Analyzing the Impact of Behavioral Management on Learning and Teaching - Essay Example

?The Effects of Behaviour Management on Teaching and Learning in Secondary Education Table of Contents Introduction 3 Focus of Behaviour Management 5Effects of Behaviour Management on Learning and Teaching 11 Analysis with Steer and Taylor Report 14 Conclusion 16 References 18 Bibliography 23 Introduction Fields (2004, p. 4-5) affirmed that the doctrine of ‘behaviour management’ can be generally described as a process in accordance with which the actions or deeds of individuals are developed and managed in an effective manner. It is in this context that the doctrine mainly focuses on influencing the perceptions, the values, the emotions and other psychological attributes of the learner which can assist in directing them towards a desired goal. It has been fundamentally inspired by this virtue of behaviour management that it has today emerged as one of the major elements adopted by teachers in the pedagogy education system with the intention of improving the behaviour of learners (Rogers, 2007, p. 1-27). Notably, as pedagogy deal with young minds which are again attributed with high instability and curiosity, making the learners focused on a particular subject becomes a noteworthy challenge. Hence, teachers can be benefitted by obtaining better control on the behavioural traits of the learners which can assist in motivating the students to enhance their behavioural skills and consequently, build their future career prospects. However, the application of behaviour management initiatives is subjected to various factors among which the learning environment is often argued as one of the most crucial elements (Fields, 2004, p. 4-8). As argued by Rogers (2007, p. 1-27), an effective learning environment needs to be developed with the aim of conveying the rights as well as the responsibilities that are necessary for generating better disciplined school and classroom atmosphere and therefore implementing effective behavioural management strategies. It is in this regard that teachers, when applying the theories of modern pedagogy, attempt to introduce as well as execute certain developing and disciplinary programs for the purpose of motivating the learners to develop behavioural traits, appropriate for their promising future (Rogers, 2007, p. 1-27). As can be observed, the major objective of behaviour management is to ensure that the learners are able to acquire appropriate qualities and knowledge in accordance with which they will be able to determine the differences between pessimistic and optimistic influencing factors. Along with developing the behavioural skills of learners, it is also essential that the teachers are equipped with effective behavioural factors in order to ensure that they are able to impart appropriate educational knowledge and develop their skills successfully to the desired level. Additionally, it has also been often argued that with the help of behavioural management, teachers can develop the perceptions as well as influence the conscience of the learners which can further contribute towards minimising the involvement of those learners in conducting any sort of anti-social activities (Rogers, 2007, p. 1-27). In other words, with the help of behavioural management, learners’ behavioural traits can be developed in a more responsible as well as conscious way. With this concern, this paper intends to discuss the importance of behaviour management. Moreover, the effects of behaviour management on teaching as well as learning will be taken into concern. In this regard, the effects of behaviour management will be analysed by considering certain important reports like Steer and Taylor Reports among others. Focus of Behaviour Management In the context of education system, behaviour management is often viewed to be an important practice and discipline for the development of positive attitudes, skills and behaviours of students or learners. This particular aspect is recognised to be dependent on various values as well as aims according to which the learning programs and policies are formulated as well as implemented. According to the survey results obtained by Steer (2013), teachers revealed that with the assistance of behaviour management, the disruptive behaviour of the learners in classrooms could be minimised. Consequently, a more responsible attitude was developed among the students which made them focused towards a particular goal and likewise assisted them to perform better (Steer, 2013). It is worth mentioning in this regard that the learners with disruptive behaviour may obstruct themselves and others from acquiring better knowledge owing to which it becomes quite essential to identify the negative behavioural traits of the learners and manage those with the application of behaviour management. The teachers may also face certain challenges in delivering appropriate knowledge as well as skills that are quite necessary for the development of learners which further requires school leadership qualities to be inculcated within the teachers’ professional attributes (Steer, 2013; Department of Education, 2012; Crown, 2005). In this respect, behaviour management is planned and formulated on the basis of three levels that encompass individualised support, classroom support and schoolwide support. This can be better understood with the help of the following pictorial illustration. Source: (SAGE Publications, 2013) Individualised support is represented in the smallest circle as revealed in the above diagram. It signifies that management support is provided to individuals or learners possessing disruptive behavioural traits. Contextually, in the form of individualised support, behaviour management training program is provided to the teachers with the objective of improving the skills and the behavioural attitudes of the students. The next level, i.e. classroom support is represented in the middle circle signifying the instructions in accordance with which the learning and teaching process should be executed with the intention of increasing the effectiveness of behavioural management. It is often perceived that academic and behavioural programs are regarded as the major factors that are accountable for preventing and minimising disruptive behavioural attributes of learners in classrooms. The third level of schoolwide support