Classroom and Behavioural Management
The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail.
Charles C.M. submits several definitions corresponding to behaviour:
Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Disciplineâ€¦ are strategies, procedures, and structures that teachers use to support a positive learning environment.
Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more.
Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, “to develop students’ sense of belonging to the school” (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C.F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management.
Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C.M. 2007, p.7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article “Self-assessment of understanding” are positivity, choice, and reflection (Charles, C.M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. “Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour” (Charles 14).
Rebecca Giallo and Emma Little (2003, p.22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans