2016 Room 11 layout.

SEATING PLAN

The students' seating plan was negotiated with my mentor teacher, the principal, myself and the class due to this class', particularly bad behaviour. The students voiced that they would prefer to have their seats set by the teachers and that they would like different seating every day. The seating was drawn out at random before the students arrived and would only occasionally be manipulated due to behaviour plans for some students.  The black dots on the plan above indicate possible seats, however, with a class of 22 students and with at least one student away most days there are a few available seats for changes if it became necessary.  

SCHOOL AND CLASSROOM VALUES

The school values were a key aspect in maintaining order and managing behaviour in the classroom. These were a consistent value throughout the school and in every classroom. When breaking down behaviour issues within the classroom and discussing them with the students I aimed to have them connect the behavioural problem with the school values; so that they could see that taking someone's textas was more than just borrowing without asking, that it was a lack of respect for a classmate and not being a trustworthy person. Along with the school values we had our own classroom values designed by the principal due to behaviour issues inside and outside the classroom with my students; the main one of these was empathy. Students participated in role playing activities to understand empathy better and learn how to show empathy to others.

Journal entry from Tuesday, Term 2 Week 3

Journal entry from Thursday, Term 2 Week 3

MODELLING BEHAVIOUR

Students within the class that I taught often had difficulty responding appropriately to problems and people that upset them. In conjunction with the principal and my mentor teacher we introduced 'I' statements as a method for communicating effectively. The students struggled with this initially. 'I' statements were modelled for the students by myself, my mentor, our neighbouring teacher, her pre-service teacher and leadership staff in an effort to demonstrate the statements effectiveness. The students eventually began to reciprocate and respond appropriately to the statements reducing arguments and disruptions during class time. The journal entries above illustrate 'I' statements being modelled and the response of the students.

Content provided by Leah Siskin: Active Minds