is represented in the largest circle as depicted in the above diagram. It has been formulated with the objective of assisting the teachers in identifying and preventing disruptive behaviour deciphered by the learners at school level. The aforementioned factors that have been depicted above are seemed to be dependent on one another in order to develop an inclusive approach towards making the application of behaviour management more efficient within the context of teaching as well as learning in secondary education. It is to be stated in this regard that behaviour management should be planned on the basis of the aforementioned three factors with the intention of minimising disruptive behaviour deciphered by the learners in classrooms and school campuses (SAGE Publications, 2013). There are certain factors that can be observed to be significant in order to recognise the behavioural attitudes of the students. In this regard, the teachers are required to recognise the factors that broadly influence the behaviour of students within the context of their learning. The behaviour of learners is perceived to change in accordance with motivation, purpose of involvement with peer groups and skills (United Kingdom Parliament, 2011; NEWB, 2008). Moreover, there are certain models linked with the aspect of behaviour management, on the basis of which behaviour of the students is managed in a classroom. In the secondary level of education, classroom management is recognised to be a major consideration for the better management of behaviours of the students and the education system as well. Contextually, three models that are seemed to be quite vital for classroom management are assertive discipline, teacher’s effectiveness training and logical consequences (Malmgren & et. al., 2005). These three models have been discussed hereunder. Assertive Discipline The model, assertive discipline was created by Lee Canter. This model is usually based upon the system of rewards as well as punishment. The main emphasis of the model was to identify the behaviour of the students and accordingly offer suitable feedbacks on the basis of their performances in terms of behavioural aspect. The model aims at training teachers as well, to devise appropriate settings in the classroom, so that the behaviour of the learners is managed efficiently. This approach is based on the assumptions that the teachers are offered with the right of imparting their learning lessons in a well-organised and suitable classroom environment. On the other hand, students or learners are provided with the right of acquiring knowledge in a well-managed classroom environment. In this regard, the teachers within the background of secondary education are required to develop an effectual discipline plan in a systematic way before the commencement of the school session. On the beginning of the school session, the teachers must therefore convey the expectations as well as the consequences to the students regarding their attitudinal behaviours. Contextually, Malmgren & et. al. (2005) postulated that the teachers, with the assistance of the pre-planned policies, will be able to generate a suitable classroom environment. Moreover, the teachers, on the basis of the behavioural attitudes of the students, will be able to appraise their activities quite reliably. Furthermore, the assertive model was determined to comprise four components that have been portrayed hereunder. A set of rules and principles that are to be adhered by the learners or students in the classroom A set of determined positive consequences signifying the compliance of rules and principles A set of negative consequences that are to be adopted at times of non-adherence with rules and regulation formulated A plan is devised in accordance with which the model will be implemented with the engagement of the students (Malmgren & et. al., 2005. Logical Consequences The second model, logical consequences was developed by Rudolf Dreikurs in the year 1968. The model is principally based upon the assumptions that the students have a desire for attaining social recognition. Thus, students who are unable to fulfil or meet their social desires are observed to reveal disruptive behaviour. This model aims at meeting the essential social requirements of students for their acceptance of the rules and the curriculum followed by the schools. The model further indicates that the teachers with intense applicability of practices and knowledge strive to develop an organised classroom, wherein every student may acquire a feeling of social recognition as well as acceptance. In this respect, Dreikurs applied logical consequences with the motive of determining the results of such misbehaviour of the students in a logical manner. Malmgren & et. al. (2005) further affirmed in this regard that a logical consequence is dissimilar from natural consequence, as natural consequences are seemed to occur without any prior notice which eventually lacks planning from the teachers’ end. In contrast to natural consequences, logical consequences should be related with disruptive behaviour of students in an appropriate manner. Additionally, logical consequence must be planned as well as applied properly for improving the behaviour of students and sustain a better acceptable learning environment in classroom. The utmost importance of this model is therefore to adopt corrective measures for preventing disruptive behaviour among learners. Furthermore, the model signifies that creating a suitable learning environment in classroom is dependent on the development of building positive affiliations of teachers with the students (Malmgren & et. al., 2005). Teacher Effectiveness Training The model, teacher effectiveness training was formulated by Thomas Gordon. This particular model fundamentally is based upon psychological aspects. The model depicts that in order to procure a better managed classroom environment, management responsibilities should be shifted to the students from the teachers, so that the students are able to determine their responsibilities in classroom. In this regard, the students should be provided with the knowledge concerning the management of their individual behaviour. On the other hand, the teachers are required to act as a motivator for the students so that the students are able to recognise their individual behaviour resulting in their