Behaviour Management

1. The best teachers..

Have an in depth understanding of what is happening in their classroom and what issues their students are facing.

Don't really care what is going on for their students.

Don't have a clue.

Go to the pub at lunch time.

An effective behaviour management tool is to demonstrate "withitness". This is a knowledge as to what is happening in your classroom and with your students.

Explanation

An effective behaviour management tool is to demonstrate "withitness". This is a knowledge as to what is happening in your classroom and with your students.

2. Discipline should be..

Stop the class, pull the student to the front of the class and rap on the knuckles with ruler. (physical punishment)

Stop the class, using sarcasm and insults, point the student out to the entire class. (embarrasment and humiliation)

Stop the class and give the student extra classwork to complete

Assertive, discreetly using a desist, approaching student and use quiet communication regarding rules, least disruptive as possible.

Consistancy is the key to discipline so that no child feels they are being victimised. The most effective discipline does not make a student feel stupid, or a laughing stock of the class. A desist (a verbal or non verbal communication in relation to behaviour) is effective as it does not disrupt the pattern of the class (overlapping), thereby drawing attention to the students behaviour but allows the student to know that the behaviour they are engaging in is not appropriate. Preserving dignity is key when undertaking discipline.

Explanation

Consistancy is the key to discipline so that no child feels they are being victimised. The most effective discipline does not make a student feel stupid, or a laughing stock of the class. A desist (a verbal or non verbal communication in relation to behaviour) is effective as it does not disrupt the pattern of the class (overlapping), thereby drawing attention to the students behaviour but allows the student to know that the behaviour they are engaging in is not appropriate. Preserving dignity is key when undertaking discipline.

3. The best classrooms are governed by....

What mood the naughtiest child is in.

How much sleep the teacher got.

Rules for behaviour and procedures for task completion.

Classrooms can be governed?

Discussing what rules are to be applied to the classroom with students has shown to be effective and allows for students to have an understanding of what is expected of them. Setting procedures for achieving objectives also sets clear parameters for student behaviour.

Explanation

Discussing what rules are to be applied to the classroom with students has shown to be effective and allows for students to have an understanding of what is expected of them. Setting procedures for achieving objectives also sets clear parameters for student behaviour.

4. When are behaviour management techniques most effective?

Used only when behavioural issues arise

Used pre-emptively to create a productive learning environment.

They are not effective.

Just before Christmas holidays.

Using appropriate behaviour management tools to create an environment where rules, procedures and expectations are in play in students behaviour consistantly has shown to be effective behaviour management.

Explanation

Using appropriate behaviour management tools to create an environment where rules, procedures and expectations are in play in students behaviour consistantly has shown to be effective behaviour management.

5. Communication with parents should be..

Open, frequent, informal and request assistance from parents.

Limited to school reports and parent/teacher interviews.

Simple, they don't understand the complexities of dealing with children.

Wait, we have to deal with the parents as well?

Effective communication between the home and the school has shown many benefits. It can lead to higher attendance and better graduation rates, increased enrolment in secondary education and a more positive attitude and behaviour.

Explanation

Effective communication between the home and the school has shown many benefits. It can lead to higher attendance and better graduation rates, increased enrolment in secondary education and a more positive attitude and behaviour.

6. Consequences to inappropriate behaviour should be..

Erratic and dramatic.

Varied to keep the students on their toes.

Logical and consistent.

Drawn out and vindictive.

Consequences are most effective when they are logical. Consistancy is an important factor and an alternative for the inappropriate behaviour to allow an immediate change in the behaviour is also something to consider.

Explanation

Consequences are most effective when they are logical. Consistancy is an important factor and an alternative for the inappropriate behaviour to allow an immediate change in the behaviour is also something to consider.

7. Behaviour Management techniques should be..

Fluid, a mix of authoritarian and passive to keep the students guessing.

Consistant and commenced on the first day of school.

Not used until a couple of weeks after school starts so the students have time to settle in.

What are behaviour management techniques?

The standards for the rest of the school year are set within the first few days of school - this means that rules and procedures should be set and discussed with your class at the beginning of the year.

Explanation

The standards for the rest of the school year are set within the first few days of school - this means that rules and procedures should be set and discussed with your class at the beginning of the year.

8. When creating an classroom environment for students - the goal is an environment where they feel..

Good looking

Funny

Comfortable

Cared for and safe to express themselves

A community of caring and trust is important as it allows students to maximise their learning experience by feeling safe, cared for and free to express themselves.

Explanation

A community of caring and trust is important as it allows students to maximise their learning experience by feeling safe, cared for and free to express themselves.

9. Organisation in a classroom is..

A pipe dream, you are lucky if you can find your pen.

Managing to have your students sit in their seat at some point during the day.

Students showing fear lest they incur the wrath of the mighty teacher.

Essential as it can assist with setting routines and eliminates "dead time".

Routines are an important part of behaviour management and organisation is key in achieving that. Research shows that children are less likely to act up when there is routine in their day and little to no "dead time" (time when students are left to their own direction while teachers undertake administation tasks and so on).

Explanation

Routines are an important part of behaviour management and organisation is key in achieving that. Research shows that children are less likely to act up when there is routine in their day and little to no "dead time" (time when students are left to their own direction while teachers undertake administation tasks and so on).

10. Which of the following is NOT an effect of modeling?

Learning new behaviours through imitation of the model which leads to the development of new skills.

A change in emotional reponse and behaviour after observing the emotional response of the model

Hunger

Observing what reward or punishment is gained from a model acting in a particular way can change inhibitions

Hunger is not an effect of modeling. Modeling refers to learning new behaviors through imitation of a model, observing emotional responses and behaviors, and understanding the consequences of certain actions. Hunger, on the other hand, is a physiological sensation related to the need for food and is not directly related to the process of modeling or learning from others.

Explanation

Hunger is not an effect of modeling. Modeling refers to learning new behaviors through imitation of a model, observing emotional responses and behaviors, and understanding the consequences of certain actions. Hunger, on the other hand, is a physiological sensation related to the need for food and is not directly related to the process of modeling or learning from others.