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Positive Behaviour Management (Reasons I reacted the way I did (Natural…
Positive Behaviour Management
Context
Class in general
The class as a whole are generally quite well behaved compared to other classes in the school. They are still quite talkative and display a lot of low level disruption but this has mainly been put down to them being year 2 and transitioning into a more work, less play environment
Child H
Child H displays mostly low level behaviour issues but these are regular and common in lessons
Child H has in the past displayed mildly violent and nasty behaviour to other children
For example; deleting another child's work and laughing when she got upset
Often other children complain about him pushing/pinching them or generally fidgeting
No known social or family issues
Child H is a high achieving child and is sat on the second highest ability table
Other contextual factors
Class teacher is generally quite firm with the class and they do tend to behave more for her than for me or other teachers in the class.
Child H tends to mostly socialize with Child C who is another child in the class with behaviour issues. They are quite often found misbehaving together, especially at playtime.
Reasons I reacted the way I did
Past experiences of child H
part of the reason i reacted the way I did was because child H has displayed challenging behaviour before. Due to these past experiences my patience was shorter so i may have treated him more harshly than someone else who had done the same thing
Natural instinct
Sometimes I think it can be more natural to want to reprimand someone for doing something distracting. It takes a lot more thought and premeditation to be able to think the course of action through and think of what benefits the child long term
If something is distracting other people your immediate reaction is to stop that distraction rather than to think about all the implications this might have for the child and the class
I think it takes more practice and premeditation to train yourself to ignore certain distractions and really think through how to deal with them effectively
My own schooling experiences
In my own schooling experience i was always well behaved and high achieving
I strived for positive prasie so it probably would have annoyed me in school if someone who was usually badly behaved was being praised just for doing one good thing when i was good all the time
Due to this, I have more in common in the class with other girls who are high achieving and well behaved. This possibly leads me to praise them more because i feel as if they deserve it.
I asked my Mother about which ability table i was sat on in school and she said it was mixed ability tables in my school
She said I did not like sitting next to some of the boys because they messed around.
This could be causing orsubconcious bias towards Child H because he is a boy and probably would have been one of the children I did not want to sit next to in school
My own reactions to negative behaviour management
In school if I ever was reprimanded it usually affected me a lot and would work instantly at making my behaviour better.
Due to this, I probably do not have as much of an understanding as to why someone would not behave after being told off because it always worked on me.
Past feedback
After my first lesson Teacher B did say that I needed to work on low level disruption. Due to this I felt more pressure to nip challenging behaviour in the bud and make it obvious that I was doing so.
Implementation and effect
Positive prasie for Child H
The reasons Child H was displaying challenging behaviour were for attention
Giving him positive praise when working well will replace this negative attention with positive attention
this means his needs for attention will still be met but in a positive rather than negative way
This should in turn reinforce the positive behaviour and gradually diminish the challenging behaviour
As Child H is high achieving it should be relatively easy to find things to praise him for
It will also be massively beneficial for his progress as I do not want a high achieving child to fall behind.
Positive praise for other children when Child H is misbehaving
Teacher B suggested that when Child H is fidgeting on the carpet, I should address another child sitting near him and give them positive praise
This should reinforce the idea that good behaviour and not bad behaviour is noticed by the teacher
This also means that Child H's challenging behaviour is dealt with in a more subtle way as it should still be obvious to child H that I have noticed his behaviour but have just chosen not to directly address it.
How will this effect my teaching in other areas and settings
Other challenging behaviours
There are also other children in the class who seem to be doing similar things so this will be a useful tactic for dealing with them
It is common in every classroom to have at least some low level behaviour so this will be a transferable skill
There are other classes in the school with much higher level behaviour issues so starting here and working my way up could make me better prepared for these classes
Positive behaviour
It is also generally better for the class ethos and environment to create an atmosphere in which more attention is given to positive behaviour than challenging.
providing more positive praise to children who are always good will also be better for them as it further encours=ages their good behaviour and creates a happy environemnt for them
Children are heavily influenced by peers so providing positive praise to everyone should make everyone display more positive behaviour
Gender
It has been found that boys receive more attention in the class room because of negative behaviour which can make girls more quiet and less likely to speak out
Stopping addressing Child H's negative behaviour and generally praising more positive praise should also help challenge this issue as not only will Child H receive more positive praise, but everyone else should as well.
Negatives
Could potentially be seen as unfair if Child H is receiving positive praise and never being reprimanded if he is still messing about
Other children could feel they are working harder but not receiving positive praise which may cause them to work less