developed responsible attitude. The teachers are therefore required to convey the messages or the instructions to the students regarding the mistakes that they have committed along with the consequences so as to make them aware of the wrong doings and their underlying responsibilities to avoid such consequences. In accordance with this model, the teachers entrust the students with management opportunities so that they are able to learn and acquire knowledge regulating their individual behaviours quiet successfully. Besides, this model also postulates that the teachers are entrusted with the responsibility of teaching students about the procedure on the basis of which they can sort out problems independently (Malmgren & et. al., 2005). To be summarised, it can be with the assistance of these processes or models that are quite important for developing and sustaining a better learning and classroom environment wherein the students can acquire better knowledge concerning their negative impacts of behaviours. Moreover, with the assistance of these models and processes, a well-organised as well as a developed learning environment can be generated in schools. Furthermore, the learners or the students of secondary education will be able to enhance their behavioural aspects resulting in assisting them towards a better future development with the aid of the aforesaid models. Effects of Behaviour Management on Learning and Teaching Pedagogy is typically viewed to be a significant practice as well as a procedure of learning along with teaching. In this regard, effective pedagogy can be acquired with the assistance of devising better policy framework which broadly supports in offering greater knowledge to diverse students. The policies that are formulated by any government, education institution and system should determine the significance of learning for the success of any individual student at the group level and also at the individual level. It is worth mentioning in this regard that the policies that are formulated should be appropriate in order to develop a better learning environment for students or learners so that they are able to fit in a social as well as in an economical manner. Researches should therefore be conducted with the intention of determining the appropriateness of the policies and the frameworks that are adopted by different school authorities in order to improve the teaching and learning procedure. The major aim of higher education system will therefore be to employ students to learn lessons and acquire knowledge as active learners. The students should also be able to solve any sort of problem and manage different activities independently (Siraj-Blatchford & et. al., 2002). The schools are required to adopt certain policies, curriculum and frameworks with the objective of assisting learners to develop their skills as well as abilities at large as a method of behaviour management which is identified to be directly related to learning and teaching process. It is in this context that the learners with better management of classroom will be able to improve their individual behaviours wherein the learning and teaching process is determined to be positively and negatively impacted on the basis of the behaviours of the learners or the students (Chance, 2009). It has often been argued in this context that teaching is the most important aspect which is accountable for improving the standards of a school and minimising the rate of disruptive behaviour amid students or learners. Contextually, the teaching and learning process is often viewed to be dependent on behaviour management which postulates misbehaviour or disruptive behaviour of students may adversely affect the teaching and learning process, as such behaviour may obstruct the students to acquire better knowledge about any subject matter. To be illustrated, the teachers in an unfavourable classroom environment will not be able to deliver or convey their messages, knowledge and lessons to the students. On the other hand, the students will also not be able to acquire knowledge imparted by the teachers in an appropriate manner. Moreover, with an unfavourable classroom environment, the students are the ones who are perceived to be the major sufferers as they may not be able to acquire appropriate knowledge in relation to society, community and world. These factors are further deemed to be affecting the social growth and development of students hampering their future life. Additionally, the students with unfavourable learning environment may develop unacceptable attitude and beliefs which may lead to severe offences (TLRP, 2012; Brooks & et. al., 2012; Nind, 2005). In this regard, it has been viewed that the teachers and the Newly Qualified Teachers (NQTs) are offered with effective training programs with the objective of improving the higher education system focusing upon the application of behaviour management. The teachers with training facilities are taught to develop or formulate appropriate polices and principles in order to regulate and manage the behavioural standards of the students or the learners that are quite essential for the effectiveness of pedagogy. It can be apparently observed that Information and Communication Technology (ICT) is often used by the teachers in their teaching procedure with the intention of imparting students with better knowledge and enhancing their behavioural attitudes by a considerable level. It is to be stated that the students with effective knowledge will be able to perform their activities individually. The teachers are thus required to understand and recognise the behaviour of the learners so that they are able to record as well as assess student’s behaviour in order to offer them with effective classroom atmosphere and better development of their characteristics. With effective management of behaviour, the teaching and learning process can enable the students to acquire better knowledge about different subject matters and lead towards future development (Gtda, 2011). The effective management of behaviour in classroom will assist in making the learning and teaching process more successful. The students can therefore be able to learn essential values as well as beliefs that are vital for their future development (Digital Education Resource Archive, 2004). Thus, behaviour management can be duly considered as an important factor in relation to the learning and teaching process. Moreover, it can also be stated from a broader perspective that behaviour management might directly impose significant impact upon the teaching and learning process within the context of secondary school on the whole. Behaviour management is recognised to be an essential element for the pedagogic system. Effective teaching and learning process is considered to be relevant for the development of staff as well as students. Analysis with Steer and Taylor Report The analysis part of this study primarily focuses upon Steer and Taylor report in relation to determine the principles as well as the practices within the background of secondary education. There lay different sorts of activities that are practiced in schools imparting secondary education for the purpose of developing the behavioural attitudes of the students at large. However, according to Steer report, it is quite essential for the students to develop specific skills related to behaviour, emotions and socialization in order to conduct better practices in the secondary schools. It is in this context that demonstration of decent behaviour plays a pivotal role in the context of schooling and secondary education as it reflects the overall nature and quality of students along with teachers (McSherry, 2001, p. 48-50). It is also believed in this regard that good behaviour can only reflect from the part of the students when they are taught valuable lessons pertaining to the values of good behaviour. It is worth mentioning in this regard that more the interactions between the students and the teachers can take place, rewarding chances for further improvement in the overall behavioural patterns of the students. School is regarded as a ‘temple’ wherein one can acquire knowledge of various lessons relating to self-development and ethics. For example, if a student is able to develop a strong liking for his/her school, then it will enable him/her to attain fundamental behavioural skills that are very much required to undergo a divine living (Caldarella, & et. al., 2011, p. 1-12). Imparting behavioural knowledge in secondary schools plays a decisive role as the age group of secondary school students is often viewed to be quite influential. Thus, with proper guidance and teachings, the students can be made to follow a unique path. It has been viewed that not only behavioural learning enables development in the students, but it also helps in improving and purifying the overall environment of the schools by a greater level (Dept. for Education and Skills, 2007, p. 4-10). However, behaviour of the students can be improved by many ways. For instance, any kind of misconduct and misbehaviour from the part of the students can be penalized which might in turn can change the behaviour of the students in a positive way (Steer, 2006). However, based on Taylor’s report concerning behaviour management, it has been viewed that there exist several sorts of pupils who generally belongs to different backgrounds. They may be associated with conducting various serious anti-social activities like drinking, domestic violence, drug abuse and mental health issues among others (Charlie, 2012). Their self-destructive ways and behaviours should therefore be tackled and efforts must be made to prohibit the pupils towards conducting those anti-social activities (Taylor, 2012). Adherence to the issues related with development of the behavioural aspects of students plays a decisive role especially in the higher secondary level. All kinds of trainings should be made mandatory in schools where the problems of the students or the learners get addressed. Behavioural differences need to be effectively addressed by the staffs along with the teachers and therapeutic trainings should be provided to those students suffering from poor mental conditions. Behavioural along with emotional development can be made possible by way of providing free meals in governmental schools of secondary education. The emotional aspects of students can be improved to a drastic level. Furthermore, there were two major aspects of behavioural development that portrayed by Taylor in the report (Taylor, 2012). The report supported and integrated PRU (Pupil referral Units) and AP (Alternative Provision). However, PRU’s are referred to as state schools whereby children from poor backgrounds are taught and assisted, while AP is an organisation wherein students are taught and trained accordingly (Great Britain, 2011, p. 4-19). However, involving higher secondary students in both the aforesaid divisions can lead to drastic changes in their behaviour resulting in better future development of the students or the learner’s at large (Taylor, 2013). Conclusion From the above analysis, it can be concluded that the aspect of behaviour management plays a pivotal role in shaping up the future of higher secondary school students. It holds a very broad context as it is related with the behavioural and psychological development of the students making positive changes in their individual behavioural aspects. It imposes substantial impact upon the procedure of teaching and learning especially in the context of secondary education. The different aspects of behavioural education seem to create a great impact in developing the future of the students at large. It has been viewed that exercising upon the behavioural development of the students can help to bring many positive changes in their behaviour as well as in their nature. The concept of behavioural management within the background of secondary schools is very demanding. It has been apparently observed that PRU’s and AP’s have been created to provide massive support to the higher secondary students in developing their positive behavioural attitudes at large. The aforesaid two educational institutions are seemed to provide lessons on good behaviour along with education which entails quality teaching and learning in secondary education in a diversified manner. Most significantly, the stress for developing positive behaviour among the students has also been seen to be supported by two major theories of behaviour considering the reports of Steer and Taylor. The theories laid out by both the reports seem to hold a strong linkage with the concept of behavioural management by a greater level. 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